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UAL Research Online

Doubting Learning Outcomes in HE contexts; from performativity towards emergence and negotiation

Addison, Nicholas (2014) Doubting Learning Outcomes in HE contexts; from performativity towards emergence and negotiation. International Journal of Art and Design Education, 33 (3). pp. 313-325. ISSN 1476-8070

Type of Research: Article
Creators: Addison, Nicholas

Learning Outcomes models, particularly Constructive Alignment, are the default ‘theoretical’ tool underpinning HE curriculum design in the UK despite continuing doubts as to their efficacy. With reference to the literature, this paper summarises the history of the Learning Outcomes movement and charts the perceived benefits and deficits of Learning Outcomes/Assessment as it pertains to art and design. It proceeds with an examination of the theoretical assumptions that underpin its principles specifically in relation to inclusivity and creative practice. Drawing on cultural historical activity theory a case is made for a less prescriptive model, one that recognises socially constructed, situated meaning-making, and the impossibility of second-guessing the affect-laden motivations that generate specific learning needs.

Official Website: http://onlinelibrary.wiley.com/doi/10.1111/jade.12063/full
Keywords/subjects not otherwise listed: Learning outcomes, activity theory
Publisher/Broadcaster/Company: John Wiley & Sons
Your affiliations with UAL: Other Affiliations > The Teaching and Learning Exchange
Date: 22 December 2014
Digital Object Identifier: 10.1111/jade.12063
Date Deposited: 07 Jun 2017 12:26
Last Modified: 07 Jun 2017 12:26
Item ID: 11015
URI: https://ualresearchonline.arts.ac.uk/id/eprint/11015

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