L1 2 4

=Institutional reviews monitor the linkages between course learning objectives and wider programme or institutional objectives.=

Evidence
Development of learning objectives helps instructors to clarify what they believe to be the key elements of the course they are teaching. Learning objectives should be consistent with the goals of the curriculum, be clearly stated, clearly measurable, realistic and doable, appropriate for the level of the learner, and focused on the significant aspects of the subject being studied. .

Furthermore, as noted in L1.1.3, course learning objectives should cohere with overarching institutional graduate attributes. Especially given the noted divergence of opinion among academics as to how best to teach toward graduate attributes (Barrie 2007) it is of particular importance to continually assess and monitor how this is being done.

Also, students are more likely to take a deep approach to learning if they are intrinsically motivated. To be intrinsically motivated they need to see the relevance and importance of what they are being required to do. (Rust 2002, p. 150). Therefore, clear linkage of learning objectives to wider course, programme and institutional objectives is necessary.

As part of the need for review and evaluation of the effectiveness of courses and projects it is important to ensure that they meet the needs of the institution and its programmes. Review of the materials regularly ensures that they continue to meet the objectives of the students, the course and the wider programme context as well as ensuring that the online materials referenced are still appropriate and available.

Gunn, Bell & Kafmann (2010) note that employability is something that a lot of institutions are concerned about for their graduates. Employability drives the setting of graduate attributes. To maximize the opportunities for their undergraduates, institutions need to coordinate at a strategic level and at a local disciplinary level. Some basic decisions at a strategic level are listed by Gunn et al., but importantly they note that decisions must also be made at the program design level about whether opportunities to develop graduate attributes are most effectively embedded in programs or where add-on courses would be helpful.

Resources
Course learning objectives should be linked to more generic objectives (for example information literacy, see L6).

Attwell (2006) provides a comprehensive guide with examples of tools that can be used in the evaluation of e-learning programs. Attwell emphasizes the need for iteration between theory and practice. This means courses (in this case learning objectives) must be redesigned in an ongoing manner according to evaluation.

Botturi et al. (2007a) also provide a thorough description of ‘Managing e-learning quality in practice’ and provide a lightweight ‘e-lab’ tool for reviewing the quality of e-learning provision.