Common mistakes and tips for Learning Objectives
The following table provides common mistakes that hinder the effectiveness of learning objectives and provides both poorly written examples and well-written examples to illustrate the difference.
Common Mistakes |
Poorly Written Examples |
Well Written Examples |
|---|---|---|
| Unmeasurable |
Learners will understand the importance of effective communication in the workplace. "Understand" is not measurable. |
Learners will demonstrate effective workplace communication skills to foster collaboration and career advancement within their chosen profession. "Demonstrate" is measurable, for example in a mock business meeting. Includes the "why". |
| Too Verbose |
Learners will, through the exploration and application of various theories within the field of environmental science, demonstrate their ability to apply these theories to a multitude of real-world situations related to ecological sustainability and conservation efforts. Too wordy. |
Learners will apply theories of environmental science to real-world situations, focusing on ecological sustainability and conservation efforts to meaningfully contribute to a more sustainable future. Concise. Includes the "why". |
| Too inclusive |
Learners will explain, implement, and evaluate the use of Bloom's Taxonomy in course design. This objective necessitates the assessment of multiple action items - students explaining, implementing, and evaluating. |
Learners will implement the use of Bloom's Taxonomy into the development of course and module learning objectives to be equipped to design effective educational experiences. This objective only requires the assessment of one action item - students implementing. Includes the "why" |
| Vague |
Learners will learn the concept of environmental sustainability. Too vague. |
Learners will analyze the impact of human activities on the environment using research to be enabled to make informed decisions in fostering a more sustainable planet. Clear and specific. Includes the "why". |
| Misaligned |
Course Learning Objective: Learners will construct sentences in French using correct grammar and punctuation. Module Learning Objective: Learners will identify provinces in France on a map. The MLO does not align with the CLO. |
Course Learning Objective: Learners will construct sentences in French using correct grammar and punctuation to lay the foundation for effective communication in the language. Module Learning Objective: Learners will conjugate verbs correctly in past tense. The MLO aligns with the CLO. Includes the "why". |
Tips
- A good number of course learning objectives (CLO) for a four to 16 week course (depending on the subject) can be four to six. It is not necessary to create a CLO for every piece of knowledge in a course.
- Use one action verb per course or module learning objective. Using multiple verbs in the same objective necessitates assessing multiple action items.
- Ensure module learning objectives align to but are more specific than course learning objectives. Module learning objectives should support course learning objectives by focusing on learning through the range of low to high thinking order skills (in Bloom's Taxonomy 2001).
References
Mager’s tips on instructional objectives. National Interagency Fire Center. (1999, September 6). https://gacc.nifc.gov/gbcc/dispatch/id-bdc/training/m410_prework_mager.pdf
Stapleton-Corcoran, E. (2023). “Learning Objectives.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved March 25, 2024 from https://teaching.uic.edu/resources/teaching-guides/learning-principles-and-frameworks/learning-objectives/
The written information and resources are developed or curated by the
Faculty Development and Innovation Center
Contact the FDIC:
Phone Number: (217) 581-7051
Email: fdic@eiu.edu
Website: eiu.edu/fdic
The FDIC can be contacted for instructional design related questions or to schedule a consultation appointment. The FDIC staff can recommend instructional design strategies for your online, hybrid, and face-to-face courses.
Last updated: December 12, 2024