As I continue my journey in pursuing a PGCert in Higher Education at UAL, I recently had the opportunity to participate in a thought-provoking class workshop focused on the use of Learning Outcomes in Art & Design. This workshop, accompanied by a small group debate, has inspired me to reflect on the integration of outcome-based learning design within creative disciplines.
The workshop commenced with an exploration of the significance of Learning Outcomes in the context of Art & Design education. As someone that lectures students in this field, I recognised the importance of articulating clear learning objectives that guide both teaching and assessment practices while allowing room for creativity and artistic expression. This session emphasised the need for alignment between learning outcomes and the unique nature of creative processes.
During the workshop, our small group, comprising four individuals including myself, engaged in a dynamic debate on the benefits & opportunities, challenges & limitations of outcome-based learning design in Art & Design. The discussion was enriching, with each member bringing diverse perspectives and insights. I had also read an article ‘Learning Outcomes and assessment criteria in art and design. What’s the recurring problem’ (Davies, 2012) that gave me a platform to develop my own thoughts and opinions.
In our debate, we explored the benefits and opportunities associated with outcome-based learning design. We discussed how clear learning outcomes can enhance student engagement and motivation by providing a roadmap for their artistic journey. Additionally, we explored the potential for learning outcomes to empower students to take ownership of their learning and set ambitious goals, thereby fostering creativity and innovation.
However, alongside the enthusiasm for outcome-based learning design, we also acknowledged several challenges and limitations. We wrestled with the concerns between articulating measurable outcomes and allowing space for unexpected discoveries often found in artistic endeavours. Balancing the specific nature of learning outcomes with the fluidity of creative processes emerged as a central concern. I have included a screen shot from our group debate in this blog below.
This workshop and debate served as a catalyst for personal reflection. I found myself contemplating how I can effectively integrate learning outcomes into my pedagogical approach while preserving the essence of artistic exploration. It reinforced the importance of flexibility and adaptability in navigating the complexities of Art & Design education within the framework of outcome-based learning design.
In conclusion, the class workshop on Learning Outcomes in Art & Design, coupled with the small group debate, offered valuable insights and opportunities for growth as an educator. It prompted critical reflection on the joining of pedagogy and creative disciplines, challenging me to consider a balance between structure and spontaneity in student learning and artistic development.
References:
Davies, M (2012). ‘’Learning Outcomes and assessment criteria in art and design. What’s the recurring problem’’ BrightONLINE Student Literary Journal.