Plan

Learning Outcomes Overview

Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

learning objectives used instead.

Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

outcomes or learning objectives).

The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

are important because they:

• Provide students with a clear purpose to focus their learning efforts.

• Direct your choice of instructional activities.

• Guide your assessment strategies.

Lea rni ng Goa l s Vs . Lea rni ng Outc omes

What are the differences between a learning goal and a learning outcome?

Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

not necessarily result in products of observable and measurable behavior.

For example, a learning goal for a Cybersecurity 101 course would be:

• Develop fundamental knowledge of cybersecurity.

As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

complete instruction.

For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

• Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

learning goal (fundamental knowledge of cybersecurity).

Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

most cases, learning goals are also your course-level learning outcomes. When you design a training, the

hierarchical level of learning outcomes stil l applies.

Pra c ti c a l Exa mpl e: EDUC 802

Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

learning outcomes. The course-level outcomes (CLOs) for this course are:

• Compare and contrast various learning theories and design model s.

• Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

• Evaluate students’ learning by using proper assessment strategies.

• Develop a personal philosophy of teaching and learning in higher education.

The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

outcomes (MLOs) for Module 2:

• Explain the elements of behaviorism.

• Identify the stages of cognitive development.

• Identify the theories of multiple intell igence.

• Differentiate between experiential learning theory and social cognitive theory.

• Create learning outcomes using Bloom’s Taxonomy.

• Correlate learning theories with instructional design principles.

And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

• Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

level course or adult learners.

Can you see which CLOs and MLOs are bei ng met by the ALO?

You will need to create a l inear course structure, such as described above, so that you are confident that all your

CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

design a training course, you can apply the same hierarchical levels of outcomes in your design.

Learning Outcomes Overview

Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

learning objectives used instead.

Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

outcomes or learning objectives).

The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

are important because they:

• Provide students with a clear purpose to focus their learning efforts.

• Direct your choice of instructional activities.

• Guide your assessment strategies.

Lea rni ng Goa l s Vs . Lea rni ng Outc omes

What are the differences between a learning goal and a learning outcome?

Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

not necessarily result in products of observable and measurable behavior.

For example, a learning goal for a Cybersecurity 101 course would be:

• Develop fundamental knowledge of cybersecurity.

As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

complete instruction.

For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

• Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

learning goal (fundamental knowledge of cybersecurity).

Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

most cases, learning goals are also your course-level learning outcomes. When you design a training, the

hierarchical level of learning outcomes stil l applies.

Pra c ti c a l Exa mpl e: EDUC 802

Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

learning outcomes. The course-level outcomes (CLOs) for this course are:

• Compare and contrast various learning theories and design model s.

• Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

• Evaluate students’ learning by using proper assessment strategies.

• Develop a personal philosophy of teaching and learning in higher education.

The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

outcomes (MLOs) for Module 2:

• Explain the elements of behaviorism.

• Identify the stages of cognitive development.

• Identify the theories of multiple intell igence.

• Differentiate between experiential learning theory and social cognitive theory.

• Create learning outcomes using Bloom’s Taxonomy.

• Correlate learning theories with instructional design principles.

And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

• Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

level course or adult learners.

Can you see which CLOs and MLOs are bei ng met by the ALO?

You will need to create a l inear course structure, such as described above, so that you are confident that all your

CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

design a training course, you can apply the same hierarchical levels of outcomes in your design.