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Activity: 30 mins: Learning Outcomes view

This representation maps a learning design at the meso- (middle or intermediate) level. It provides...

Cloud created by:

Rebecca Galley
24 June 2010

This representation maps a learning design at the meso- (middle or intermediate) level. It provides a view which shows how the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course or module. This view is informed by John Biggs’ work on Constructive Alignment (Biggs, 1999). The premise behind constructive alignment is twofold:

  • Students construct meaning from what they do to learn.
  • The teacher aligns the planned learning activities with the learning outcomes.


This activity will provide a very quick introduction to the CompendiumLD learning design tool and the Learning Outcomes view. We strongly recommend that after this taster activity you try out the real thing - watch the Getting Started with CompendiumLD SlideShow!

What you need

  1. A piece A3 paper
  2. A page of CompendiumLD node stickers. (See embedded .pdf doc below. This can be downloaded from SlideShare)
  3. A course or module to map out (real or scenario)
  4. Pens


Using the CompendiumLD Learning Outcomes icon stickers, identify and map out the higher level learning outcome(s) for the module, establish how the achievement of this/these outcome(s) can be monitored and measured (assessed), define the learner activities that will enable learners to achieve these outcomes, and the outputs you expect the activities to generate. Use the node stickers to map out your activity on the A3 paper. Decide yourself the best way to structure your map and use pens to make and explain links between nodes.

As you are working, ask yourself design questions for example:  Is there an alignment between the outcomes, learner activity, learner output and assessment? Who or what is at the centre of the design? What is your design intent, and what are the challenges or barriers to achieving this? (20 mins)


Consider the following questions and add to the discussion below:

  1. Who might be interested in seeing this view of your module or course?
  2. How easy do you think it would be for someone else to understand your map? What could you add to your map, or how could you restructure it, to help them understand?
  3. (For support teams) How might a CompendiumLD map of a course help you talk to course teams about the resources, advice, tools and activities you department offers?
  4. Where in the course design process do you think course teams could usefully complete this activity? (10 mins)

This activity format is based on the e-tivity format developed by the Adelie Project Team working on the Carpe Diem project.

John Biggs (1999): Teaching for Quality Learning at University, (SRHE and Open University Press, Buckingham)

Extra content

Embedded Content

Learning outcomes view stickers

Learning outcomes view stickers

added by Rebecca Galley


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