How do you actually know what you’re teaching to someone is actually being learned?
Cannabis education is an important component of legal cannabis, but if you attempt to go through your cannabis education programs willy-nilly, with little to no plan or evaluative process to know people are learning, you could be missing the mark.
This is where the power of the LEARNING OUTCOME comes in.
Learning Objectives vs. Learning Outcomes
If you’ve been in education or have taken a formal education course lately, you may have had a syllabus or course outline that presents learning objectives.
“The objective of this course is to demonstrate the various cannabis strains available and their therapeutic uses,”
“This course will provide an overview of the ways that cannabis is being used in women’s health care.”
These are all fine and dandy; these kinds of statements do tell you what you’re about to learn and what the teacher has in store for you. But it leaves out one critical component of the learning process: YOU, the learner.
Moving from learning objectives to learning outcomes places your cannabis education program in the hands of the learner, empowering them to be able to do something or to have experienced a certain kind of change as a result of their knowledge.
Constructing Learning Outcomes
Where learning objectives represent a more passive role of the learner and active role of the teacher, learning outcomes place the onus of learning onto the learner with the support of the teacher or instructor. Learning outcomes are more measurable, observable and concrete, whereas learning objectives are like throwing a bunch of spaghetti on the wall hoping it sticks.
Learning outcomes are composed of three main components:
· Content – the core foundation of what you’re teaching and learning (i.e. cannabis education)
· Skills – the resulting skills or knowledge that learners will be equipped with upon leaving the course
· Context – this is the context or where the new knowledge or skills that have been acquired will take place (i.e. in a clinical setting in a legal cannabis state or country)
Here are some examples of learning objectives for cannabis education:
“As a result of this course, clinicians will understand the various research surrounding CBD and the various ways it’s administered, and will be able to apply this to working with patients in a clinical setting where permitted.”
“After engaging in this course, senior citizens will understand the ways CBD can reduce pain and inflammation in order to use CBD effectively at home for medicinal purposes.”
“Upon completion of this course, instructors will be equipped with the tools they need to create engaging learning objectives in order to deliver high-quality cannabis education workshops.”
See how the little change there made all the difference in what results from an education session? This little change from objectives to outcomes moves from stating what an instructor intends for you to know, or wants to you learn, and places the learning process on you in an empowering way that allows you to see a practical application.
Consult an Educator
Not sure whether your cannabis education program is actually reaching your learners? CannaWrite offers an educational background in adult learning, a Master of Education and almost a decade of experience in the writing of over 30+ higher education curriculum documents. I am taking my expertise in higher learning and applying it directly to cannabis. Consult to discuss in-depth your cannabis education program and how it can be revamped to truly meet the needs of learners.