Course learning outcomes (CLOs) are the overarching goals of the course. Other terms used interchangeably are "terminal outcomes" and "course goals". They are broad statements of the knowledge, skills, and behaviors that the learner should possess upon completion of the course. Hence, they are the foundation for the entire instructional design process. (UMGC, 2025)
Two examples of CLOs include the following:
(1) By the end of this course, learners will be able to develop a marketing plan for a new product or service.
(2) Upon completion of this course, learners will be able to design and prepare files on the Canva software for professional printing.
While CLOs describe the end goal of a course, learning objectives refer to the individual steps to achieve these CLOs. Other terms used interchangeably are enabling objectives, module learning objectives (MLOs), unit learning outcomes (ULOs), weekly learning objective, and lesson learning objectives (LLOs). What you call them depends on how you organize and structure your learning experience. Learning objectives break down the learning process into smaller, incremental, and more manageable steps in order for learners to successfully meet the CLOs. (UMGC, 2025)
The following are two examples of module learning objectives that support the CLO in the second example given above:
(1) Topic - Understanding Fundamental Print Design Principles.
By the end of this module, learners will explain how different fonts appear in print and choose legible and appropriate fonts for their project.
(2) Topic - Element Manipulation.
By the end of this module, learners will be able to use Canva's tools to add, resize, rotate, align, and layer text, images, shapes, and other design elements.
Bloom's taxonomy is a hierarchical classification of cognitive skills and learning objectives. Developed by Benjamin Bloom in 1956 and later revised in 2001, it provides a framework for categorizing educational goals and assessing the level of thinking required for different tasks.
There are six levels in Bloom's taxonomy, often represented in the form of an upright pyramid, with the simplest level on the bottom and the most complex at the top:
Remembering: Recalling or retrieving previously learned information.
Understanding: Comprehending the meaning and interpretation of information.
Applying: Using information in a new situation or in solving problems.
Analyzing: Breaking down information into its component parts in order to understand its structure and the relationship between the parts.
Evaluation: Making judgments about the value of ideas or materials, based on criteria and standards.
Creating: The highest level on the taxonomy that involves putting elements together to form a new coherent whole or making something original.
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University of Maryland Global Campus. (2025). Course Learning Outcomes (Terminal) vs. Learning Objectives [Lecture slides]. https://rb.gy/cr6aje.
University of Maryland Global Campus. (2025). Course Learning Outcomes (CLOs) with Examples [Lecture slides]. https://rb.gy/z5d3c0.
University of Maryland Global Campus. (2025). Learning (Enabling) Objectives with Examples [Lecture slides]. https://rb.gy/fygpjl.