Module Overview and Outcomes

In accordance with the SUNY Online template, every module should have a section at the very top that includes a short module overview and learning outcomes.

Here is what that section looks like to start with in the provided template:

Module Overview

This space should be used to briefly introduce and provide context for the module's topic(s). Some instructors choose to offer a brief outline of the module's learning activities as well (note that a more detailed outline should live in the Course Schedule inside of the Syllabus). If your overview is over a paragraph or so then consider including it as a separate Blackboard Item below this top section.

Consider including a small image to reinforce the information and provide some visual appeal.

Module Outcomes

Module-level outcomes are statements of knowledge and skills the students can expect to attain as a result of engaging in the learning activities of a module. Module learning outcomes are more specific than course learning outcomes and they should tie back to the course outcomes. Module objectives are steps the students must achieve to be able to reach the course objectives.

Module outcomes should be measurable. Measurable or behavioral objectives are the specific statements that describe what the student is able to do after completing a module or course. They include verbs that describe actions rather than thoughts or feelings. For instance, consider:

• "Students will analyze legal pros and cons of the Death Penalty."

versus

• "Students will develop critical knowledge of the Death Penalty."

One important rule to follow is that the objective prefigures the evaluation. You measure what the objective says. Use action verbs and include specific conditions (how well, how many, under what condition, etc.) that describe to what degree the students will be able to demonstrate mastery of the task. Using the example objectives above, how would you measure if the students have developed critical knowledge (the second objective)? Is there a test for it? An assignment? Most likely you wouldn't find a test that measures the development of critical knowledge. On the other hand, an analysis (included in the first sample objective) is a measurable concept.

Some examples of measurable outcomes:

• Given a set of laboratory data and patient history, correctly diagnose the disease.
• Review a business plan and develop project management graphs and establish milestones.
• Identify elements of editing, including composition, setting and lighting.

Some examples of non-measurable outcomes:

• Complete M5 Quiz. (A quiz is an action item, not an objective. It is not a student's goal to be able to complete a quiz, but by completing a quiz, the student will show you that they are able to identify, describe, analyze, etc. the subject of the course.)
• Appreciate the difference between 'hazard' and 'risk'. (How would you measure if a student appreciates something? For this outcome, it might be more appropriate to ask the student to explain the difference between the two, not necessarily appreciate.)