Transcript Learning Objectives

Learning Objectives
Online Course Improvement Program (OCIP)
Susie Bussmann & Miley Grandjean, IIQ
AGENDA
Course Objectives
QM Standard 2
Strategies
Learning Objectives
OBJECTIVES
Differentiate levels of learning
objectives
Evaluate learning objectives to
meet QM Standard 2
Course Alignment
Apply strategies to writing
learning objectives
Practice evaluating LOs
Explain alignment of LOs
Terms, Terms, Terms
What’s the difference?
Course Level Goals, Outcomes, Competencies, etc.
•Course Learning Objectives (CLOs) are statements that
describe in broad terms what the learner will gain from
instruction. (Step 1)
•Example:
Learners will be able to apply the
Quality Matters Standards in a
course review.
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Your Turn!
How important are CLOs to the
students?
How important are CLOs to the
instructor?
Why CLOs?
● Define course destination
• Define what TSWBAT ...
• Provide organizational framework
• Clarify purpose of activities, etc.
• Keep instructor on track!
• Accreditation
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Course Learning Objectives Are ….
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Broad statements
Measurable
Reasonable in number
Align up and down
CLOs Alignment
Standards, Competencies, Outcomes
CLOs
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Align Up to:
Program
Department
College
Institutional
Professional
Discipline
National Standards
12 Step Checklist for Standard 2 Learning Objectives
• 2.1 The course learning objectives describe
outcomes that are measurable.
• 2.2 Consistency between levels of LOs
• 2.3 All learning objectives are stated clearly and
written from the students’ perspective.
• 2.5 The learning objectives are appropriately
designed for the level of the course.
Common Mistakes for CLOs
• CLOs for BCIS course
4-7 CLOs
One per major topic/theme
Align to module titles
Explain the management of information
security
Plan for security and contingencies in
information security
Identify, quantify and manage risks to
information security
Critique legal and ethical behaviors in
business settings
Common Mistakes for CLOs
Are CLOs really
unit/module LOs?
Module LOs for BCIS course
Describe the importance of the manager’s role
in securing an organization’s use of
information technology
Combine LOs
Explain the key characteristics of information
Work backward from
module/unit LOs
Differentiate information security management
security
from general management Identify
Common Mistakes for CLOs
Start with action verb
Point to observable
behavior
How assessing
Understand (Explain) the
management of information
security
Learn about (Plan for) security and
contingencies in information
security
Know the (Identify, quantify and
manage) risks to information
security
Study (Critique) legal and ethical
behaviors in business settings
Verbs to Avoid
Common Mistakes for CLOs
Lower to higher risk assessments
Lower order thinking assignments
Higher order thinking assignments
Bloom’s Taxonomy Levels
•Benjamin Bloom’s Taxonomy
•Provides structure for
“thinking”
•Move from LOTS to HOTS
Let’s Practice!
Does it meet QM Standard 2?
▫Broad (2.1)
▫Measurable (2.1)
▫Clearly written for students (2.3)
•Revise?
• Comm 265G Principles of Human Communication
Does it meet QM Standard 2.1?
Broad (2.1)
Understand the role of Measurable (2.1)
communication in
Clearly written for
personal and
students (2.3)
professional success.
● Revise?
CLO #1
Does it meet QM Standard 2.1?
CLO #2
Analyze a variety of
communication acts.
● Broad (2.1)
● Measurable (2.1)
● Clearly written for
students (2.3)
● Revise?
Does it meet QM Standard 2.1?
CLO #3
Demonstrate ability to
interpret body
language.
● Broad (2.1)
● Measurable (2.1)
● Clearly written for
students (2.3)
● Revise?
Module/Unit Learning Objectives (MLOs)
2.2 The module/unit learning objectives or competencies
describe outcomes that are measurable and consistent with the
course-level objectives or competencies.
2.3 All learning objectives or competencies are stated clearly and
written from the learner’s perspective.
2.4 The relationship between learning objectives or
competencies and course activities is clearly stated.
2.5 The learning objectives or competencies are suited to the
level of the course.
Alignment with CLOs
Course objectives and module/unit objectives must align (QM
2.1, 2.2, 2.3, 2.4, 2.5)
Steps 2 & 3 on checklist are specific to module/unit objectives:
● Draft specific learning objectives for each module or unit
that align to course level objectives. (2.2)
● Limit your list of objectives for each module or unit. 3-5
objectives should be adequate. (2.2)
Characteristics of MLOs
● Specific
● Tied directly to assessments
● 3-5 per module
● Align up and down - connects assessments to broader CLOs
● Measurable
● Written from learner’s perspective
● LOTs and HOTs apply
Does it meet QM Standard 2.2?
MLO #1
After this unit, you will be able to:
Solve general linear algebra equations.
● Specific
● Measurable and consistent with the
course-level objectives or
competencies. (2.2)
● Stated clearly (2.3)
Does it meet QM Standard 2.2?
MLO #2
After this unit, you will be able to:
Identify careers that utilize
knowledge about neuroanatomy and
brain functions.
● Specific
● Measurable and consistent with the
course-level objectives or
competencies. (2.2)
● Stated clearly (2.3)
LWBAT...
"Learner will be able to" (LWBAT)
Example:
Given the symbol representing a particular isotope of an atom or ion,
the learner will be able to determine the number of electrons, protons
and neutrons in that item eight out of ten times.
What came first? The assessment or the
learning objective?
1. Look at your assessments a. What are you asking students do?
b. How are they already demonstrating their understanding?
1. Write your learning objectives based on what you already have in
your course.
Rework assessments - What kinds of tasks will reveal whether students
have achieved the learning objectives I have started to identify?
Continuous cycle..