L1 2 2

=Learning objectives guide e–learning design and (re)development decisions regarding content and activities.=

Evidence
Wiggins & McTighe (2005) emphasize the importance of backwards design. This is where one first determines what students need to know, understand and be able to do, taking into consideration Goals, Graduate attributes and Teacher/student interests. Then determine acceptable evidence that this has been learned considering a range of assessment methods. Finally, learning experiences can be planned, activities, materials and resources needed in order that students can attain the skills to be demonstrated.

Education must concern itself with learning outcomes. ‘A clear red flag that things are amiss in the educational institution appears when learners are presented with programs inappropriate to stated organizational objectives. On an individual course level, learning objectives may be incongruent with programme objectives’ (Smith Nash 2007). This occurs when the needs of learners are not considered in programme and course development. In particular any off the shelf learning resources must be customized for the look and feel of the organization.

It may be important to take an outcomes based approach to course design so that the achievement of learning outcomes is the key driver of design, rather than providing content. Design approaches such as problem-based learning have been particular influential in medical education and lend themselves to the e-learning format (Ellis et al. 2009).

Mager (1997) notes that without instructional objectives the following three problems arise: teachers can’t decide which content and procedures will help them to achieve their objectives, it is difficult to create assessments to tell whether students are competent or not, and students won’t know when to stop practicing.

However, it is not enough to merely require the clear statement of objectives in documentation templates because, ‘to order people to write objectives without ensuring they know how or why, is to invite dissension and frustration’ (Mager 1997, pg 151).

Hence see L1.3.2 and L1.3.3

Resources
One way to avoid problems of aligning learning objectives with course design and content is to conduct a needs assessment of current and potential students (Smith Nash 2007).

The Course Proposal Template used by Monash University has a thorough section requiring learning objectives to be explicitly stated and consideration of how teaching approaches and activities will be linked to the learning objectives:

http://www.opq.monash.edu.au/epp/course/new-course-proposal-template-ec-approved-20090819.doc

The redesign can even occur in real-time as students provide start of course feedback on learning objectives and their perceived competences. Combs et al. (2008) assesses learning objectives at both the beginning and end of courses by giving students a questionnaire. This provides multiple opportunities for ongoing improvement. It has the advantage of being a common tool but is individualized for each course by using learning objectives. There are five phases: course design, assessment tool pre-course, modified course delivery, assessment tool post-course, enhancements. By getting student feedback on learning objective prior to the start of the course the students’ competence level and ratings of objective importance can be used. These researchers come up with a 2x2 matrix of action to follow the student evaluations.