Teaching and learning objectives are fundamental components of curriculum planning.

Both, teaching and learning objectives, address intended learning outcomes, i.e., knowledge and skills we want students to have built by the end of a course or learning venture (e.g., EPIC Missions, courses, service learning experiences, etc.)

The use of intended learning outcomes offers clear advantages, as they:

Learning activities need to designed and stimulated in such a way that learning is facilitated and learning objectives can be reached.

Based on the conversational framework of Prof. D. Laurillard (UCL), the ABC Learning Design approach distinguishes six different types of learning activities: Acquisition, Practice, Investigation, Discussion, Collaboration and Discussion, which can be implemented via a variety of either conventional or digitally enhanced methods.

In contrast to commonly used summative assessment tasks such as written or oral exams, presentations or written assignments intended to measure the extent to which the learning objectives defined at the beginning of a course, formative assessment tasks are meant to allow for intermediate self-assessment of a student's learning progress.

Especially when combined with qualitative feedback, either provided automatically via digital tools, or given by peers and/or teachers, formative forms of assessment have proven to facilitate learning and are increasingly integrated in Higher Education learning and teaching.

E-Portfolioscan be used as way of combining both formative and summative assessment tasks. They offer students the opportunity to continuously gather and reflect their individual learning products, including multimedia artefacts. By creating and assembling selected components in a purposeful and appealing way they do not only enhance their digital skills but can demonstrate competences gained to teachers and/or potential employers in a comprehensive, state-of-the-art format.