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Learning Objective Tools
Learning Objective Tools
These resources will give you a better understanding of measurable learning objectives, how to create them, and why they are essential. Please feel free to use the UCF and TeachOnline Learning Objective Builder tools to develop the LOs for your course design. These tools will provide a good foundation for a learning objective that you can then refine and strengthen.
OER & Free Use Resources
OER & Free Use Resources
MyWay at UMHB is built around the use of OERs (Open Educational Resources). All resources are included so there are no textbook fees passed on to the student. In fact, there are no additional or hidden fees at all in MyWay. Additionally, the use of OERs allows faculty the ability to mix content specific to their teaching needs so that you can teach exactly what you want to teach in the way you want to teach it.
Performance-Based Assessments
Performance-Based Assessments
MyWay is a competency-based education (CBE) program at UMHB. This means flexible pacing and students decide when they're ready to take an assessment to demonstrate each competency. Once they’ve demonstrated mastery of an assessment, they’re free to move on to the next one. All this happens while a part of a personal support system of success coaches and faculty.
Performance-based assessment requires students to solve a real-world problem or create, perform, or produce something with real-world application. It allows an instructor to assess how well students are able to use essential skills and knowledge, think critically and analytically, or develop a project.
Through assessments like papers, exams, and presentations, students will demonstrate their mastery of the competencies that they will need to pass throughout the program. Since all of the materials are available online 24/7, students choose the days and times when they want to study and when they want to take the assessments; students can move quickly on familiar topics and take more time on subjects that are more challenging for them.
Learning Objectives
Learning Objectives
A statement that describes what a faculty member will cover in a course and what a course will provide students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
Overall, learning objectives define what the course will provide to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course.
Learning Outcomes
Learning Outcomes
A specific statement that outlines the overall purpose or goal of participation in an educational activity.
These statements often start using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to."
This is followed by an action verb that denotes the expected learning level, such as understand, analyze, or evaluate.
The final part is to write the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply, and cite effective secondary sources in their essays.”
These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
"Studies show that students experience expanded opportunities to demonstrate deeper learning competencies–including improved communication and presentation skills; greater confidence in college and career preparation; and growth in social-emotional skills such as perseverance, creative problem-solving, and a growth mindset. It also found that teachers reported an increased focus on alignment among curriculum, instruction, and assessment across subjects and grade levels; continuous reflection on and improvement of their instructional practice; more positive relationships with their students; and closer collaboration with their colleagues." – learningpolicyinstitute.org
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