Learning Outcomes in Use – Project-Oriented Education from a Teacher’s Perspective

This paper describes how a teacher can apply learning outcomes in a syllabus in project-oriented education. We present these learning outcomes in the context of a project-oriented course and give practical examples of how a teacher can apply the examples by coordinating (1) learning outcomes in the syllabus, (2) learning activities in the course, and (3) processes in a project-oriented course. The examples are applied to processes in a project-oriented course, including the students ’ individual learning process, project team process, and project process. Involving students early on, at the start of the course, by presenting the learning outcomes and then continuously working with and referring to them gives the students a learning structure. The course starts with learning outcomes building on team experience and knowledge, i.e., the project team process. After that come learning outcomes for the project process, making the project the carrier of new knowledge for the team, and finally learning outcomes ending in the students ’ individual learning process, by which the students can deepen their learning, applying their knowledge in new situations and various learning activi-ties. Project-oriented education was used in an undergraduate course at a Swedish university; experiences from this course are discussed and analysed here