A Critique of Generic Learning Outcomes

Autor/in	Brown, Stephen
Titel	A Critique of Generic Learning Outcomes
Quelle	In: Journal of Learning Design, 2 (2007) 2, S.22-30 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-8342
Schlagwörter	Lifelong Learning; Museums; Learning Experience; Cultural Background; Instructional Design; Libraries; Archives; Educational Environment; Learning Activities; Informal Education; Outcomes of Education; Educational Objectives; Exhibits; Educational Media; Teaching Methods; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Museum; Museumswesen; Museen; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Library; Bibliothek; Archivwesen; Archiv; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernaktivität; Informelle Bildung; Nichtformale Bildung; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Bildungsmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Großbritannien
Abstract	Generic Learning Outcomes (GLOs) are intended to enable cultural heritage organisations to be aware of the effectiveness of the environment for learning that they provide and to provide quantitative evidence of the impact of museums libraries and archives on learning, nationally. This paper presents a logical critique of their strengths and limitations and proposes an alternative approach to assessing learning impact in lifelong learning contexts based on the five key learning activity types defined by Laurillard. GLOs are subjective, post hoc measures of factors only indirectly related to learning. Using Laurillard's framework, the variety and the heterogeneity of the informal lifelong learner group can be comfortably accommodated by a small number of learning experience types that can provide the foundation for specific "predictive" learning outcomes. So the risk of developing learning activities that do not work well can be avoided. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10