1. Learning Objectives Online Course Improvement Program (OCIP) Susie Bussmann & Miley Grandjean, IIQ

2. AGENDA Course Objectives QM Standard 2 Strategies Learning Objectives Course Alignment Practice evaluating LOs Wrap Up Differentiate levels of learning objectives Evaluate learning objectives to meet QM Standard 2 Apply strategies to writing learning objectives Explain alignment of LOs OBJECTIVES

3. Terms, Terms, Terms What’s the difference?

4. 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. Image source Wendy Armstrong https://twitter.com/wendy2412 https://twitter.com/wendy2412

5. Your Turn! How important are CLOs to the students? How important are CLOs to the instructor?

6. Why CLOs? ●Define course destination Define what TSWBAT... Provide organizational framework Clarify purpose of activities, etc. Keep instructor on track! Accreditation Image from: http://www.crystalview203.com/

7. Course Learning Objectives Are …. ●Broad statements ●Measurable ●Reasonable in number ●Align up and down

8. CLOs Alignment Align Up to: ●Program ●Department ●College ●Institutional ●Professional ●Discipline ●National Standards Standards, Competencies, Outcomes CLOs

9. 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.

10. Common Mistakes for CLOs CLOs for BCIS course 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 4-7 CLOs One per major topic/theme Align to module titles

11. Common Mistakes for CLOs Are CLOs really unit/module LOs? Combine LOs Work backward from module/unit LOs Module LOs for BCIS course Describe the importance of the manager’s role in securing an organization’s use of information technology Explain the key characteristics of information security Differentiate information security management from general management Identify

12. 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

13. Verbs to Avoid

14. Common Mistakes for CLOs Lower to higher risk assessments Lower order thinking assignments Higher order thinking assignments

15. Bloom’s Taxonomy Levels Benjamin Bloom’s Taxonomy Provides structure for “thinking” Move from LOTS to HOTS

16. 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

17. Does it meet QM Standard 2.1? CLO #1 Understand the role of communication in personal and professional success. Broad (2.1) Measurable (2.1) Clearly written for students (2.3) ●Revise?

18. 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?

19. 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?

20. 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.

21. 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)

22. 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

23. 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)

24. 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)

25. 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.

26. 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..