Procedures for writing learning outcomes and objectives for program and curriculum development.

1. www.wiredlearningconsultants.com
wiredlearning@shaw.ca
(403) 816-7290

2. HOW TO DEVELOP…
L E A R N I N G O U T C O M E S
• Big picture goals
• Skill, knowledge or
ability targets
• 4 to 8 outcomes
L E A R N I N G O B J E C T I V E S
• Mastery of outcomes
• Measurable activities
• 4 to 5 objectives per
outcome

4. LEARNING OUTCOMES
THINK BACKWARDS
Focus on desired
knowledge & skills
of student
ZOOM OUT
Zoom out to the
core aspects of
the subject
CONSIDER
INFLUENCES
Consider other
factors that
affect outcomes
4 TO 8
OUTCOMES

5. THINK BACKWARDS
Determine DESIRED RESULTS of student
knowledge, performance, ability and/or attitude
• What are the big ideas?
• What enduring understandings are important?
• What content is worthy of learning?
• What should learners take away?
UNDERSTANDING BY DESIGN
BY MCTIGHE & WIGGINS
http://www.ascd.org/ASCD/pdf/siteASCD/publications/
UbD_WhitePaper0312.pdf

6. ZOOM OUT
Sequence learning events with BROAD VIEW being
first
• Zoom out to general and fundamental level
• Choose a few core aspects of the subject
• Ensure aspects are interrelated
ELABORATION THEORY BY REIGELUTH
http://www.nwlink.com/~donclark/hrd/learning/id/elabor
ation_theory.html

7. CONSIDER INFLUENCES
Factors that influence the formation of learning
outcomes
• Program and institutional goals
• Industry demands
• Student characteristics and prior learning
• Good teaching and learning practices
• Your notion of learning

8. Think
Backwards
Zoom Out
COURSE: INTRODUCTION TO MANAGEMENT
Influences
• Explore the many
roles of managers
within an
organization
• Business field
• Trends in business
& management
• Environmental
movement
• College business
program goals
• Students lack of
management
experience
• Real-world learning
• Impact of external
changes, such as
globalization and
environmental
concerns
EXAMPLE
LEARNING OUTCOME
• Illustrate how changes to the external
environment impact an organization
Big Idea
Aspect of
Subject

9. In a small group,
• Choose 1
subject/course
• Determine 2
learning
outcomes
THINK
BACKWARDS
ZOOM OUT
CONSIDER
INFLUENCES

11. LEARNING OBJECTIVES
MEASURE IT
Choose evidence to
measure the objective
has been met
CAMERA, ACTION!
Determine
action students
must take to
achieve the
objective
4 TO 5
OBJECTIVES
per
OUTCOME
ZOOM IN
Zoom in one or
two levels to the
details of the
subject

12. ZOOM IN
Sequencing of learning events to move to next level of
detail
• Zoom in/drill down ONE or TWO LEVELS of subject
• This level is the subparts of the whole picture
• More detailed but not as much as learning activities
or assessments
ELABORATION THEORY BY REIGELUTH
http://www.nwlink.com/~donclark/hrd/learning/id/elabor
ation_theory.html

13. COGNITIVE AFFECTIVE PSYCHOMOTOR
I know… I feel… I perform…
remember - recognize
understand - explain
apply - use
analyze - compare
evaluate - critique
create – produce
receive - accept
respond - discuss
value - persuade
organize - change
internalize – act
perceive - identify
set - begin
guided response - copy
mechanical - assemble
overt response - build
adapt - alter
originate – construct
ACTION & MEASURE
TYPES OF LEARNING BY BLOOM (Revised taxonomy)
http://www.lbcc.edu/oas/documents/bloom_s-rev_3-09.pdf
LEARNING DOMAINS - verb

14. Zoom In Action
COURSE: INTRODUCTION TO MANAGEMENT
Measure
• How to understand
changes in the
external
environment
• Report, list,
discussion, blog
• Examine, locate,
recognize, discover
EXAMPLE
LEARNING OBJECTIVE
• Examine the process of environmental
scanning
Level 2 of
Subject
Student
Performs
Evidence
of
Learning

15. In a small group,
• Compose 2
learning
objectives per
previously
created outcomes
ZOOM IN
CAMERA,
ACTION
MEASURE IT
Back to Action
& Measure

16. https://online.unlv.edu/sites/online.unlv.edu.oedrupal/files/ima
ges/blooms_infographicB.png?goback=.gde_58371_member_
197067486

17. In a small group,
• Determine the 2
learning
outcomes of this
session
• Provide 2
learning
objectives per
outcome

18. ANSWER TO ACTIVITY #3
Outcome #1 - To compose concise learning outcomes
• To determine essential learning
• To acknowledge influences on learning outcomes
Outcome #2 - To develop learning objectives to master
learning outcomes
• To determine next level of subject details
• To design a learning objective that active and
measureable
Learning
Objectives
Learning
Objectives

19. SUMMARY
L E A R N I N G O U T C O M E S
• Big picture goals
• Skill, knowledge or
ability targets
• 4 to 8 outcomes
• Backward design
• Zoom out
• Consider influences
L E A R N I N G O B J E C T I V E S
• Mastery of outcomes
• Measurable activities
• 4 to 5 objectives per
outcome
• Zoom in
• Camera, Action
• Measure It!

20. www.wiredlearningconsultants.com
wiredlearning@shaw.ca
(403) 816-7290
Dr. Kelly Edmonds
Thank you!