Wednesday, 15 April 2015

Subjectives instead of Objectives - my notes from Week 1 Rhizo15

Week 1 (Starting Wednesday 15th of April 2015.
Video from Dave Cormier ("facilitator" for Rhizo15)
Talking about Learning Subjectives as opposed to Learning Objectives, world is an uncertain place, right answers only occur in story books, so how to provide enough structure so that people can know what we are talking about.
Take a Learning Subjective and state what it means.
Link in post to:
Confessions of a worried teacher with the idea of using Emergent Outcomes instead. Intent of LOs (Intended - ILOs) is good (Biggs developed this?) but "it all too readily becomes a closed circuit".
"Emergent outcomes are conducive, I feel, to the connectivist approach and rhizomatic learning in that knowledge and learning are seen to emerge from the context of learning or practice."

(Below from Emergent Learning Outcomes Aberystwyth University by Elena Korosteleva and Giles Polglase, 1 October 2011).
Emergent Outcomes from Hussey and Smith's model of emergent learning outcomes (ELOs); compare with ILOs and also Ipsative LOs (student defined). So (at least) three LOs at play.

"Learning fulcrum" exists whereby intended learning outcomes, ipsative learning outcomes, and emergent learning outcomes needs to be balanced. (Why? There are levels of satisfaction in each - if these are reached in ILOs and IpLOs, then all is well).

Difference between Objectives and Outcomes?
To me Objectives are what you set out before starting and Outcomes are the results, what happens after the event. Adding "Intended" in front of Outcomes confuses the process. Rather work with Objectives to start with.

Then, is an ipsative learning objective/outcome a Subjective? I like this term...

Objectives and Subjectives are different from Emergent ones - doesn't "emergent" imply after the activity has started? In other words, there are Emergent Objectives and Emergent Subjectives, which come to light whilst the activity(ies) is under way.

Do these terms work?

1 comment:

  1. I, for one, am more interested in the unintended outcomes of this ipsative/subjective process. I may say I want to learn something new, but if know what it is I want to learn beforehand, then it is an intended outcome. The specific knowledge may be unknown, but I've learned it once the intended outcome is satisfied. I wonder if, in order to find unintended outcomes, must the intended outcomes be satisfied first, or at least simultaneously?