Learning Objectives

Module-level Learning Objectives

Module-level learning objectives (MLOs) should be written in specific, measurable terms. Module-level learning objectives are smaller in scope compared to the course-level objectives and should provide incremental steps that help build up to the course-level objectives.

Benefits to Students

Module-level objectives allow learners to quickly and easily determine what they will be doing in each module and what they will learn and be able to do as a result of successfully completing the module.

Benefits to Instructors

MLOs are the small bones that are attached to the backbone of a course. They guide your construction of each module.

Rationale

The curricular goals and course objectives should show that the institution or program has knowledge of the best uses of online learning in different disciplines and settings.

HLC: This item aligns with #13 on the HLC 21st Century Distance Education Guidelines.

What Reviewers Look For

Reviewers look for evidence of measurable module-level objectives in the syllabus, a Start Here/Orientation Module, or another place that is easy to find and open to students.

Best practices for writing measurable module-level course objectives include ensuring they are specific, action-oriented, and aligned with the overall course goals. Use clear, observable verbs (e.g., analyze, apply, or design) and avoid vague terms like understand or know, making it easier to assess student achievement. Refer back to the course-level objective examples for the difference between measurable and non-measurable objectives.

Tip: Measurable MLOs should help students do, create, or analyze something — not just “understand” or “know” it.

What You Can Do

Write Measurable and Specific Objectives: Use precise, action-oriented verbs from Bloom's Taxonomy to define what students will achieve in each module. For example:
1. Replace “Understand the implications of organizational change” with “Analyze the implications of organizational change through case studies.”
2. Change “Know the basic principles of color theory” to “Apply the basic principles of color theory to design a digital illustration.”
Break Down Course-Level Objectives: Use module-level objectives to create smaller, incremental steps that align with course-level objectives. Ensure these objectives scaffold learning and guide students toward mastering broader course outcomes.
Align Objectives with Module Activities: Verify that each module objective aligns with specific activities, readings, discussions, or assessments in the module. This ensures that objectives are achievable and tied to the learning experiences provided.
Include Objectives in Each Module: Clearly list module-level objectives at the beginning of each module, either on the module overview page or in a syllabus. This allows students to understand the purpose of the module and how it contributes to their overall learning.
Focus on Outcomes, Not Processes: Write objectives that describe what students will be able to do after completing the module, rather than simply listing tasks they will perform. For example:
1. Instead of “Read Chapter 3 and complete the discussion,” use “Critique ethical dilemmas in marketing strategies using concepts from Chapter 3.”
Avoid Non-Measurable Language: Steer clear of vague terms like “understand,” “know,” or “appreciate,” as these are difficult to assess. Use observable actions such as “evaluate,” “create,” “compare,” or “demonstrate.”
Place Objectives Where Students Can Easily Find Them: Ensure module-level objectives are accessible in a consistent location, such as the module introduction or overview page in Canvas. This helps students quickly grasp the focus of the module.
Collaborate with Instructional Designers: If you need help refining your module objectives, work with your instructional designer to ensure they are measurable, aligned with assessments, and clear to students.
Update Objectives Regularly: Revisit and revise module-level objectives as course content evolves. Ensure they remain aligned with course-level objectives and assessments, and update them to reflect any changes in instructional strategies.
Use Measurable, Skill-Focused Verbs: Choose verbs that reflect what student will do to demonstrate learning, such as analyze, design, evaluate, or solve, rather than vague terms like understand, know, or appreciate.
1. Instead of "Understand basic programming concepts," write "Apply basic programming concepts to develop a simple interactive application.