{"id":104,"date":"2022-12-21T13:45:59","date_gmt":"2022-12-21T18:45:59","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/clone2\/?post_type=chapter&#038;p=104"},"modified":"2023-09-27T21:11:52","modified_gmt":"2023-09-28T01:11:52","slug":"why-learning-outcomes-matter","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/why-learning-outcomes-matter\/","title":{"raw":"Why learning outcomes matter","rendered":"Why learning outcomes matter"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">In brief<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n[pb_glossary id=\"144\"]Learning outcomes[\/pb_glossary] are important because they:\r\n<ul>\r\n \t<li>clarify the purpose of learning and the design of assessments;\r\nidentify important course content;<\/li>\r\n \t<li>clarify instructor expectations for the level of knowledge to acquire;<\/li>\r\n \t<li>situate a course within a program.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2><a id=\"how-do-learning-outcomes-help-students\"><\/a>How do learning outcomes help students?<\/h2>\r\n<ul>\r\n \t<li>They help students clarify what you expect them to do with their learning.<\/li>\r\n \t<li>They help students identify the purpose of a course within their program.<\/li>\r\n \t<li>You can map learning outcomes to specific chapters and coursework to help students focus on important content in the course material.<\/li>\r\n<\/ul>\r\n<div class=\"&quot;textbox\">\r\n<div class=\"textbox shaded\">\r\n<div class=\"&quot;textbox\">\r\n\r\n<strong>Key takeaways<\/strong>\r\n<ul>\r\n \t<li>You should always <strong>share your learning outcomes with students<\/strong> to ensure your expectations are transparent.<\/li>\r\n \t<li>Your learning outcomes <strong>provide a map<\/strong> for your course planning and for program planning.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h2>How do learning outcomes help instructors?<\/h2>\r\nThey help instructors:\r\n<ul>\r\n \t<li>clarify the knowledge, skills and values you want students to achieve;<\/li>\r\n \t<li>align instructional strategies, class learning activities, and assessments to observable and measurable learning targets;<\/li>\r\n \t<li>prioritize and select what to include (and what to exclude) from your course content;<\/li>\r\n \t<li>identify how your course fits into the program curriculum.<\/li>\r\n<\/ul>\r\n<h2><a id=\"how-do-learning-outcomes-help-both-students-and-instructors\"><\/a>How do learning outcomes help both students &amp; instructors?<\/h2>\r\n<ul>\r\n \t<li>They help you and your students monitor progress and identify areas to review or explore in greater depth.<\/li>\r\n \t<li>They provide a tangible map for the learning progression in a course or program.<\/li>\r\n<\/ul>\r\n<div class=\"textbox shaded\"><strong>The next section will <\/strong>distinguish the difference between teaching objectives and learning outcomes.<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Further resources<\/h2>\r\nFor more information on the value of planning your course around learning outcomes, please refer to:\r\n<p class=\"hanging-indent\">Eberly Center, Carnegie Mellon. (n.d.). <em>The Educational Value of Course-level Learning Objectives\/Outcomes.<\/em> Retrieved Dec 21, 2022, from\u00a0<a href=\"https:\/\/www.cmu.edu\/teaching\/resources\/Teaching\/CourseDesign\/Objectives\/courselearningobjectivesvalue.pdf\">https:\/\/www.cmu.edu\/teaching\/resources\/Teaching\/CourseDesign\/Objectives\/courselearningobjectivesvalue.pdf<\/a><\/p>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">In brief<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_104_144\">Learning outcomes<\/a> are important because they:<\/p>\n<ul>\n<li>clarify the purpose of learning and the design of assessments;<br \/>\nidentify important course content;<\/li>\n<li>clarify instructor expectations for the level of knowledge to acquire;<\/li>\n<li>situate a course within a program.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2><a id=\"how-do-learning-outcomes-help-students\"><\/a>How do learning outcomes help students?<\/h2>\n<ul>\n<li>They help students clarify what you expect them to do with their learning.<\/li>\n<li>They help students identify the purpose of a course within their program.<\/li>\n<li>You can map learning outcomes to specific chapters and coursework to help students focus on important content in the course material.<\/li>\n<\/ul>\n<div class=\"&quot;textbox\">\n<div class=\"textbox shaded\">\n<div class=\"&quot;textbox\">\n<p><strong>Key takeaways<\/strong><\/p>\n<ul>\n<li>You should always <strong>share your learning outcomes with students<\/strong> to ensure your expectations are transparent.<\/li>\n<li>Your learning outcomes <strong>provide a map<\/strong> for your course planning and for program planning.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<h2>How do learning outcomes help instructors?<\/h2>\n<p>They help instructors:<\/p>\n<ul>\n<li>clarify the knowledge, skills and values you want students to achieve;<\/li>\n<li>align instructional strategies, class learning activities, and assessments to observable and measurable learning targets;<\/li>\n<li>prioritize and select what to include (and what to exclude) from your course content;<\/li>\n<li>identify how your course fits into the program curriculum.<\/li>\n<\/ul>\n<h2><a id=\"how-do-learning-outcomes-help-both-students-and-instructors\"><\/a>How do learning outcomes help both students &amp; instructors?<\/h2>\n<ul>\n<li>They help you and your students monitor progress and identify areas to review or explore in greater depth.<\/li>\n<li>They provide a tangible map for the learning progression in a course or program.<\/li>\n<\/ul>\n<div class=\"textbox shaded\"><strong>The next section will <\/strong>distinguish the difference between teaching objectives and learning outcomes.<\/div>\n<hr \/>\n<h2>Further resources<\/h2>\n<p>For more information on the value of planning your course around learning outcomes, please refer to:<\/p>\n<p class=\"hanging-indent\">Eberly Center, Carnegie Mellon. (n.d.). <em>The Educational Value of Course-level Learning Objectives\/Outcomes.<\/em> Retrieved Dec 21, 2022, from\u00a0<a href=\"https:\/\/www.cmu.edu\/teaching\/resources\/Teaching\/CourseDesign\/Objectives\/courselearningobjectivesvalue.pdf\">https:\/\/www.cmu.edu\/teaching\/resources\/Teaching\/CourseDesign\/Objectives\/courselearningobjectivesvalue.pdf<\/a><\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_104_144\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_104_144\"><div tabindex=\"-1\"><p>A statement that describes what a student is expected to learn from a single class, a course or an entire program.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":64,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-104","chapter","type-chapter","status-publish","hentry"],"part":34,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/104","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":11,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/104\/revisions"}],"predecessor-version":[{"id":462,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/104\/revisions\/462"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/34"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/104\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=104"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=104"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=104"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}