Supplemental Resources & Support
Outcomes, Objectives, and Bloom's Taxonomy
Whether developing course-level outcomes or module-level objectives, there are four best practices that can support instructors in clarifying what learners should expect to gain from a course (or module) and what is expected of them. Writing outcomes and objectives in this way also supports alignment, a key aspect of functional course design.
Outcome/Objective Basics
- Use learner-centered language. Beginning with language like, 鈥渋n this course or module, you will鈥 can be a good place to start.
- Use active and measurable verbs. Describe what learners will be able to 鈥渄o鈥 and will need to do to demonstrate their knowledge, understanding, and successful achievement within the course or module.
- Identify the knowledge, skill, or behavior that will be gained or demonstrated through the course or activity.
- Define the general conditions under which competency will be assessed.
With that in mind, both course-level outcomes and module-level objectives might follow this pattern: Action + Knowledge, skill, or behavior + Condition.
Example Outcomes/Objectives
Action | Knowledge, skill, or behavior | Condition |
|---|---|---|
Define | key terms | used in the professional analysis of human behavior |
Explain | concepts for communication and therapeutic interaction | and their significance to patient care |
Apply | chemical concepts | to solve qualitative and quantitative problems |
Analyze | a written mathematical proof | to locate and correct logical fallacies |
Select | appropriate primary and secondary research | to support your response to a current challenge with historical context |
Develop | a board presentation | that effectively outlines value rationale, cost, and recommended plan for a building project |
Bloom's Taxonomy
Although there are a number of taxonomies aimed at supporting instructors in the development of meaningful outcomes and objectives, Bloom鈥檚 taxonomy, and the levels of learning, measurable actions, and potential activities outlined in it, offers a useful framework to support instructors in articulating what learners can expect to gain, what they will be expected to do to demonstrate that gain, and under what conditions.
Levels and Descriptions | Example Actions |
|---|---|
| Remembering 鈥 Recalling information, terminology, facts, simple processes, and/or basic concepts | Cite, Copy, Define, Identify, Index, Label, Locate, List, Name, Order, Recognize, Recite, State, Trace |
| Understanding 鈥 Explaining the purpose and significance of information, complex ideas, concepts, or processes | Associate, Clarify, Classify, Convert, Describe, Diagram, Discuss, Explain, Generalize, Paraphrase, Predict, Summarize, Translate |
| Applying - Using knowledge, skills, or behaviors to complete a task or respond to a specific scenario | Apply, Calculate, Complete, Facilitate, Interpret, Implement, Manipulate, Operate, Perform, Solve, Use |
| Analyzing - Examining, questioning, or explaining connections between concepts, details, and structures of information | Analyze, Compare, Contrast, Differentiate, Dissect, Distinguish, Examine, Experiment, Extrapolate, Organize, Relate, Test |
| Evaluating - Justifying a perspective, approach, or decision; forming ideas based on assessment of information | Appraise, Argue, Assess, Critique, Defend, Judge, Justify, Recommend, Select, Support, Validate |
| Creating - Combining information to generate new approach, solution, or structure; producing an original work | Adapt, Author, Assemble, Compile, Compose, Construct, Create, Design, Develop, Formulate, Invent, Produce |
51福利社x Instructional Resource & Support
Teaching, learning, and instructional technology support at 51福利社 is a collaborative effort between four teams. Each offering specific, but related, services to support instructors in imagining, designing, and realizing ideas that transform and enhance the learning experience.
Instructional Design and Development
Connect with the Instructional Design and Development Team
- Request 1:1, small group, department/program specific teaching and
learning support. - Talk through ideas or challenges related to teaching and learning.
- Develop, design, or re-design a learning experience, course, or program in any modality.
- Explore ways to use Elearning to support instruction.
- Request a course review.
Participate in events, workshops, training, or learning communities.
Explore actionable, on-demand resources, articles, and activities encompassing varied levels of instructional experience, course size, and modality.
Accessibility Support
Connect with the Accessibility Support Team to:
- Request 1:1 or small group support focused on the creation, curation, or adaptation of accessible course materials.
- Request closed captioning and transcripts for videos.
- Find information on how to use Ally, an Elearning integrated tool, for assessing and improving course content accessibility.
- Explore simple ways to improve the accessibility of documents and presentations.
Elearning and Instructional Technology
Connect with the Instructional Technology Team to:
- Request 1:1 or small group support focused on the use of 51福利社 supported instructional technology tools like Teams, Webex, Mediasite, and Elearning for any modality.
- Request an IDD Template Course be added to a live course shell in Elearning.
- Request a sandbox course to explore, develop content, and/or practice building in Elearning.
- Integrate your syllabus into Elearning, including setting up the gradebook and connecting dropbox, quizzes, and discussions.
- Request support for building quizzes and/or creating quiz banks in Elearning.
- Incorporate publisher-based content into an Elearning course.
- Troubleshoot issues with and explore technical questions related to how to use Elearning or other instructional technology tools.
- Request that online sections of a course be combined.
- Talk through Western Essential Studies (WES) questions.
Explore the ITC鈥檚 Elearning Self-Help Guides.
Faculty Development
Connect with the Office of Faculty Development to:
- Request 1:1, small group, department/program specific professional development support.
- Request a teaching observation.
- Talk through faculty-level teaching and learning opportunities and challenges.
- Identify fellowship, grant, and other opportunities focused on teaching and learning for instructors at all levels.