Learning between means and aims
pp. 1-12
in: Ane Qvortrup, Merete Wiberg (eds), Dealing with conceptualisations of learning, Berlin, Springer, 2017Abstract
An increased political and professional interest in learning has manifested itself in a shift from content-based to outcome-based curricula and in an increased focus on evidence-informed teaching. Within schools, among teachers and in the overall field of education, the paradigmatic shift from content-based to outcome-based curricula has been followed by enhanced interest in, as well as debate about, how learning outcomes are operationalised into learning objectives or targets in study regulations and syllabus/lesson plans, and in formalised assessment of learning.