Writing effective learning outcomes

The first step in planning your Open Educational Resource (OER) chapter is to draft clear intended learning outcomes (ILOs). These will act as your guiding star as you develop your chapter headings and content. Effective learning outcomes will also scaffold learning and teaching for both learners and educators using your OER.

Write learning outcomes that are specific, observable and learner-centred:

• Take the learner’s perspective. Frame outcomes around what learners will be able to do, rather than what the chapter covers.
• Use clear, observable action verbs. Focus on actions learners can do, such as explain, critically analyse, compare or apply. Use direct language. Avoid action verbs that can’t be observed, such as understand.
• Connect outcomes to real‑world application. Where possible, explicitly emphasise outcomes in relation to becoming a real-world practitioner in professional or disciplinary contexts.
• Align outcomes with appropriate levels. Match the cognitive level of learning. For example, using recall and explain for foundational levels and analyse, evaluate or compare for higher levels.
• One outcome, one main idea. Each learning outcome should focus on one clear capability. Avoid including a list of multiple skills or concepts in one outcome.

If helpful, refer to these Bloom’s taxonomy action verbs to develop learning outcomes appropriate to your chapter’s learning level.

If you need more than five learning outcomes for your chapter, consult your editor or co-authors about breaking your content into multiple chapters, as it may be that the topic needs more content to do it justice.

Examples of effective learning outcomes

The two examples below demonstrate learning outcomes that are: learner-centred, action-oriented, are set at an appropriate learning level for the resource, and are meaningful to both teaching staff and learners.

Example 1

Chapter learning outcomes from Mental Health in Australia, in the OER Mental and Physical Health Dimensions.

• Define key mental health terms and concepts used in practice.
• Differentiate between mental health and mental illness using the Mental Health Continuum framework.
• Discuss the influence of biological, psychological, social and cultural factors on mental health.
• Explain the recovery-oriented approach and its application in mental health care.
• Identify common barriers to accessing mental health services.

Example 2

Chapter learning outcomes from Introduction: The History of Mental Disorders, in the OER Mental Disorders and the Criminal Justice System.

The following learning objectives tell you what is most important in this chapter. Use these statements as a guide to make sure you get the most out of this chapter.

1. Describe early treatment of mental disorders, including the history of prejudice and discrimination around mental illness and disability.
2. Discuss modern developments and reforms in the treatment of people with mental disorders.
3. Evaluate the institutionalisation and deinstitutionalisation of people with mental disorders.
4. Recognise discrimination against people with disabilities, and specifically mental disorders, as a barrier to treatment and progress.