From intentions to learning outcomes

How can you turn a training intention into observable and assessable learning outcomes with the help of AI?

1250 € per session, excl. VAT

In short

This half-day session of 3 hours explores the distinction between intention, content and learning objectives, before moving on to writing observable learning outcomes. Using a fictional case, participants discover how to prompt generative AI, correct its suggestions and link each objective to appropriate evidence of learning.

Why this training?

A programme may state that learners will « know the reception rules » without specifying what they must be able to do successfully. This ambiguity makes it harder to choose exercises and leaves assessment dependent on impressions rather than observable behaviour. AI can suggest wording, but it can also invent conditions or propose unrealistic requirements. Learning to scrutinise its responses allows you to retain control over educational decisions and distinguish a convincing sentence from a genuinely verifiable objective. Case used throughout: The fictional organisation « Brindoval Accueil » is preparing a two-hour introductory session for new staff responsible for directing visitors. Its brief states only « understand reception ». Participants turn this into four objectives covering questioning, identifying needs, directing visitors and checking understanding. Transfer to the workplace: In the following week, revisit an objective from an existing training course, reword it using the review checklist and define evidence of attainment. Ask a colleague to review the whole set to check that you both understand the same expected performance.

Objectives of this training

  • Distinguish between an overall aim, content, an activity and a learning objective.
  • Select a verb describing an observable action by the learner.
  • Write four objectives specifying the action, conditions and success criterion.
  • Correct an AI suggestion based on the target audience and the time available.
  • Link each objective to consistent evidence of attainment.

Who is it for and what are the prerequisites?

Roles and tasks concerned

  • Occasional trainers preparing their first training sessions.
  • Training officers and subject-matter experts who need to specify expected learning outcomes.

Prior skills

  • No prior knowledge of AI required.
  • Be able to describe a simple situation in which someone needs to learn how to act.

What you will work on

  1. Decoding the learning need

    Objective: Separate the general intention from the expected performance. Differences between overall aim, objective, content and activity; the role of the target audience, duration and prior knowledge and skills.

  2. Writing an observable performance statement

    Objective: Develop objectives that are precise enough to be assessed. Action, conditions and criterion structure; observable verbs; distinction between a qualitative criterion and an arbitrary numerical threshold.

  3. Discovering assisted rewording

    Objective: Use an AI suggestion as material to scrutinise. A prompt specifying the target audience, task, duration and format; plausible but unsuitable responses; confidentiality of the information entered.

  4. Checking alignment with assessment

    Objective: Check the quality of objectives through their evidence of attainment. Correspondence between the expected action and the assessment task; limitations of a questionnaire for assessing an interaction; peer review.

What you take away

  • Learning needs scoping sheet.
  • Table of four reworded and justified objectives.
  • Matrix of objectives, evidence of attainment and criteria.
  • Completed review checklist and reusable AI prompt.

Method and assessment

  • Short teaching inputs followed by immediate practice using the case explored throughout.
  • Individual work followed by work in pairs, with peer review of the work produced.
  • Guided group discussion: what works, what needs correcting and what remains a human decision.
  • Preparation: Prepare a fictional or anonymised brief: beginner audience, duration, intended task and constraints. Arrange access to a generative AI tool authorised by the organisation, if available; otherwise, use the prepared responses for the exercises.

Observable criteria: Each objective describes an action by the learner rather than an action by the trainer. ; The wording replaces vague verbs with observable performances. ; The conditions and criteria are explicit, justified and compatible with a two-hour introductory session. ; Each piece of evidence of attainment genuinely allows the stated action to be observed. ; Unfounded additions by AI are identified and then removed or corrected..

Frequently asked questions

Do you need to master an educational taxonomy?

No. A few reference points help distinguish between recalling, explaining and performing, without memorising an entire framework.

Must every objective include a percentage?

No. An observable qualitative criterion is often more relevant than an unjustified numerical threshold.

Does AI validate the objectives?

No. The participant checks their relevance, feasibility and alignment with the assessment.

Can you use an internal programme?

Yes, only if anonymised and without confidential content; the fictional case remains available for all exercises.

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