• Page 17: Top 5 most important factors for creating an effective teaching and learning ecosystem: Having a strong leadership and vision (45%) is the #1 (next highest is 15%)
• Page 20: *83% of higher education respondents said that it was important for institutions to provide studens with skills-based learning alongside their academic education. *
• Page 26: Participants identified several challenges in fostering a a culture of lifelong learning for professionals, including: 89% Clear learning objectives
• Page 7: Real-world experiential and work-based learning are no longer fringe; 4 in 5 see these as essential.

This might catch the attention of HE people paying attention. It also hopefully connects to the participants who shared that they are not getting the information about the programs that they desire. If the data being consumed (by this vendor or others) is still rooted in describing the content of the learning and not the measurable, assessed outcomes, then it's utility is limited and, crucially, it could create trust issues that make consumer wary of all the data. On the other hand, if they can trust the high quality data, there will be a window of competitive advantage for HE institutions that choose to share the data that the consumers (largely employers) want to see.

Align Learning Outcomes to Credits (key for meaningful unbundling/bundling)

Purpose of Learning Outcomes

31:00 Zettelkasten as system for ongoing learning (not bound to an outcome)

• see zk on process vs outcomes

What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?

Multiple tiers of interconnected and aligned goals link classroom activity with published standards and curricula.

Blakely, Tony, John Lynch, Koen Simons, Rebecca Bentley, and Sherri Rose. ‘Reflection on Modern Methods: When Worlds Collide—Prediction, Machine Learning and Causal Inference’. International Journal of Epidemiology 49, no. 6 (1 December 2020): 2058–64. https://doi.org/10.1093/ije/dyz132.

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.

The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.

The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.

The site has a research link and the kb was excellent. I was very pleased to have found this resource.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This could be a series of tags determined by prof.

This is a great way to communicate/model a learning outcome.

Before Common Core.