Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Bloom’s Taxonomic Pyramid orders the levels of outcomes from the lowest order of cognition (remembering) to the highest (creating) (Krathwohl, 2002). In the following table we have given a brief ...

The higher education lore is that faculty members cannot agree on anything. Like other myths, this accepted folk wisdom is far from the truth. Indeed, over the course of our careers, we have ...

A group of philanthropies and school and technology advocacy groups, with contributions from educators, compiled a four-part “working definition” of the attributes of personalized learning. They also ...

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z Achievement target: Desired level of performance. Often used ...

Requirement: One Course -- clear expression of ideas in writing; includes grammar, organization, and structure. Varying levels and types of writing skills are required for different jobs. The ability ...

Performance management practices and systems often encourage teams to “innovate and deliver,” pushing them toward high standards while asking them to be flexible and experimental. But new research ...