Outcome-Based Experiential Learning (OBEL) Framework

Communicate about Outcomes with Multiple stakeholders, Consider the Five Design Factors, Plan Assessments and Evaluations to  Create Meaningful Experiential Learning!

The Outcome-Based Experiential Learning (OBEL) Framework offers:

  • List of potential direct, indirect, and system-level stakeholders
  • 55 intended outcomes that stakeholders and co-creators may have for an experiential learning or work-integrated learning opportunity or experiential learning in general;
  • Five Design Factors that influence alignment and provides a planning checklist for experiences; and
  • A planning template for design discussions to align outcomes, activities, and assessments while considering the five factors.

Created by Carolyn Hoessler & Lorraine Godden based on a national landscape scan of 123 colleges and universities across Canada, and an initial scan of employment programs in four provinces, as well as established learning theories and practitioner feedback at national and regional conferences.

The framework has been well-received by career education professionals, faculty, government representatives and industry colleagues. The five factors have helped explain and plan for the challenge of going remote in Spring 2020. On May 13, 2020 we presented a webinar with CERIC with over 2000 registrants and 1040 attending.

OBEL Guide - Front Cover

Now Available! Outcome-Based Experiential Learning: Let’s Talk About, Design For, and Inform Teaching, Learning, and Career Development

By Carolyn Hoessler, PhD and Lorraine Godden, PhD

Outcome-based design (OBEL) for experiential learning, work-integrated learning, and career programming is a practical evidence-informed guide for stakeholders and coordinators. By focusing on the intended outcomes of stakeholders, OBEL offers flexibility in activities, synergies between outcomes, and alignment with assessment and evaluation.

For coordinators and educators faced with shifting contexts and priorities, OBEL offers approaches for communicating goals, defining program types, and focusing on design decisions. Integrating theory and practical approaches, this guide aims to keep programming feasible and scaleable with practical considerations throughout.

E-book version available at Amazon  or  Chapters  or  Barnes & Noble

Print version available at Amazon or Barnes & Noble

Templates available with purchase of ePub or paperback version. If you have purchased and need the access code, email info@hedbeyond.ca with proof of purchase.

Upcoming Webinar Series: Designing Feasible, Focused And Flexible Experiential Learning In Challenging Times!

CERIC Webinar Series, EWO sponsored
February 25, March 4 & 11, 2021        12:00 p.m. to 1:00 p.m. EDT

Getting experiential learning (EL) and work-integrated-learning (WIL) right is important, and getting each experience right feels complex. Multiple stakeholders, aims, and needs pose challenges to navigating relationships and designing experiences, while ongoing shifts to remote learning and restricted workplaces remove the usual options.

More info in Upcoming Sessions.

Register for this session

  • Informing conversations with stakeholders to unpack broad goal statements of “for careers” or “for better learning”.
  • Distinguishing why labs may be experiential learning or might not be both based on the outcome and the resulting consideration of context (factor 1).
  • Talking to students about their goals (intended outcomes) for upcoming placements.