Outcomes

Developing outcomes is an essential component to designing an effective curriculum.  Outcomes guide selection of course materials, help determine effectiveness of information delivery, and help guide the learner as to what is expected in the course (DeYoung, 2009). 

Benjamin Bloom developed a taxonomy that identified three learning domains: cognitive, psychomotor, and affective.  The original subcategories created were knowledge, comprehension, application, analysis, synthesis, and evaluation.  In 2001, the subcategories were revised to represent them as actions, as represented in one of many pyramidal images and even in video form:

Those with an affinity for neurology may prefer this version.

Educators can choose from lower to higher-level outcomes based on each component of Bloom's.  Lower level questions usually require rote memorization, while higher order questions focus on critical thinking.

Workshop Outcomes

Outcome 1: Learner will recognize different learning styles to examine alternative ways to enhance learning in a classroom setting.

Outcome 2: Learner will evaluate and select content-appropriate learning tools.

Outcome 3: Learner will be able to design a contemporary lesson plan that integrates a one or more technological components to encourage active learning.

References

Bloom's Digital Taxonomy Table (2011). Retrieved from http://study.ln.edu.hk/obatl/designing-course

DeYoung, S. (2009). Planning and conducting classes.  In S DeYoung (Ed.) Teaching strategies for nurse educators. (2nd ed. pp 89-108). Upper Saddle River, NJ: Prentice Hall.

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