Course Design, Management & Technology
Developing Course
Syllabus and Structure
Writing Course
Goals, Course Objectives
& Learning Outcomes
HET804
S
LEARNING OUTCOMES
Distinguish between course goals and course objectives/learning
outcomes
Discuss how course goals, course objectives and learning outcomes are
written.
Draft goals, measurable learning objectives, and achievable learning
outcomes for a course in your field.
REVIEW OF BLOOM’S TAXONOMY
COURSE DESIGN TRIANGLE Course
Curriculum
Course
Plan/Course Online Course
Outline
BEGIN AT THE END
◼ What will your students
know and be able to do
by the end of your
course?
◼ How will they get there?
◼ How will you know they
got there?
Begin at the End
Backward design: reproduced from Understanding by Design, 2nd edition, 2005,
GOALS, OBJECTIVES AND LEARNING OUTCOMES
SP
EC
Goals IFI
CI
TY
Objectives
Learning
Outcomes
COURSE GOALS
1. Express the instructor's hopes, wishes, and/or
ideals for the overall educational experience
students will have in a course.
2. Represent
the instructor or teaching perspective on the
course, describing what the course will do (vs.
what students will be able to do).
3. Describe internal states and/or longer-term
aims that you may not be able to measure in the
short time you have students in your class.
COURSE GOALS
4. Convey the kind of learning experience you
want to create for students.
5. Provide an overarching framework for why
the course looks the way it does, why the
specific learning objectives have been
chosen, and how these things are connected.
GOALS, OBJECTIVES AND LEARNING OUTCOMES
SP
Goals EC
IFI
CI
TY
Learning goals are broad statements
Objectives
written from an instructor's or institution's
perspective that give the general content
and direction of a learning experience.
They generally describe what an instructor Learning
or program aims to do; i.e., “The course
will introduce students to the major Outcomes
research methods of the discipline.”
HOW ARE COURSE GOALS WRITTEN?
◼ Course Goals:
This course will…
◼ Explore the elements of context crucial to designing courses.
◼ Introduce some principles of effective course design
◼ Engage you in reflective, applied activities
◼ Help you begin designing a course in your own field
◼ Model effective course design and teaching strategies
GOALS, OBJECTIVES AND LEARNING OUTCOMES
SP
EC
IFI
Objectives CI
TY
Learning objectives are statements of what you intend
to teach or cover in a learning experience. They tend to
be
▪ More specific than learning goals
▪ They are learner/student-centered
▪ Useful in helping you formulate more specific learning
outcomes
LEARNING OBJECTIVES
◼ Learning objectives articulate the specific,
measurable things students will know and be able to
do upon leaving your course (that is, the learner
perspective).
GOALS, OBJECTIVES AND LEARNING OUTCOMES
SP
Objectives EC
IFI
CI
Examples TY
▪ We will cover historical perspectives and debates about the role of mass
communication in the 20th century.
▪ Students will understand the impacts and effects of new media on identity
formation.
Learning objectives can introduce unintended complexity because sometimes they
are written in terms of what you intend to teach (the first example above) and
sometimes they are written in terms of what you expect students will learn (the latter
example). In contrast, learning outcomes should always be written with a
focus on the learner and how the learner will demonstrate achievement, which
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Learning Outcomes
SP
Clearly written course-level and module-level outcomes are EC
Goals
the foundation upon which effective courses are designed. IFI
CI
TY
Outcomes inform both the way students are evaluated in
a course and the way a course will be organized.
Objectives
Learning
Outcomes
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Learning Outcomes SP
EC
Goals
Effective learning outcomes are student-centered, IFI
CI
measurable, concise, meaningful, achievable and TY
outcome-based (rather than task-based).
Objectives
Learning
Outcomes
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Characteristics of Learning Outcomes SP
EC
▪
▪
Student-Centered
Measurable
Goals IFI
CI
TY
▪ Concise
▪ Meaningful Objectives
▪ Achievable
▪ Outcome-Based
Learning
Outcomes
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Course Learning Outcome Examples
▪ As a result of completing Ethics and Research
I, students will be able to describe the potential
impact of specific ethical conflicts on research
findings.
▪ After completing Money and Banking, students
will be able determine the cost benefits and
shortcomings of various cash management
strategies.
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Course Learning Outcome Examples
▪ As a result of participating in Quantitative
Reasoning and Technological Literacy I,
students will be able to evaluate statistical
claims in the popular press.
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Module/Unit Level Learning Outcome Examples
▪ By the end of unit 4, students will be able to explain
the relationship between significance levels and the
null hypothesis.
▪ By the end of module 3, students will be able to
render a video clip with a compression level
appropriate for web-based viewing.
GOALS, OBJECTIVES AND LEARNING OUTCOMES
Module/Unit Level Learning Outcome Examples
▪ By the end of week 2, students will be able to calculate
standard deviation from the mean.
▪ By the end of unit 8, students will be able to recommend
an appropriate treatment based on patients' symptoms.
▪ By the end of week 6, students will be able to build a
case for or against charter schools based on
interpretation of recent research
REVIEW OF BLOOM’S TAXONOMY
Words you can use
CREATING designing, constructing, planning, producing, inventing,
devising, making
EVALUATING Checking, hypothesizing, critiquing, experimenting, judging,
testing, Detecting, Monitoring
ANALYSING Comparing, organizing, deconstructing, attributing, outlining,
finding, structuring, integrating.
APPLYING Implementing, carrying out, using, executing
UNDERSTANDING Interpreting, summarizing, inferring, paraphrasing, classifying,
comparing, explaining, exemplifying
REMEMBERING Recognizing, listing, describing, identifying, retrieving,
naming, locating, finding.
BEGIN AT THE END
In the first stage, the instructor must consider the
learning goals of the lesson, unit, or course.
What should participants/students hear, read, view, explore
or otherwise encounter?
What knowledge and skills should participants
master?
What are big ideas and important understandings
participants should retain?
BEGIN AT THE END In the first stage, the instructor must consider the
learning goals of the lesson, unit, or course.
COURSE SYLLABUS
◼ Course Description
◼ Course Pre-requisites
◼ Couse Objectives
◼ Assessment…
DRAFT YOUR COURSE
GOALS
SAMPLES
Course Title: Instructional Design in Distance Education
◼ This course will provide the opportunity to explore the impact of distance education
environments on the process of instructional design. The application of distance
education theories to the practice of course development will be of primary concern.
Learners will engage in hands-on experiences with distance delivery technologies, as
well as the use of such systems for the design and creation of actual instructional
programming. This course is project-based with a strong emphasis on active learning
and student participation.
Why do we
need course
goals?
Course Design, Management & Technology
WRITING YOUR OWN OBJECTIVES 3. Context:
As you prepare to draft learning objectives for Specific contextual factors that may have
your own course, there are three key areas you'll a bearing on the learning objectives you
want to be aware of: develop. Depending on student ability
level, disciplinary expectations, and a
[Link] host of other things, certain learning
The core concepts, texts, formulae, etc. that are objectives may or may not be appropriate
essential for students to learn in your course. for your course.
2. Skills:
What you want students to be able to do upon
leaving your course. This includes what they
should be able to do with the content you'll
cover, as well as so-called "cross-cutting skills"
- skills that "cut across" disciplines, such as
communication skills, reasoning skills, and so
on.
COURSE OBJECTIVES/COURSE LEVEL OUTCOMES
◼ Course Objectives:
After completing this course, students should be able to…
◼ Identify key questions you need to answer about context
before developing a course
◼ Describe some principles and process of effective course
design
◼ Distinguish between course goals and learning objectives
◼ Draft goals and measurable learning objectives for a course in
your field
◼ Identify next steps in the course design process
What are
course
goals?
Watch a video: [Link] Course Design, Management & Technology
DRAFT YOUR LEARNING
OBJECTIVES
READING
◼ Nilson, L. B. (2010). Outcomes-centered course design. In Teaching at its best: A
research-based resource for college instructors (3rd ed.) (17-32). San Francisco, CA:
Jossey-Bass.
◼ Filene, P. (2003). Defining your aims and outcomes. In The joy of teaching: A practical
guide for new college instructors. Chapel Hill & London: The University of North
Caroline Press.
REFERENCES
◼ Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
designing college courses. San Francisco, CA: Jossey-Bass.
◼ Prégent, R. (2000). Charting your course: How to prepare to teach more effectively. Madison,
WI: Atwood Publishing.
◼ Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Fransciso,
CA: Jossey-Bass.
◼ Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.