Learning Objectives

Course Learning Outcomes: Course learning outcomes are broad and require several steps, as it is the overarching goal of the entire course.. During the instructional design phase the expectation of what knowledge, skills, and abilities the learner should acquire by the end of the course is what the learning outcome is as it sets the direction for the learning experience and designers are able to create meaningful content, activities, assessment, material and resources that align with the learning outcome.

Example- Learners will demonstrate proficiency on the conduction of a face-to-face visit and the completion of all required documentation.

Learning Objectives: The learning objective entails breaking the learning outcome into actionable steps and targets of each learning module or section. Learning objectives are shorter and are the steppingstones to establishing the learning outcome. During the learning objective phase, the learning material and content will facilitate progression towards the learning outcome.

Example- By the end of the lesson new support coordinators will have an understanding of the Crisis Risk Assessment Tool (CRAT), know how to conduct the assessment and take actionable steps in making a referral to REACH.

Bloom's Taxonomy

Bloom’s Taxonomy: Is a framework for instructional designers and it was developed in the 1950s by Benjamin Blooom. It is organized through a hierarchical structure. Bloom’s Taxonomy provides a guide for instructional designers when creating learning objectives and activities that align with the learning outcome. Bloom’s Taxonomy consists of six levels, going from lower order thinking to higher level thinking:

Remembering: During this phase of the Bloom’s Taxonomy, the learner should be able to recall information such as facts, terms, basic concepts. The overall objective in the remembering stage is for learners to understand key concepts.
Understanding: During this phase learners should be able to grasp the meaning of information, explain concepts in their own words and demonstrate comprehension of the learned material. Designers should craft objectives during this phase that reflect the learner’s ability to summarize, interpret, and paraphrase information.
Applying: During this level, learners should be able to demonstrate how they can apply what has been learned to real life scenarios.
Analyzing: During this phase, learners should be able to apply critical thinking and break down the learned information into parts.
Evaluating: The "evaluating" level involves making judgments or assessments based on criteria. Objectives involve learners to make their own viewpoints and they should have the ability to defend it.
Creating: During this phase, learners can generate their own ideas and solutions. The objectives during this level should encourage learners to design and construct new knowledge.