Learning outcomes vs. Learning Objectives
As Instructional Designers, we need to differentiate between Course Learning Outcomes and Module Learning Objectives because both of them will be present in the learning experiences that we design and create.
| Course Learning Outcomes (CLOs) | Module Learning Objectives (MLOs) |
|---|---|
| General and broad objectives for the course | Divided by module or unit |
| Required multiple steps | Manageable and actionable steps: No more than 3 – 8 learning objectives per module |
| Overall purpose of the learning experience | Specific, measurable and achievable |
| Guide the learning experience | Coherent sequence |
| Foundation of the course | Building blocks that are aligned with the CLOs |
| Knowledge and skills that the learners earn once they complete the course | Knowledge and skills that the learners earn in each module or unit |
| Ensure alignment with assessments, content and activities | Support the overarching course learning outcome |
| Must be realistic | Use action verbs aligned with Bloom’s Taxonomy |
| Example: The learner will be able to drive a car with safety and efficiency. | Example: The learner will understand driving regulations in Colorado by answering correctly more than 80% of questions in a Knowledge test. |
| Example: The learner will reflect about Equity and Diversity at work, understanding the benefits of creating an Inclusive climate. | Example: The learner will describe his/her Identity in an independent activity, and then reflect about possible biases related with the Identity in the online discussion with more learners. |
Bloom’s Taxonomy
Bloom’s taxonomy was developed by Benjamin Bloom in the 1950s and later revised by a group of cognitive psychologists in 2001. It classifies cognitive skills in a hierarchical pyramid.
Bloom’s Taxonomy – Pilar GM by Pilar GonzálezEducators are very familiar with Bloom’s Taxonomy in Education K-12. When we design a lesson, we need to be specific about the learning objectives and what skill or knowledge the learner will understand, create, apply, elaborate, etc. There is where Bloom’s Taxonomy is very helpful, to elaborate the learning objectives and align them with the required high-order skill.
As Instructional Designers, we have to consider the level of cognitive skills required to master a learning objective. We should be able to include objectives for any category, being aware that the higher we go in the pyramid, the deeper knowledge of the content our learner will get.
How could we use Bloom’s Taxonomy to create the learning objectives of our course?
- Align the objectives with the learning levels.
- Use action verbs.
- Learning objectives must be measurable.
- Consider variety and progression.