Taken together, the learning outcomes for all of the modules available within a scheme of study should reflect the outcomes for that scheme as a whole. It should be clear how the outcomes for both individual modules and schemes of study match with relevant teaching, learning and assessment strategies, as well as the scheme aims, curriculum content and criteria used for assessment. Since the University adopted the modular structure in 1995, schemes and modules have been described in terms of aims and objectives. Learning outcomes, on the other hand, are more student-centered and describe what it is that the learner should learn. Modules will henceforth be written in terms of an aim, as currently, and learning outcomes.
Learning outcomes replace objectives.
The aim is a statement of general intention, or broad purpose, of the module. For both schemes of study and individual modules, learning outcomes should therefore be written in relation to knowledge , understanding and skills . To illustrate these points examples are given below. To develop knowledge, understanding and skills related to the recognition and interpretation of igneous and metamorphic rocks. One of the current objectives of the module To explain the different magma geochemistries derived from partial melting of the mantle in different tectonic regimes.