6.2.1 Intended Learning Outcomes (ILOs)

By using the course-level pattern, the Learning Design Studio (LDS) has already provided some Intended Learning Outcomes (ILOs) based on the suggested disciplinary practice, Engineering Design, and the pedagogical approach, Self-directed Learning, as shown below:

Disciplinary Skills

• Apply design thinking process - Empathize with users
• Apply design thinking process - Define design problems
• Apply design thinking process - Ideate innovative solutions
• Apply design thinking process - Build prototype
• Apply design thinking process - Test solution
• Apply design thinking process - Optimize solution

Generic Skills

• Apply self-directed learning strategies (Goal-setting) in the learning process
• Apply self-directed learning strategies (Self-planning) in the learning process
• Apply self-directed learning strategies (Self-monitoring) in the learning process
• Apply self-directed learning strategies (Self-evaluation) in the learning process
• Apply self-directed learning strategies (Revision) in the learning process

However, you will still need to create customized ILOs to complete a meaningful learning design for your specific case.

Figure 6.4: Learning Design Triangle Section - Intended Learning Outcomes

For the following part, you will explore how to add the new ILOs to the design.

🌟 For guidance on developing strong ILOs, refer to Chapter 2.2 - Intended Learning Outcomes (ILOs)

In the LDS, there are four categories of Intended Learning Outcomes (ILOs):

Disciplinary Knowledge: The core concepts, theories, facts, and frameworks that are recognized and developed within a particular field or area of study.
Disciplinary Skills: The specific techniques, methods, and competencies associated with a particular field or area of study.
Generic Skills: The broad abilities that help people succeed in education, work, and daily life, regardless of a particular field or area of study.
Values & Attitudes: The beliefs, principles, and dispositions that guide a person's behavior, decision-making, and interactions with others.

Adding a New ILO 

There are two ways to add a new ILO: (1) using the ILO patterns or (2) writing it yourself.

1. Use the ILO Pattern

• You will use our pre-defined ILO pattern to indicate what students are expected to achieve as a result of the learning process. 

Figure 6.5:  Intended Learning Outcomes - Values & Attitude

• Currently, the design does not have any ILOs created for Values & Attitude. We can select a ILO from the ILO patterns.

Figure 6.6:  The ILOs Patterns in the LDS Facilitator   After selecting the category of targeted ILOS, you can click the "SHOW INTENDED LEARNING OUTCOME PATTERN" button to view the suggested patterns in the LDS Facilitator. By clicking the  button, you can explore the details of the targeted ILO.   Figure 6.7: Details of the Targeted ILO Pattern (1)   You can use the targeted ILO pattern directly by clicking "COPY" button in the new pop-up window, or by clicking the  button in the LDS Facilitator. The ILO pattern details will be auto-filled into the LDS. Figure 6.8: Details of the Targeted ILO Pattern (2) After copying the ILO pattern, you can see the ILO "Students learn to respect others, including accepting and respecting others' viewpoints and differences." appear in the ILO builder. To better fit our course context and the Bloom‘s Taxonomy, we can modify it to: “Demonstrate willingness to accept and respect the elderly, including accepting and respecting their viewpoints and differences.”

2. Writing it Yourself

• You will write a full ILO to indicate what students are expected to achieve as a result of the learning process.

Figure 6.9: Adding a New ILO

• If you have not added any ILOs before, you can click the  or button to add a new ILO.
  

Figure 6.10: Interface of the ILO Builder (1)

• We will go through each option in the ILO Builder one by one.

1. Subject/Discipline(s)     Figure 6.11: Interface of the ILO Builder (2)     If your learning design covers multiple disciplines, you can select the appropriate subject for each ILO as needed.

2. Category   Figure 6.12: Interface of the ILO Builder (3)   For your convenience, you can select the category of ILOs here: Disciplinary Knowledge, Disciplinary Skills, Generic Skills, or Values & Attitudes.

3. Bloom's Taxonomy Level   Figure 6.13: Interface of the ILO Builder (4)   Select the Bloom’s Taxonomy level that best reflects the intended skill or knowledge for this outcome (e.g., Remember, Apply, Evaluate).  Figure 6.14: Writing a ILO with LDS Facilitator   After you select the Bloom’s level, the LDS Facilitator will recommend suitable action verbs to help you complete your ILOs. Choose the appropriate action verb that best measures the intended skill or knowledge for your ILO.\

4. ILO and LDS Facilitator     Figure 6.15: Interface of the ILO Builder (5)     Click the LDS Facilitator button  to request feedback from the chatbot on your ILO.   Figure 6.16: Writing a ILO with the Chatbot

5. Sub-ILO(s)    Figure 6.17: Interface of the ILO Builder (6)     To provide greater clarity, an ILO can be subdivided into more detailed sub-ILOs as needed.

Additional Information

Information Window Figure 6.18: Information Window

The course-level pattern has already provided some information about the pedagogical approach and disciplinary practice. You can review these details in the information window.

After completing this section, it is clear that the ILOs are well defined across Disciplinary Knowledge, Disciplinary Skills, Generic Skills, and Values & Attitudes. The intended cognitive and affective knowledge and skills will guide you in designing appropriate learning experiences later on.