A Conceptual Model of Intended Learning Outcomes Supporting Curriculum Development

Tangworakitthaworn, Preecha; Gilbert, Lester; Wills, Gary

doi:10.1007/978-3-642-41924-9_15

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…The ILO diagram notations are shown in Table 1. The detailed design of ILO diagram can be seen in Tangworakitthaworn, Gilbert, and Wills (2013), and examples of ILO diagrams are illustrated in Figure 1.…”

Section: Conceptualizing Ilos As An Ilo Diagrammentioning

confidence: 99%

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Tangworakitthaworn

Gilbert

Wills

2014

Computer Assisted Learning

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Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self‐regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.

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Section: Conceptualizing Ilos As An Ilo Diagrammentioning

confidence: 99%

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Tangworakitthaworn

Gilbert

Wills

2014

Computer Assisted Learning

View full text Add to dashboard Cite

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Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups

Hai-Jew

2020

Form, Function, and Style in Instructional Design

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Curriculum design is often applied to creating formal learning sequences to ensure that learners pursuing accredited coursework experience the proper learning contents, activities, life-building, and fair assessments in the proper order. In a lifelong learning context, learners will engage in a combination of formal (accredited), nonformal (byproduct learning from structured unaccredited learning contexts), and informal (unintentional) learning. For the latter two contexts, and for individual and groups of learners, there may be benefits in constructing a backwards curriculum design to enable target complex-skill capabilities (even those that require years of effort). This work explores how to create a backwards curriculum design from target complex-skill capabilities, using manually created data tables and related mind maps as early design tools. These enable advancing targeted learning by skill branches or by sequential approaches towards the target skillset.

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A Conceptual Model of Intended Learning Outcomes Supporting Curriculum Development

Cited by 2 publications

References 10 publications

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups

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