Learning Objectives

Course Learning Outcomes (CLOs)
Vs. Learning Objectives (LOs)

Course Learning Outcomes (CLOs):

Course Learning Outcomes, sometimes called terminal objectives, represent the broad, long-term goals of a course. They describe the ultimate knowledge, skills, or attitudes learners should demonstrate by the end of the learning experience. CLOs are comprehensive in scope, often integrating multiple skills and higher-order thinking. They serve as the guiding purpose for the entire instructional design, ensuring alignment among content, activities, and assessments.

• CLOs are broad in nature, focused on end-of-course achievements.
• They are not usually tied to a single lesson but to the cumulative effect of multiple modules.
• They typically employ higher levels of Bloom's Taxonomy (e.g., evaluate, create).
• CLOs define the destination of the learning journey.

Examples of CLOs

1. By the end of this course, learners will be able to demonstrate safe and responsible practices when navigating the internet.
2. By the end of this course, learners will be able to make informed decisions to protect their personal information and digital identity in everyday online contexts.

Learning Objectives (LOs):

Learning Objectives, sometimes referred to as enabling objectives, are narrow, specific, and measurable steps that break down the broader CLOs into actionable components. They are designed at the unit, module, or lesson level, ensuring that learners progress gradually toward achieving the CLOs. LOs provide clear expectations for what learners should be able to do immediately after instruction.

• LOs are specific and measurable, written in precise terms.
• They support the CLOs by serving as stepping stones.
• They often align with the lower to mid levels of Bloom's Taxonomy (e.g., remember, understand, apply, analyze).
• LOs define the path that leads learners to the broader goals.

Examples of LOs

1. After completing the password security lesson, learners will apply password creation rules to generate a secure password, meeting all five criteria listed in the rubric.
2. Given three sample emails, learners will evaluate each message for signs of phishing, correctly identifying all phishing attempts with 100% accuracy.

“Course learning outcomes set the destination, while learning objectives map the steps that guide learners toward it.”

Bloom's Taxonomy Overview

Bloom's Taxonomy, first introduced in 1956 and later revised, is a framework that organizes learning into a hierarchy of cognitive processes. It is widely used in instructional design because it helps educators move learners from simple recall of facts to deeper understanding, critical thinking, and creativity. The taxonomy is structured into six levels, beginning with foundational skills and progressing toward complex and abstract thinking.

Each level is associated with action verbs that guide the writing of objectives and the design of activities and assessments.

1. Remembering

At this foundational level, learners recall or recognize facts, definitions, or basic concepts. It is about retrieving knowledge without necessarily demonstrating understanding.

• Action verbs: list, define, identify, recall, name, recognize

2. Understanding

Here, learners show they comprehend information by explaining it in their own words, interpreting meaning, or summarizing ideas. This level moves beyond memorization to making sense of knowledge.

• Action verbs: explain, summarize, describe, classify, discuss, interpret

3. Applying

At this stage, learners use their knowledge in practical contexts. They demonstrate their ability to implement concepts, methods, or procedures in real or simulated situations.

• Action verbs: apply, demonstrate, use, implement, execute, solve

4. Analyzing

Analysis requires learners to break information into parts, examine relationships, and recognize patterns or errors. It develops critical thinking by encouraging learners to question and investigate.

• Action verbs: analyze, compare, differentiate, examine, contrast, organize

5. Evaluating

This level involves making informed judgments based on standards, evidence, or criteria. Learners critique, defend, or assess the value of information or solutions.

• Action verbs: evaluate, critique, justify, assess, recommend, judge

6. Creating

The highest level involves synthesizing knowledge to produce something new. Learners combine elements in innovative ways, generating original solutions, plans, or products.

• Action verbs: design, develop, construct, produce, create, formulate

Bloom's Taxonomy ensures that learning objectives are progressive: learners first build a base of knowledge, then deepen understanding, practice applying it, analyze situations critically, evaluate solutions, and finally use that mastery to create something original.

“Bloom's Taxonomy transforms vague intentions into measurable learning, ensuring progress from simple recall to creative problem-solving.”