Learning Objectives

OVERVIEW: Outcomes & Objectives

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Course Learning Outcomes (CLOs) and Learning Objectives are key components in the design and delivery of educational courses, but they serve different purposes and are structured differently.

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Course Learning Outcomes (CLOs)
CLOs are the overarching goals of a course. They specify the knowledge, skills, and abilities that learners are expected to possess upon completion of the course. They represent the ultimate achievements and outcomes a course aims to impart.

Function: 

• Guidance for Design - CLOs guide instructional designers in creating content that achieves the end goals.

• Alignment - They ensure that course content, activities, and assessments are aligned with the intended outcomes.

• Assessment & Evaluation - They guide the development of assessments and provide criteria for measuring student performance. 

Examples:

• Resume Writing: Upon completion of this resume writing course, learners will be able to create a professional and effective resume that articulately presents their skills, experiences, and educational background, tailored to specific job applications in their chosen field. 

• Car Repair: By the end of this course, learners will demonstrate proficiency in basic car repair and maintenance, including the ability to diagnose common mechanical issues, perform routine maintenance tasks such as oil changes and tire rotations, and execute simple repairs on systems like brakes and cooling.

 

Learning Objectives
Learning objectives are more specific and measurable targets set for a particular lesson, module, or week within a course. They break down the broader course outcomes into manageable steps and serve as building blocks towards achieving the CLOs.
Function: 

• Specificity - They are detailed and measurable, focusing on specific achievements within a course segment.

• Scaffolding - Serve as stepping stones towards reaching the CLOs, providing a clear path for learning progression.

Examples:

• Resume Writing: By the end of Week 1, students will be able to identify and articulate their personal and professional achievements and 5 skills that are relevant to their career goals, which will form the foundational content for their resumes. 

• Car Repair: By the end of the first week, students will be able to correctly identify and describe the function of at least 15 essential car parts, including the engine, transmission, brakes, and suspension system. 

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OVERVIEW: Bloom's Taxonomy

Bloom's Taxonomy, established by educational psychologist Benjamin Bloom and his colleagues, is a framework for categorizing educational goals. It is widely used for curriculum development and instructional design, offering a structured approach to formulating and assessing learning objectives. The taxonomy is divided into levels that ascend in cognitive complexity, encouraging educators to foster higher-order thinking skills in their students. This hierarchical model is pivotal in helping teachers align their teaching methods and assessments with specific learning outcomes and cognitive processes.

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The Six Levels of Bloom's Taxonomy: 

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1. Remembering - This is the most basic level, involving recall of facts and basic concepts. Students demonstrate their ability to remember or retrieve previously learned material.

2. Understanding - Students demonstrate comprehension of the material at this level. They can explain ideas or concepts, interpret, summarize, and translate what they have learned. 

3. Applying - Here, students use acquired knowledge in new situations. They apply concepts, techniques, or methods in real-life or hypothetical scenarios.

4. Analyzing - This stage involves breaking information into parts to explore understandings and relationships. Students can differentiate, organize, and connect ideas.

5. Evaluating- At this level, students make judgments about the value of ideas or materials. They can critique and justify a decision or course of action based on criteria and standards.

6. Creating - The highest level of cognitive skills, where students produce new or original work. They integrate knowledge from various areas to form a coherent whole or propose alternative solutions.