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Introduction

The purpose of this standard is to encourage you to reflect on how the module-level objectives in your course function to support, or align with, your course-level outcomes. Alignment is at the heart of every well-designed course, so the critical components in your course such as course-level outcomes, module-level objectives, assessments (quizzes, tests, exams, discussions, assignments, projects etc.), content, technologies, and any other learning activities in the course must all work together. You can think of alignment as a type of harmony. Alignment is a state of agreement, or rightness, where everything in your course is working together to help your students successfully achieve the learning goals and outcomes for your course. In addition to providing a clear and consistent learning experience for students, well-written and well-aligned course outcomes and module objectives will provide a solid foundation for the assessment design in your course. Individual module objectives should map directly to one or more outcomes in your course and one or more assessments in your course. Consider rewriting or removing any module-level objectives that do not align with specific outcomes and assessments in your course.

Why it Matters to Students ...

Shiloh wants to be considered for a promotion and has returned to school part-time to complete an unfinished AA degree. Shiloh is taking online classes so that school doesn’t interfere with work. At the beginning of the quarter, Shiloh was really excited after reading the course outcomes because it seemed like the class included many of the new skills Shiloh wanted to learn. It’s now Week 6 and Shiloh is having a hard time staying engaged and feeling motivated to finish. Each week the class starts a new module topic, but Shiloh doesn’t see the point in what the class is learning. None of the module objectives seem to fit with what the course is supposed to teach or what Shiloh had hoped to learn. (2.3.a) Shiloh is stressed about having to complete the course and is frustrated not to be learning the skills expected. (2.3.b) The instructor hasn't included any explanation of why certain skills or topics are important or how they relate. Shiloh is having a hard time connecting things and wishes there was a place in the course to ask questions and discuss the topic. (2.3.c)

Consider This ...

What strategies or tools do you use to ensure the alignment of critical components in your course?
How have you made the relationship between your course outcomes and the module-level objectives clear to students?
How do your module level objectives provide stepping stones (scaffolds) for the achievement of your course outcomes?

Indicators Explained

The Indicators for Standard 2.3 are organized by Essential, Best Practice, and Exemplary. Click the menu bars below to expand and read about the Indicators in each section.

Essential

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.

2.3.a - Module-level objectives align with course-level outcomes.

Ensuring that the module-level objectives in your course support, or align with, your course-level goals is the first step in making sure all of the major components in your course are working together like a well-oiled machine to help students achieve course outcomes. Alignment between these elements exists when achievement of module-level objectives provides students with a clearly defined path to mastering course-level outcomes and opportunities to practice their newly learned skills.

Alignment is an essential component of the backward design process in which you start by asking what students should be able to do by the end of the course and then work backward to set unit learning goals, plan authentic assessments, and select appropriate supporting content and technologies. Designing your course with the end in mind will help you avoid the pitfalls of including too much content and learning activities that do not support the overarching goals of the course. Your course map should include the course-level outcomes, module-level objectives, assessments, content, selected technologies, and all other learning activities in your course. Including each of these intentionally selected elements in your map will help you visualize the alignment of your course.

2.3.b - Course includes a clear explanation describing the relationship between module-level objectives and course-level outcomes.

Just like when you give a friend directions to your home, it’s important to provide your students with a clear explanation, or a road map, for how the critical components in your course work together to support their learning. Adult students learn best when they understand the purpose behind their learning, so be sure to clearly explain how and why achieving the module-level objectives can help students be successful in your course. An explanation of how the module-level objectives support the outcomes for your course can come in a variety of forms, one of which is a course map or outline that details how the components work together. However, even a brief paragraph or just a few sentences on each module’s introductory page can help students to better understand the relationship and the purpose behind, and make meaning of, what they are learning. Going further and connecting your course-level outcomes and module-level objectives to applications beyond the classroom makes them even more relevant to students.

If you were planning to take a long-distance road trip, you would probably map your route in order to arrive safely at the desired destination. A course map is a document or graphic, much like a road map, that lists all of the vital components of your course and illustrates how they relate. Taking the time to map your course will help you speed up the course development process and can also help you identify alignment issues and gaps or redundancies in your curriculum. A course map can be created as a table, outline or list, chart, or using another visualization method like a mind map or concept map. Mapping your course will help you:

Create a clear road map for your course.
Identify clear learning expectations for students.
Scaffold skills and concepts appropriately.
Align assessment strategies with module-level objectives and course-level outcomes.
Ensure learning materials support student learning.
Ensure learning technologies enhance student learning.
Build more effective units of learning.
Prepare to compare your course components with colleagues' courses, program-level outcomes and institutional learning outcomes, industry-specific skills, and transfer requirements.

Sharing a course map or course outline with students that explains how course outcomes relate to weekly learning goals is a practical way to illustrate these connections for students. Some other connection-building strategies include explaining how assignments, discussions, and quizzes relate to course outcomes, providing discussion space for students to identify and explore how they think course outcomes connect to other course components, including course outcomes on your grading rubrics, including a section on relevant course outcomes on the introductory page of each module, and giving students an opportunity to share their thoughts through survey feedback about how well the course outcomes connect to learning materials, activities, and assessments. Regardless of how you choose to do it, creating explicit ways for students to experience and explore these connections, will help them stay engaged, motivated, and working toward success.

2.3.c - Course includes one or more opportunities for students to explore and reflect on the relationship between module-level objectives and course-level outcomes.

Sharing a course map or course outline with students that explains how course components relate to course learning goals is a practical way to illustrate connections for students. Without a clearly defined path, students may focus on learning incorrect skills and/or may not master the skills you intended at the desired level. Having a clear understanding of where they are expected to go and how they are expected to get there helps students monitor their progress and work toward success. Your course map gives students a clearer idea of what they will learn, how they will learn it, the content and resources that will support their learning, and the technology tools that will enhance their learning. It also helps you and your students better understand the purpose and structure of the course.

Beyond sharing your course map document, outline, or other graphic illustrating how all of the components of your course work together, you can also provide space for students to reflect on and share about how the module-level objectives in your course align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes. You can design a class discussion, assignment, or quiz for students to think about and make connections between module-level objectives and course-level outcomes.

Next Steps

Applying all Essentials 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.

2.3.d - Module-level objectives and course-level outcomes align with program-level outcomes.

Student learning outcomes range in specificity from broad and flexible at the institutional level to narrow and highly specific at the course and module levels. Falling in the middle, program-level outcomes are influenced by industry and/or discipline-specific needs or transfer requirements. An effective program of study will be built around a set of carefully planned and well-thought-out learning goals that creates a clear career or transfer path for students. Student progress and success on this path can be visualized through a curriculum mapping process.

Institutional, program, and course outcomes are the threads that connect the application of learned skills and acquired knowledge to actual use within the student's continued educational context or in the real world. Clearly articulating what students will know or be able to do, aids in communicating the benefits of completing a given program of study to students and prospective employers. Aligning your course-level learning goals with program-level outcomes will help ensure students are gaining the knowledge and skills they need to be successful in their future academic and work lives. If you are unsure which program(s) your course is mapped to, you may want to check in with the Guided Pathways team on your campus.

2.3.e - Module-level objectives and course-level outcomes align with institutional learning outcomes.

XXX

2.3.f - Module-level objectives align with industry-specific skills and/or transfer requirements.

Adult students learn best when they understand why they are learning something and when the skill or concept has relevance or is of immediate value to their work or personal lives. In addition to ensuring your module-level objectives are clearly stated, specific, appropriate and measurable, look for opportunities to connect student learning to uses outside of the classroom. How might students use this skill in their current or future career path? Why do employers value a skill of this nature? How can mastering this skill help students obtain employment or explore career options? Is this skill an industry standard? How does this skill help students meet a transfer requirement?

Canvas Tools

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

Announcements: Use Announcements to remind students about important learning goals. For example, to send announcements connecting module-level learning objectives to course outcomes.
Syllabus: Use the Syllabus page to prominently display important course information. For example, including a section on course mapping.
Modules + Pages: Use a Page added to a Module to introduce each module. For example, an introductory page dedicated to explaining how the module-level objectives connect to the course-level outcomes.
Discussions, Assignments, or Quizzes: Use a discussion, assignment, or quiz to provide space for students to share about how they think the module objective(s) connect to course outcomes.
Outcomes + Rubrics: Use the Outcomes page to create course-level outcomes or module-level objectives that can be linked to rubrics.

Examples of Standard 2.3

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 4

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Example 5

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Ways to Apply Standard 2.3

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

2.3.a - Alignment with course-level outcomes

(2.3.a) Use a course map worksheet, or another method of your choice, to map your course and identify any gaps or redundancies in your curriculum. Rethink or remove any module-level objectives that do not support one or more learning activities, assessments, module-level objectives and/or course-level outcomes.
(2.3.a) Review the module-level objectives in your course to ensure that they support your course-level outcomes. Revise your objectives as needed to address any problem areas you identify.
(2.3.a) Build module-level outcomes into the Outcomes tool in Canvas and align them with your assignment rubrics. Remember to provide an explanation for students as to what this extra information means and why it is important.
(2.3.a) Use a Survey or Discussion to ask students for feedback about how well the module-level objectives connect to the learning materials, learning activities, assessments, technologies, and course-level outcomes. Use the data gathered to make adjustments as needed.
(2.3.a) Use Bloom's Digital Taxonomy to compare how well your module-level objectives align with your course-level outcomes and the skills and knowledge measured by your assessments. Rethink, or remove any module-level objectives that do not measure the intended or appropriate level of learning in your course.

2.3.b - Description of how module-level objectives align

(2.3.b) Link to or inline display a course map document, outline, or another graphic illustrating how all of the components of your course work together on your Syllabus page or in your “Start” module.
(2.3.b) Write an explanation to include on your Syllabus page or in your “Start” module about how all of the components of your course work together to help students achieve success. Remember to write your explanation in student-friendly language.
(2.3.b) Write an explanation to include on the introductory page of each module briefly detailing how the module-level objectives for each unit support students in achieving the outcomes of the course. Remember to write your explanation in student-friendly language.
(2.3.b) Assign numbers to your course outcomes. For example, I, II, III. Next, list the corresponding outcome number in parenthesis at the end of each module-level objective listed on the module’s introductory or overview page. For Example, Students will be able to ... (Course Outcome II)
(2.3.b) Add a discussion, assignment, or quiz to provide space for students to share about how they think the module-level objectives connect to the learning materials, activities, assessments, technologies, and course-level outcomes.
(2.3.b) Add explanations to assignments, discussions, and quizzes detailing how module-level outcomes connect to learning materials, activities, assessments, technologies, and course-level outcomes.

2.3.c - Opportunity to explore and reflect on how module-level objectives align

(2.3.c) Share your course map document, outline, or other graphic illustrating how all of the components of your course work together on your Syllabus page, in your “Start” module, or embedded within discussions, assignments, or quizzes. Ask students to reflect on how course technologies align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes.
(2.3.c) Add a discussion, assignment, or quiz to provide space for students to share about how they think the module objective(s) connect to course outcomes.
(2.3.c) Set up the Learning Mastery Gradebook and Student Learning Mastery Gradebook feature to track mastery of module-level outcomes in your course.

2.3.d - Alignment with program-level outcomes

(2.3.d) Investigate how program-level outcomes map to your course-level outcomes. Discuss what you find with colleagues and the Guided Pathways team on your campus.
(2.3.d) Add explanations to assignments, discussions, and quizzes detailing how module-level objectives and course-level outcomes connect to program-level outcomes. Remember to write your explanations in student-friendly language.
(2.3.d) Write an explanation to include in your syllabus briefly detailing how the module-level objectives and course-level outcomes for your course support students achieving program-level outcomes. Remember to write your explanation in student-friendly language.
(2.3.d) Use a survey or discussion to ask students for feedback about how well the learning technologies connect to the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.

2.3.e - Alignment with institutional learning outcomes

(2.3.e) Add explanations to assignments, discussions, and quizzes detailing how module-level objectives and course-level outcomes connect to institutional learning outcomes. Remember to write your explanations in student-friendly language.
(2.3.e) Write an explanation to include in your syllabus briefly detailing how the module-level objectives and course-level outcomes for your course support students in achieving institutional learning outcomes. Remember to write your explanation in student-friendly language.

2.3.f - Alignment with industry-specific skills and/or transfer requirements

(2.3.f) Write an explanation to include in your syllabus briefly detailing how the module-level objectives and course-level outcomes for your course support students achieving program-level outcomes. Remember to write your explanation in student-friendly language.
(2.3.f) Add explanations to assignments, discussions, and quizzes detailing how module-level objectives and course-level outcomes connect to industry or discipline-specific skills or transfer requirements. Remember to write your explanations in student-friendly language.
(2.3.f) Identify which Guided Pathways program map(s) your course appears on and which career paths the skills taught in your course align with. Write brief explanations of how module-level skills map to specific career paths or transfer requirements to include on the introductory page of each module.

Resources

Recommended Reading

Book: The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins & Jay McTighe
Online Course Mapping Tool: What is a Course Map? The Online Course Mapping Guide by Brent Hartley and April Cha

References

2.3.a - Alignment with course-level outcomes

Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.
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).

2.3.b - Description of how module-level objectives align

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.
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).

2.3.c - Opportunity to explore and reflect on how module-level objectives align

Bailey, T. R., Smith Jaggars, S., & Jenkins, D. (2015). Redesigning America's Community Colleges: A Clearer Path to Student Success. Harvard University Press.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.

2.3.d - Alignment with program-level outcomes

Bailey, T. R. (2017, Fall). Guided Pathways at Community Colleges: From Theory to Practice. Diversity and Democracy, 20(4). https://www.aacu.org/diversitydemocracy/2017/fall/bailey
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press.
University of Toronto. (2021). Course, Program, Institution: Connecting Learning Outcomes. Centre for Teaching Support & Innovation. Retrieved March 9, 2021, from https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/assessment-following-through-on-learning-outcomes/

2.3.e - Alignment with institutional learning outcomes

X

2.3.f - Alignment with industry skills or transfer requirements

Association of American Colleges and Universities. Guided Pathways at Community Colleges: From Theory to Practice. Fall 2017, Vol. 20, No. 4. https://www.aacu.org/diversitydemocracy/2017/fall/bailey
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press.
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).

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