Identify Results

The first step in course creation is to create learning goals. What competencies should your students have gained by the end of the semester or end of a unit? Learning objectives should be written for both the course as a whole and for each unit or module, taking into account how each smaller unit fits into the overall goals (which should themselves fit into program/curriculum goals). It is important to structure learning objectives as measurable statements. Avoid using verbs like “know” or “understand” as those are less measurable than verbs like “recall” or “analyze”. Bloom’s Taxonomy is a useful tool to determine the level of skill you want your students to obtain.

In addition to writing learning objectives, it is a useful idea to provide these objectives to the students. Being transparent and explicit with your course expectations will prevent issues and confusion throughout the class. D2L has the ability to structure learning objectives within the course, and then link those objectives to specific assessments, rubrics, and activities.

Examples

At the end of the semester, students should be able to:

• Recognize the chemical structure of gonadal hormones

• Interpret data graphs and figures

• Compare and contrast LTP and LTD

Learning objective resources

• MSU Undergraduate Learning Goals

• MSU IT Teaching and Learning – Learning Objectives

• Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation - Learning Objectives

• Vanderbilt Center for Teaching - Bloom’s Taxonomy

• Iowa State - Bloom’s Taxonomy

• Rutgers - Effective Use of Learning Objectives

• Howard University - Center for Excellence in Teaching, Learning and Assessment - Writing Instructional Objectives