ABSTRACT
Education outcomism is oriented towards qualification level, credits and graduate outcomes, which in turn are applied to module outcomes and assessment. Ultimately, all of these give shape to the learning activity design students encounter in each module. Module outcomes and assessment go together because their relationship is symbiotic. Much of educational effectiveness relies on the quality of how graduate outcomes are expressed across module outcomes, and how well module outcomes are reflected in assessment; therefore, this relationship is critical in digital distance education (DDE). Module development flows from formal qualification definition to the approval of outcomes to the preparation of assessment and learning activity design. A larger credit value can also work towards a more judicious use of assessment, and a better continuity of subject-based asynchronous dialogic around a dedicated module tutor. In DDE it is recommended that students work in sequence, one module at a time, in accordance with the overall Flexible principle.
