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ERIC Number: EJ1048531
Record Type: Journal
Publication Date: 2014-Oct
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1476-8062
Doubting Learning Outcomes in Higher Education Contexts: From Performativity towards Emergence and Negotiation
Addison, Nicholas
International Journal of Art & Design Education, v33 n3 p313-325 Oct 2014
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 article 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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom