{"id":128,"date":"2022-12-21T21:40:01","date_gmt":"2022-12-22T02:40:01","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/clone2\/?post_type=chapter&#038;p=128"},"modified":"2024-08-19T10:59:04","modified_gmt":"2024-08-19T14:59:04","slug":"course-level-versus-supporting-outcomes","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/course-level-versus-supporting-outcomes\/","title":{"raw":"Course-level versus supporting outcomes","rendered":"Course-level versus supporting outcomes"},"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\nLearning outcomes describe what you expect your students to achieve from a single class, a chapter, a course or an entire program.\r\n<p style=\"padding-left: 40px\"><strong>Course-level learning outcomes<\/strong> are broad and describe what a student will be able to do as a culmination of their learning at the end of a course.<\/p>\r\n<p style=\"padding-left: 40px\"><strong>Supporting outcomes<\/strong> are descriptions of more discrete learning that builds up the knowl<span style=\"text-align: initial;font-size: 1em\">edge, skills and attitudes students need to reach the course learning outcomes.<\/span><\/p>\r\nYou can define supporting outcomes at the level of the [pb_glossary id=\"129\"]module[\/pb_glossary] or lesson.\r\n\r\n<\/div>\r\n<\/div>\r\nCourse-level outcomes tell the student what they will achieve with the course. Supporting outcomes help you, as Instructor, attend to the important foundations of your course-level outcomes. Clearly defined outcomes (course and supporting) help you select the most effective learning content, activities, and assessments for your course curriculum.\r\n\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/07\/course-level-supporting-outcomes-2.jpeg\" alt=\"Infographic represents the cyclical process that involves course design: Course outcomes (by the end of the course...); Supporting outcomes (by the end of the module...); learning content, activities &amp; assessments\" width=\"1171\" height=\"394\" \/>\r\nWatch this video to learn more about distinguishing course-level outcomes and supporting outcomes.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=cMUvs5XbB4Q\r\n<p style=\"text-align: center\">Learning Outcomes video \u00a9 Concordia University. Download the <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/learning-outcomes-video-transcript.docx\">learning outcomes video transcript (docx).<\/a><\/p>\r\n\r\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> provide best practices for writing learning outcomes.<\/div>","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>Learning outcomes describe what you expect your students to achieve from a single class, a chapter, a course or an entire program.<\/p>\n<p style=\"padding-left: 40px\"><strong>Course-level learning outcomes<\/strong> are broad and describe what a student will be able to do as a culmination of their learning at the end of a course.<\/p>\n<p style=\"padding-left: 40px\"><strong>Supporting outcomes<\/strong> are descriptions of more discrete learning that builds up the knowl<span style=\"text-align: initial;font-size: 1em\">edge, skills and attitudes students need to reach the course learning outcomes.<\/span><\/p>\n<p>You can define supporting outcomes at the level of the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_128_129\">module<\/a> or lesson.<\/p>\n<\/div>\n<\/div>\n<p>Course-level outcomes tell the student what they will achieve with the course. Supporting outcomes help you, as Instructor, attend to the important foundations of your course-level outcomes. Clearly defined outcomes (course and supporting) help you select the most effective learning content, activities, and assessments for your course curriculum.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/07\/course-level-supporting-outcomes-2.jpeg\" alt=\"Infographic represents the cyclical process that involves course design: Course outcomes (by the end of the course...); Supporting outcomes (by the end of the module...); learning content, activities &amp; assessments\" width=\"1171\" height=\"394\" \/><br \/>\nWatch this video to learn more about distinguishing course-level outcomes and supporting outcomes.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Learning Outcomes\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/cMUvs5XbB4Q?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p style=\"text-align: center\">Learning Outcomes video \u00a9 Concordia University. Download the <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/learning-outcomes-video-transcript.docx\">learning outcomes video transcript (docx).<\/a><\/p>\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> provide best practices for writing learning outcomes.<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_128_129\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_128_129\"><div tabindex=\"-1\"><p>An instructional unit that focuses on a particular topic.<\/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":79,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-128","chapter","type-chapter","status-publish","hentry"],"part":34,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/128","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\/79"}],"version-history":[{"count":6,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/128\/revisions"}],"predecessor-version":[{"id":589,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/128\/revisions\/589"}],"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\/128\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=128"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=128"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=128"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=128"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}