The CONTENT Primer: Aligning Essential Content with Learning Outcomes

By:  Ruth Stiehl and Michele Decker


PREFACE: The OUTCOME Primers Series 2.0
Once a Fad — Now a Fact! xi
Distinguishing Our Work xii
PART ONE: The Importance of Analyzing Outcomes First  
Analyzing the intended learning outcomes to determine the essential content is one of the  important marks of a strong curriculum.
Introduction 3
Designing Backwards — Outside In 3
PART TWO: Learning from the Past, Moving into the Future
The future belongs to a very different kind of person with a very different kind of mind— creators and empathizers, pattern recognizers, and meaning makers.  —  Daniel Pink
A Paradigm Shift: The Place of Conceptual Learning in an Outcome-Based Model 11
A Case in Point: Nursing Studies 13
Topics vs Outcomes 13
PART THREE: Distinguishing Concepts, Issues and Skills
An inch deep and a mile wide —Schmidt, McKnight and Raizen
The Consequences of Information Overload 21
Expressing Content as Concepts, Issues and Skills 23
Posting Content onto the Outcome Guide: Pogging, Cogging and Wogging 28
What Concepts Must Your Learners Understand? 32
What Issues Must Your Learners Resolve? 35
What Skills Must Your Learners Develop? 37
What Does a Good Outcome Guide Look Like? 43
Determining Essential Content: A Facilitator’s Guide 49
PART FOUR: Continuing Your Learning  
Tell me, and I will forget Show me, and I may remember Involve me, and I will understand  — Confucius, 450 BC
In Conclusion 67
Next Steps 67
Appendix A: Sample POGs, COGs, and WOGs 71
Appendix B: Our Preferred Terms for Determining Essential Content   87
Related Readings   91
Acknowledgments   95
About the Authors   96