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Introduction

The purpose of this standard is to encourage you to reflect on the unit-level learning goals for your course. Note that the terms "outcomes" and "objectives" are frequently used interchangeably but, for clarity, we'll use "objectives" to refer only to unit-level learning goals. A unit-level learning goal, or module-level objective, describes the skills or knowledge students are expected to achieve by the end of a module or unit of study. These objectives should be clear, concise statements that guide both you and your students through the learning journey. Effective module objectives are essential for setting clear expectations, focusing instructional efforts, and providing measurable outcomes for assessing student progress. Unlike course outcomes that need to be approved by your college, module-level objectives based on weekly, topic, or unit learning goals are written by the instructor.

Each module objective should map or align with at least one course-level outcome, but may support multiple outcomes. Well written module-level objectives will use student-friendly language, reflect behaviors that can be seen or demonstrated by your students, and be appropriate to the skill level intended for your course. Your module objectives should be more narrowly specified than your course outcomes meaning they should focus on a single skill or concept. Objectives should be challenging yet attainable, matching the students' stage of learning and prior knowledge and scaffolded to progressively lead to more advanced skills or concepts. They should also be achievable in a lesser amount of time. For example, within the week or unit of study.

You can engage students by providing opportunities for them to connect their prior knowledge to the module objectives, discover the relevance of module objectives beyond the classroom, and understand the purpose behind the module objectives.

Encouraging your students to connect the module objectives to their prior knowledge and experiences and understand the purpose of their learning helps them discover the practical value in what they're learning, making their learning more meaningful. Learning experiences that have relevance beyond the classroom enhance student engagement and motivation. Regularly revisiting and refining your module objectives based on student feedback and assessment results will help keep your course relevant and responsive to student needs.

Why it Matters to Students ...

Dylan is taking an online Intro to Marketing course and is starting the Week 7 module. On the first page of the module, Dylan finds a section titled “Learning Objectives.” The objectives are written out in very long sentences that use a lot of acronyms and unfamiliar words, like RFM, CRM, psychographics, and conjoint analysis. (2.2.a) The objective to "Grasp the theoretical intricacies of advanced market segmentation techniques and devise abstract strategic marketing frameworks to elevate brand perception in ancient historical societies." is exceptionally confusing becasue it seems very advanced and combines multiple concepts and skills. (2.2.b, 2.2.c) It also doesn't give Dylan any clues to how the class will go about "grasping theoretical intricacies". (2.2.d) and doesn't give any information about. Dylan is also wondering why these concepts would need to be applied to an ancient society, and has no idea how this information might be useful in the future or in gaining a practical understanding of marketing. (2.2.e) Confused and frustrated, Dylan decides to try to working through the module.

Challenge Your Thinking ...

Acting with self-awareness can help you design with intention to meet the varied and diverse needs of your students, so before you embark on designing or redesigning your course, take some time to identify and reflect on your social identities, privileges, implicit biases, and any assumptions you may be making about students, their identities, their lives, how they learn, and how you teach. As you begin to identify what you’re unintentionally bringing to the design of your course, use Section 2 of your Reimaging My Course Reflection Journal to reflect on how these things may be affecting students, especially students of color and students identifying with other historically underrepresented groups. Exploring your own identities, the power and privileges associated with your identities, and becoming aware of your implicit biases and the assumptions you may be making is a crucial first step in re-imaging educational structures, systems, policies, and attitudes that may be creating barriers and inequities for your students.

The reflection journal includes the questions below and provides space for you to think critically about your teaching and course design practices. Please make a copy of the journal to explore your thoughts and feelings and use your discoveries to make meaningful enhancements to your course.

Before you get started, think about the following:

Who you are - what makes you, you? Describe your intersecting identities.
What power and privileges and/or lack of power and privileges come with how you identify?
How do your identities, power, and privilege impact your teaching and course design practices?
Who is your course currently designed to serve - your institution, your department, you, or your students?

Reflect on how you described your identities, power, and privileges and answer the following:

How might your identities, power, and privileges impact student understanding of your course outcomes?

Make a list for each of the following:

Biases you may have based on the identities of students in your course.
Assumptions you may be making about the identities of your students.
Assumptions you may be making about how students are engaging with your module objectives.
Assumptions you may be making about how students understand the purpose behind the module-level learning goals.
Assumptions you may be making about how clear and transparent your module objectives are to students.
Assumptions you may be making about how relevant your module objectives are to students.
Assumptions you may be making about how relevant your module objectives are beyond the classroom.

Reflect on your lists and answer the following:

What should your students be able to do at the end of each unit of learning?
What behaviors do you expect to observe from students before, during, and after completing a learning unit?
How do your module/unit level objectives guide students toward achieving course-level outcomes?
How long has it been since you reviewed the module objectives for your course and how do they compare to the module objectives used by others on your campus teaching the same course?
Who are your module-level objectives currently designed to serve - your institution, your department, you, or your students?
What adjustments might be necessary in your course design to ensure that students from diverse backgrounds, including historically underrepresented groups, can readily relate to and engage with the learning objectives?
How can you help students more easily grasp the meaning of and connect to your module-level objectives?
How are you partnering with students and actively involving them in the exploration and understanding of module-level objectives and how can you further engage them in this process?
How can you foster a sense of ownership and responsibility among students for their own learning related to the module objectives?
What opportunities are you providing for students to reflect on their learning journey in relation to the module objectives and set goals for their own growth?
How can you make your module-level objectives more visible and transparent to students so they can track their progress and understand the significance of achieving them?
In what ways do your module-level objectives connect with skills and applications outside of the classroom and how can you help your students discover and appreciate those connections?
How do you encourage students to make meaningful connections between what they're learning and their educational, life, and career goals?
How do you gather meaningful data about the student experience in your course and use that data to make improvements for future students?

Indicators Explained

The Indicators for Standard 2.2 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

2.2.a - Course includes clearly stated module-level objectives written in easy to understand, student-friendly language.

Clearly defined module objectives will guide the design of your course and make it easier for you to identify the most effective methods for assessing student learning, select appropriate supporting content, and grade with efficiency. Clear objectives also act as stepping stones to achieving the course outcomes and make the learning process more transparent and less overwhelming for your students. Students learn best when they understand the purpose behind their learning and may have difficulty achieving your module-level objectives if they are not clearly written. Phrasing your objectives in plain everyday language that avoids the use of overly complex academic terms, unexplained acronyms, and jargon makes it much easier for students to understand their meaning and introducing clear module objectives at the beginning of each unit of study helps students connect what they’re learning to what’s expected of them.

The table below provides some examples of of overly complex module objectives that have been transformed by rephrasing them in student-friendly language.

*Transforming Complex Module Objectives to Student-friendly Module Objectives*
Discipline	Overly Complex Objectives	Simplified Objectives
Mathematics	Synthesize and extrapolate multifaceted algorithms for optimal problem-solving within discrete mathematics paradigms.	Develop and apply simple algorithms to solve problems in discrete mathematics.
Biology	Deconstruct and theorize on the phylogenetic implications of homeobox gene clusters in metazoan developmental biology.	Describe how specific genes affect the development of animals.
English Composition	Examine and juxtapose semiotic structures within post-modern literary critiques, incorporating Lacanian psychoanalytic theories.	Analyze literary works using simple methods of critique.
Computer Science	Integrate and implement concurrent programming paradigms utilizing mutex locks and semaphores within distributed computing environments.	Use simple programming techniques to handle multiple tasks at once.
Business	Synthesize strategic management theories with practical applications in multinational corporate governance structures.	Apply simple management strategies to real-world business problems.
Nursing	Formulate comprehensive care plans utilizing evidence-based practices and integrating interdisciplinary therapeutic modalities.	Develop care plans using evidence-based practices.
Electrical Engineering	Synthesize control systems theory with practical applications in nonlinear dynamical systems and feedback loop stabilization.	Apply control systems theory to practical engineering problems.
Culinary Arts	Critically assess the organoleptic properties of gastronomic creations, utilizing sensory analysis frameworks and flavor profiling tools.	Evaluate the taste and quality of dishes using basic sensory analysis.

Clear module-level objectives also help students understand what’s most important in the unit, decide where to focus their efforts while studying, and serve as a guide to self-assess their learning progress. In addition to clearly stating your module objectives, try adding a short explainer video at the beginning of each module where you break down the objectives in simple terms, suggest connections to practical applications outside the classroom, and give a few examples of how students will achieve them during the unit of study. Your video will give students an additional context for understanding the module objectives. Plus, sharing how the objectives relate to practical applications outside the classroom makes them even more relevant and engaging for your students.

Regularly revisiting and refining your module objectives based on student feedback and assessment results keeps your course relevant and responsive to their needs. You may also find it helpful to collaborate with other faculty teaching the same course to compare and draft clear module-level objectives you can all use. Using the same, or similar, module objectives for the same course across a program of study provides a more consistent learning experience for students. This is especially important when students are expected to transfer specific skills or knowledge into the next course in a series or for students needing to fulfill prerequisites before transferring into a four-year program.

2.2.b - Module-level objectives are appropriate to the level of the course.

Bloom’s Revised Taxonomy (2001) classifies knowledge into six levels of thinking ranging from basic knowledge acquisition to complex higher order thinking skills. By aligning your module outcomes with this hierarchy, you can ensure a logical progression of learning that builds on foundational knowledge before moving to more complex skills that challenge students to achieve deeper understanding of the subject matter. In addition to being helpful for writing measurable objectives, the taxonomy is also a useful tool for identifying skills that are appropriate to the level of your course. As shown in the graphic below, the varying levels of cognition are commonly illustrated as a pyramid. In order from the base up, these levels are Remember, Understand, Apply, Analyze, Evaluate, to Create at the top. Each level in the taxonomy includes a set of action verbs that correspond to measurable behaviors exhibited by learners at each level of the hierarchy.

Bloom's Revised Taxonomy helps explain the progression of learning, meaning that successful attainment of higher order skills often relies on developing some foundational skills and knowledge at the lower levels. Most courses contain a mix of lower, mid, and higher order skills that are scaffolded to help students progressively build skills. If you teach an introductory level course, your course will likely contain mostly lower-level skills such as identify, define, and list and minimal higher level skills, so expecting your students to develop, defend, or critique may be beyond the introductory scope of the course. If you're teaching a more advanced course, your outcomes will likely lean toward the higher level skills like analyze, construct, and interpret. Your module-level objectives should always support students in achieving course-level outcomes, so be sure to consider your course outcomes when deciding which module-level skills to include in your course. Module-level objectives may support, map, or or align more than one course-level outcome.

The table below illustrates module-level objectives from a Nutrition 101 course aligned with the varying cognitive levels in Bloom's Revised Taxonomy.

*Module-level objectives aligned to Bloom's Revised Taxonomy*
Create	Create a healthy recipe using 2 or more vegetables.
Evaluate	Determine which vegetable is the healthiest and justify why it's the healthiest.
Analyze	Compare each type of vegetable to determine the characteristics that make it different from other vegetables.
Apply	Diagram the parts of your favorite vegetable.
Understand	Describe the key vitamins and minerals found in different vegetables.
Remember	Name at least ten different varieties of common vegetables.

2.2.c - Module-level objectives focus on a specific skill or cognitive process.

Students often need to build up a complex set of skills in order to achieve the course learning outcomes by the end of the term. Because students learn best when their goal is clearly defined, your module-level objectives should break this compound skill set down into realistic, achievable, and well-defined parts focused on specific skills or cognitive processes. Having a specific goal, or objective, tells students where to focus their time and energy while learning. In order to learn a new skill students must also practice, but it must be deliberate practice toward a clear and specific goal or they may unintentionally focus on and practice the wrong thing.

Ask yourself which smaller skills and concepts your students need to learn in each unit in order to be successful performing more complex tasks, then write corresponding module-level learning goals that allow students to build their skills in the targeted areas. To help keep module-objectives clear and concise, avoid combining multiple skills or concepts in a single objective. Instead, separate them into their own discrete parts so you can more easily observe and assess student progress.

The table below provides some examples of module objectives with combined skills that have been separated to focus on a single skill.

*Separating Combined Module Objectivestinto Module Objectives with Discrete Skills*
Discipline	Objectives with Combined Skills	Objectives with Discrete Skills
Hospitality Management	Create and keep track of a basic event budget.	Create an event budget Track event expenses Track event revenues
Graphic Design	Use design software to create visually appealing and effective marketing materials, incorporating principles of color theory, typography, and layout design.	Create a color palette based on color theory. Design a marketing poster using typography principles. Arrange visual elements to enhance appeal of marketing materials.
Health Information Management	Analyze patient data by entering accurate information into health information systems, reviewing medical records for compliance, and generating reports to identify data trends.	Enter accurate patient data into health information systems. Review medical records for compliance with healthcare regulations. Generate reports from health information systems to analyze patient data trends.
Early Childhood Education	Develop and implement a lesson plan for preschool-aged children by incorporating child development theories, designing hands-on activities for cognitive growth, and facilitating social interaction activities.	Write a lesson plan incorporating a specific child development theory. Design a hands-on activity that promotes cognitive growth in preschool-aged children. Implement a social interaction activity based on child development principles.
Automotive Repair	Diagnose and repair a common engine issue by using an electronic diagnostic tool, applying mechanical principles to troubleshoot the malfunction, and performing the necessary repair procedure.	Use an electronic diagnostic tool to identify a common engine issue. Apply mechanical principles to troubleshoot an engine malfunction. Perform a repair procedure on a diagnosed engine problem.

2.2.d - Module-level objectives describe measurable knowledge or skill performance.

Learning behaviors that can be observed or demonstrated are measurable. Measurable objectives will be written in quantifiable terms and include a tangible deliverable that demonstrates the student's skill or knowledge. The difference between measurable and unmeasurable objectives is in the phrasing. For example, “understanding”’ is abstract, you cannot quantify, see, or measure it. But you can quantify and measure whether a student can identify, describe, list, compare, explain, or summarize. Measurable objectives typically begin with an action verb.

*Transforming Unmeasurabe Module Objectives to Measurable Objectives Using Action Verbs*
Discipline	Unmeasurable	Measurable
Music	Understand the importance of musical theory.	Explain the key concepts of musical theory.
Political Science	Gain awareness of different political systems.	Describe different political systems.
Physics	Know the fundamental principles of physics.	Perform simple experiments to explain physics principles.
History	Appreciate the influence of historical events on modern society.	Discuss how historical events have influenced modern society
Automotive Technology	Grasp the basics of engine operation.	Perform basic diagnostic tests
Art History	Comprehend the significance of artistic movements.	Describe the significance of key artistic movements.
Geology	Be aware of the diversity of global landscapes.	Identify different types of global landscapes
Dental Hygiene	Be exposed to the basics of ethical guidelines and standards in dental hygiene practice.	Apply ethical guidelines and standards in dental hygiene practice
Chemistry	Familiarize yourself with the periodic table.	Classify elements on the periodic table.

Many instructors use Bloom’s Revised Taxonomy to write measurable and appropriate outcomes and objectives. In simple terms, this taxonomy classifies knowledge into six levels of thinking ranging from basic knowledge acquisition to complex higher order thinking skills. The varying levels are typically illustrated as a pyramid.

Each level in the taxonomy includes a set of action verbs that correspond to measurable behaviors that are exhibited by learners at that level of the hierarchy. Using Bloom’s Taxonomy can help you select action verbs that align with what you want students to learn and be able to do. Writing measurable objectives for your students will help them better understand what’s expected of them.

2.2.e - Course includes one or more opportunities for students to reflect on and make meaningful connections between module-level objectives and their educational, life, or career goals.

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Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

2.2.f - Course includes one or more opportunities for students to contribute to or co-create module-level objectives.

Inviting your students to contribute to or co-create module objectives can increase their engagement and motivation to learn. Actively engaging with the evaluation and selection of module objectives or participating in the co-creation of module objectives also empowers your students to take ownership of their learning experience. Engaging students with the selection of module objectives or the co-creation of module objectives presents an excellent opportunity early in the term to begin developing a collaborative partnership with your students.

Contributing to module objectives encourages students to work collaboratively with you and their peers to reflect on existing objectives and to identify and select relevant knowledge or skills they’d like to learn. Participation in the identification and selection of additional skills actively engages students in using their critical thinking skills, helps them connect their prior knowledge to what they will be learning, and most importantly, fosters belonging by providing a way for students to see their learning goals and values reflected in the course. Co-creating module objectives is also an opportunity for students to share their unique perspectives, cultural backgrounds, experiences, and interests with their peers - something that will enrich the overall learning experience for everyone, including you.

Incorporating the co-creation of module objectives is easier than you think. The activity can be as simple as leaving one module-level objective blank in each module or a lesser number of modules, and asking students to select from a list or brainstorm ideas for an objective of their own that you help them refine, they vote on, and then you add to the course. If you're new to the idea of having students contribute to or co-create objectives, it's a good idea to start small and ask your students for feedback on the process as you go. Gathering feedback and making adjustments to improve the process for current and future students is a critical step in ensuring success. You can scale up as you get a feel for how to facilitate this collaborative process for your students. Being transparent about how you intend to use student-authored objectives, now and in the future, is also an important part of the process. If you're planning to reuse any student-authored objectives in future courses, be sure to ask for permission from your students before you do so. For example, adding student-authored objectives to a running list of objectives to share with future classes.

As an added benefit, co-created student-authored objectives present an opportunity to explore open pedagogy with your students by engaging them in the creation of reusable content that teaches the selected knowledge or skill later in the course - this could be anything from student-authored slide shows, assessments, or even entire modules. Using open pedagogy invites students to openly license their content, often using Creative Commons licensing, which allows students to share their work with the world and helps ensure they'll be properly attributed in the future.

2.2.g - Course includes an invitation for students to offer feedback on module-level objectives.

Each quarter you share valuable feedback with your students to help them learn and grow, but students aren’t the only ones who need encouraging words and practical advice for improving their skills. You also need feedback to learn and grow in your teaching practice. Inviting students to share their perspectives on various aspects of your course can provide valuable insights into the course design process. Student feedback can help you identify what’s working well in your course and pinpoint areas that might need refinement. It provides insight into the student experience and can inform your course design decisions on everything from textbook selection to the types of technology used in your course."

Student feedback on module-level objectives will help you identify the areas of learning students value most and hope to experience in your course. For example, if students suggest a new module objective, consider how you might incorporate their suggestion into an existing module or for future students. Feedback can also provide a framework for exploring and incorporating topics, skills, and resources that better reflect your students’ identities, backgrounds, interests, and experiences. For example, if students report that the module objectives are unrelatable, you'll know it's time to incorporate more meaningful content and learning goals. Student feedback can also help you fine-tune the alignment of your course. For example, if students consistently indicate that certain objectives are unclear or too advanced, it's time to review and revise them.

There are multiple methods for collecting student feedback on module-level objectives, and you can adjust the timing depending on your needs. Here are just a few examples to help get you thinking about how to collect student feedback in your course.

Throughout the term

Include an activity at the beginning of each module that asks students to work individually, in pairs, or in small groups to review the module-level objectives, share their thoughts, and/or contribute a suggested objective of their own.
Have students individually complete a short survey or journalling assignment after each module, asking questions like, "Which objectives were clear and achievable?" or "How could the objectives be improved to better support your learning?"

Middle or end of term

Ask students to individually reflect and share how the module-level objectives have impacted their learning.
Add a question about the impact of the module-level objectives to the midterm, final assessment, or to an existing survey for your course.
Invite students to participate in an informal discussion about module-level objectives.

Regardless of how you decide to collect feedback from your students, it’s important to be transparent about how it will be used, so be sure to share why you are asking for student feedback and exactly how you plan to use it. Consider sharing an example of how you’ve used feedback from previous students to improve the learning experience for your current students, and/or summarizing the feedback you receive from students and sharing it back with the class. Also, assure students that providing feedback is optional and will not impact their grades.

Inviting student feedback gives students a voice and helps build partnership and community in your classroom. Engaging students in meaningful interactions centered on their learning expectations and the skills they value, combined with acting on the advice students share, can enhance your relationship with them and promote a sense of belonging in the classroom, encouraging student engagement and motivating students to succeed. It's also an important tool for your professional growth and can help you become the best educator and course designer you can be. The feedback you receive from your students will help you improve your course and make intentional decisions that promote inclusivity, representation, and equity in your classroom.

Canvas Tools

These Canvas tools can help you apply this standard and make your work easier:

Pages and Collaborations: Use the Edit Page Settings to allow students to collaboratively author any Page in a course or create a Collaboration to allow students to collaboratively author content. For example, to contribute to, or co-create module-level objectives.
Modules + Pages: Use a Page added to a Module to display the learning goals for the module. For example, a page dedicated to introducing and explaining the module objectives.
Discussions, Assignments, or Quizzes: Use a discussion, assignment, or quiz to provide space for students to share about the module objective(s) that interests them most.
Outcomes + Rubrics: Use the Outcomes page to create course outcomes that can be aligned to rubrics. For example, adding rubrics with aligned outcomes to assignments to help students understand homework expectations.
Learning Mastery Gradebook: Set up the Learning Mastery Gradebook and Student Learning Mastery Gradebook. For example, to track module objective achievement and help students track their progress in the course.
Credentials + Leaderboard: Set up module completion badges and/or a badging pathway and turn on the Leaderboard feature in your course. For example, to track achievement of module-level objectives and help students track their progress in the course.

Examples of Standard 2.2

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 5

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Ways to Apply Standard 2.2

Need some ideas for how to apply this standard to your course? Try one of these!

2.2.a - Clearly stated module-level objectives

(2.2.a) Review the module-level objectives for each learning unit in your course. Revise or rephrase any unclear objectives using easy to understand, student-friendly language.
(2.2.a) Using action words from Bloom's Revised Taxonomy (or use another method of your choice), rephrase your module objectives using clear action verbs.
(2.2.a) Ask your students for feedback on the clarity of your module-level objectives. Use the feedback you receive to make adjustments as needed to your module-level objectives.
(2.2.a) Check-in with colleagues teaching the same course or your campus instructional design team for suggestions and feedback on drafting clearer objectives.
(2.2.a) Periodically review and update module objectives to ensure they remain welcoming and clearly stated.
(2.2.a) Provide additional description in the form of a brief written, audio, or video explanation of the module objectives at the beginning of each module.
(2.2.a) Participate in professional development that focuses on writing module objectives. Use what you learn to make adjustments as needed to your module-level objectives.

2.2.b - Appropriate module-level objectives

(2.2.b) Compare the module objectives for each unit of learning in your course to your course outcomes to determine if the module-level learning goals are suited to the skill level stated in the course outcomes. Reference Bloom’s Revised Taxonomy (or use another method of your choice) to revise any objectives that are not appropriate to the level of the course.
(2.2.b) Periodically review and update your module objectives to ensure they remain appropriate to the skill level of the course.
(2.2.b) Ask your students for feedback on the appropriateness of the skill level and concepts your module-level objectives address. Use the feedback you receive to make adjustments as needed to your module-level objectives.
(2.2.b) Participate in professional development that focuses on writing module objectives. Use what you learn to make adjustments as needed to your module-level objectives.

2.2.c - Module-level objectives focus on a specific skill

(2.2.c) Review the module-level objectives in your course to identify any that combine multiple skills or concepts, then rewrite them as separate objectives.
(2.2.c) Review the module-level objectives in your course to determine the core skills that each objective is intended to address then break down complex objectives into their component skills and revise your objectives as needed.
(2.2.c) Use Bloom’s Revised Taxonomy (or another method of your choice) to review the module-level objectives for each unit of learning in your course. Revise your objectives as needed to separate and scaffold the acquisition of skills.
(2.2.c) Periodically review and update your module objectives to ensure they remain focused on specific skill or learning goal.
(2.2.c) Ask your students for feedback on the skills your module-level objectives address. Use the feedback you receive to make adjustments as needed to your module-level objectives.
(2.2.c) Check-in with colleagues teaching the same course or your campus instructional design team for feedback on drafting clearer objectives.
(2.2.c) Participate in professional development that focuses on writing module objectives. Use what you learn to make adjustments as needed to your module-level objectives.

2.2.d - Measurable module-level objectives

(2.2.d) Use Bloom’s taxonomy (or another method of your choice) to review the module-level objectives for each unit of learning in your course. Rewrite any objectives that do not begin with action verbs.
(2.2.d) Periodically review and update your module objectives to ensure they remain measurable.
(2.2.d) Check-in with colleagues teaching the same course or your campus instructional design team and for feedback on drafting measurable objectives.
(2.2.d) Ask your students for feedback on the measurability of your module-level objectives. Use the feedback you receive to make adjustments as needed to your module-level objectives.
(2.2.d) Participate in professional development that focuses on writing module objectives. Use what you learn to make adjustments as needed to your module-level objectives.

2.2.e - Reflection on and meaningful connection with module-level objectives

(2.2.e) Add a discussion, quiz questions, or other activity that asks students to reflect on and share how the module-level objectives connect to their educational, life, or career goals.
(2.2.e) Ask students to describe how they hope the module objectives will help them achieve their personal, educational, and career goals then encourage them to revisit their goal statement throughout the term and reflect on their progress.
(2.2.e) Build module-level objectives into the Outcomes tool and align them with your assignment rubrics. Ask students to self-assess their work before and after submission.
(2.2.e) Have students use a Learning log to document and reflect on how each lesson applies to their personal or professional contexts over the course of a module.
(2.2.e) Set up the Learning Mastery Gradebook and Student Learning Mastery Gradebook feature to track achievement of module objectives in your course.
(2.2.e) Design projects that require students to apply module concepts to practical problems related to their intended career fields.
(2.2.e) Add a discussion where students can share how module objectives relate to their goals and can hear from peers with similar or different aspirations.
(2.2.e) Invite professionals from various fields to guest speak about how the module content is relevant to their careers.
(2.2.e) Integrate a service learning project where students apply module concepts to a community setting in relation to their goals.
(2.2.e) Ask students to review existing module outcomes and relate them to practical scenarios or personal experiences by sharing how achieving these outcomes will benefit their academic, career, or personal lives.
(2.2.e) Work with students to develop individual learning contracts where students propose specific module objectives they want to achieve.

2.2.f - Opportunities to contribute to, or co-create module-level objectives

(2.2.f) Leave one module-level objective blank for each module and ask students to work individually or in small groups to review existing objectives and brainstorm ideas for additional module-level objectives of their own. Discuss and refine the ideas as a class and have students select one co-created outcome to include in the course.
(2.2.f) Use a discussion or another collaborative platform to engage students in a continuous conversation about module objectives and invite them to share their thoughts, suggestions, and ideas
.(2.2.f) Incorporate reflective assignments or journals where students can regularly assess their progress toward achieving module objectives and suggest revisions or additions based on their learning experiences.
(2.2.f) Include an interactive outcome mapping activity where students can visually map their personal goals to the module objectives and course outcomes, then use the maps to identify gaps and co-create additional objectives as needed.

2.2.g - Opportunities to offer feedback on module-level objectives

(2.2.g) Add a discussion to your course inviting students to reflect on the module-level objectives, share their thoughts, and/or contribute a suggested outcome of their own. Use the data gathered to make revisions as needed.
(2.2.g) Add a question to your module quiz that invites students to reflect on the module-level objectives, share their thoughts, and/or contribute a suggested outcome of their own. Use the data gathered to make revisions as needed.
(2.2.g) Add a survey to your course inviting students to reflect on the module objectives, share their thoughts, and/or contribute a suggested outcome of their own. Use the data gathered to make revisions as needed.
(2.2.g) Add a question to an existing course survey inviting students to reflect on the module-level objectives, share their thoughts, and/or contribute a suggested outcome of their own. Use the data gathered to make revisions as needed.
(2.2.g) Use a survey or discussion to invite student feedback on how well the module objectives connect to their learning needs. Use the data gathered to make revisions as needed.
(2.2.g) Include module objectives as part of discussions, learning activities, and assessments to encourage students to ask questions, share their perspectives, and contribute to the refinement of the module objectives for future classes. Use the data gathered to make revisions as needed.
(2.2.g) Add a beginning-of-term, mid-term, or end-of-term check-in survey that invites feedback from students on the quality and relevance of the module objectives. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course. Use the data gathered to make revisions as needed.
(2.2.g) Add a question to an existing beginning-of-term, mid-term, or end-of-term survey to invite feedback from students on the quality and relevance of the module objectives. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course.
(2.2.g) When revising module objectives or adopting ones for your course, invite students to share their impressions on the quality and relevance of the new objectives. Use the data gathered to make revisions as needed.(2.2.g) Add a new end-of-term survey or discussion to invite student feedback on how well the module objectives connect to the learning materials, activities, and assessments in the course. Use the data gathered to make revisions as needed.
(2.2.g) Use a collaborative annotation tool and dedicate specific colors, emojis, or icons for students to use to collect and sort student comments and concerns regarding the module objectives.(2.2.g) Poll students on their thoughts about any gaps they perceive in the module objectives. Use the data gathered to make revisions as needed.
(2.2.g) Create a feedback loop using the tool of your choice for students to provide ongoing feedback on how well the module objectives align with their educational, career, and personal goals. Use the data gathered to make revisions as needed.
(2.2.g) Conclude the course with a feedback session that invites students to provide input on how well the module objectives were met and suggest improvements for future iterations of the course. Use the data gathered to make revisions as needed.
(2.2.g) Invite former students to participate in a panel discussion to review and provide feedback on proposed module objectives. Use their feedback to refine and finalize your module objectives. Use the data gathered to make revisions as needed.

Resources

Recommended Reading

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References

2.2.a - Clearly stated module-level objectives

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Carnegie Mellon University Eberly Center for Teaching Excellence. (nd). The Educational Value of Course-level Learning Objectives/Outcomes. Eberly Center for Teaching Excellence. Retrieved March 8, 2021, from https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/CourseLearningObjectivesValue.pdf
Carnegie Mellon University. (2021). Design & Teach a Course - Articulate Your Learning Objectives. Eberly Center for Teaching Excellence. Retrieved March 8, 2021, from https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Jiang, L., & Elen, J. (2011). Why do learning goals (not) work: a reexamination of the hypothesized effectiveness of learning goads based on students’ behavior and cognitive processes. Education Technology Research & Development. 59, 553-573. doi: 10.1007/s11423-011-9200-y
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.
Zhou, H. (2017, March 1). Why Does Writing Good Learning Objectives Matter? Duke Learning Innovation. Retrieved March 5, 2021, from https://learninginnovation.duke.edu/blog/2017/03/learning-objectives/
Winkelmes, Mary-Ann. Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99,2 (Spring 2013).
Winkelmes, M.-A. (2013). Transparent Assignment Template. TILT Higher Ed. Retrieved March 10, 2021, from https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes et al, A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review 18,1/2 (Winter/Spring 2016).

2.2.b - Appropriate module-lelvel objectives

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved 3/4/21 from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.

2.2.c - Module-level objectives are specific

Anderson, L. & Krathwohl, D., et al. (2001)A Taxonomy for Learning, Teaching, and Assessing: a revision of Bloom's taxonomy of educational objectives, New York : Longman. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-%20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf
Carnegie Mellon University Eberly Center for Teaching Excellence. (nd). The Educational Value of Course-level Learning Objectives/Outcomes. Eberly Center for Teaching Excellence. Retrieved March 8, 2021, from https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/CourseLearningObjectivesValue.pdf
Doran, G. T. (1981). There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives. Management Review, 70, 35-36. https://community.mis.temple.edu/mis0855002fall2015/files/2015/10/s.m.a.r.t-way-management-review.pdf
Mind Tools Content Team. (n.d.). SMART Goals: How to Make Your Goals Achievable. Mind Tools. Retrieved March 8, 2021, from https://www.mindtools.com/pages/article/smart-goals.htm
Eby, K. (2019, January 9). The Essential Guide to Writing SMART Goals. Smartsheet. Retrieved March 8, 2021, from https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

combine with 2.2.c - Multiple levels to scaffold skill mastery

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works. San Francisco, CA: Josey-Bass.
Beed, P. L., Hawkins, E. M., & Roller, C. M. (1991). Moving learners toward independence: The power of scaffolded instruction. The Reading Teacher, 44(9), 648-655. Retrieved from https://www.jstor.org/stable/20200767
Cho, M. H., & Cho, Y. (2016). Online instructors’ use of scaffolding strategies to promote interactions: A scale development study. The International Review of Research in Open and Distributed Learning, 17(6), 108-120. https://doi.org/10.19173/irrodl.v17i6.2816
Davis, M. T. (2006). Using procedural scaffolding to support online learning experiences. Paper presented at IEEE International Professional Communication Conference, Saratoga Springs, NY. https://doi.org/10.1109/IPCC.2006.320376
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman Publishers.
Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. The International Review of Research in Open and Distributed Learning, 4(1), 1-15. https://doi.org/10.19173/irrodl.v4i1.131
Sardo, C., & Sindelar, A. (2019, March 27). Scaffolding Online Student Success. Faculty Focus. Retrieved March 8, 2019, from https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/scaffolding-online-student-success/
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

2.2.d - Measurable module-level objectives

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved 3/4/21 from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.

2.2.e - Reflect on and make connections to module-level objectives

X

2.2.f - Opportunity to contribute to or co-create module-level objectives

X

2.2.e - Opportunity to offer feedback on to module-level objectives

X

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