Learning Objectives

Overview 

Course Learning Outcomes (CLOs) and Learning Objectives (LOs) serve distinct but interconnected roles in instructional design, particularly in workforce training and education (Anderson & Krathwohl, 2001; Fink, 2013).

Course Learning Outcomes (CLOs)
CLOs are broad statements that define what learners are expected to achieve by the end of a course. They focus on the end goals of instruction and emphasize measurable achievements. CLOs usually describe higher-order thinking and the application of knowledge, aligning with institutional goals and workforce needs (Anderson & Krathwohl, 2001).

Learning Objectives (LOs)
LOs are specific, focused statements that outline what learners should know or be able to do at the end of a specific learning activity or module. LOs are detailed and measurable, guiding lesson planning, assessments, and instructional strategies. They are typically more granular than CLOs and can be divided into terminal and enabling objectives (Anderson & Krathwohl, 2001).

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Comparison & Perspective

In my organization, in addition to outcomes, we use Terminal Learning Objectives (TLOs) and Enabling Learning Objectives (ELOs). Each contribute to structuring our courses, but in a slightly different way. While both focus on what learners will achieve, they differ in terms of scope, specificity and how they guide the learning process. 

TLOs are broad, comprehensive objectives that define the overall skills or knowledge learners must acquire by the end of the course or significant learning unit. These objectives focus on the final performance outcomes and represent the ultimate goal of instruction (Mager, 1997). Our TLOs are aligned with the course outcome(s) and the end of course assessment. The ELOs support the TLOs, they are the building blocks that support the TLO achievement. These objectives break down the skills or knowledge required to reach the terminal goal into smaller, more manageable steps. ELOs are specific and measurable, which is demonstrated by knowledge checks throughout the lesson or module. This approach provides clear guidance for the design of learning activities.

In summary, we use TLOs to define the endpoint of learning and guide the design of assessments that measure learners' ability to perform the stated task or competency (Gagné, 1985). TLOs are the high-level objectives that shape the curriculum and influence the sequencing of instruction. ELOs ensure that learners acquire foundational knowledge and skills incrementally, allowing them to build competence progressively (Mager, 1997). ELOs are key for structuring lessons and activities in a way that ensures learners are prepared to meet the TLOs and course outcome (Gagné, 1985).

Learning Outcome & Obectives (Example 1)
CLO: Upon completion of this course, learners will be able to critically evaluate leadership principles and effectively apply them to enhance decision-making, coordination, and resource management in real-world emergency response situations, in alignment with the organization's mission to foster resilient, well-coordinated response efforts that safeguard communities.
·TLO: By the end of this training, learners will be able to develop and implement emergency management strategies for rural first responders.
··ELO: Learners will identify and explain the four phases of emergency management: mitigation, preparedness, response, and recovery.
Learning Outcome & Objectives (Example 2)
CLO: Upon completion of this course, learners will be able to effectively implement comprehensive risk management strategies to identify, assess, and mitigate operational hazards, ensuring mission success and promoting patient safety and security within a dynamic security cooperation environment, in support of the organization’s goal to strengthen global partnerships and operational resilience.
·TLO: At the conclusion of the course, participants will be able to formulate and communicate policies related to patient protections in a disaster response and recover context.
··ELO: Learners will analyze a case study to evaluate the effectiveness of patient protection policies in past disaster relief efforts.

Bloom's Taxonomy and Levels

Bloom’s Taxonomy is a framework that categorizes educational goals into levels of cognitive complexity. Developed in 1956 by Benjamin Bloom and colleagues, it provides educators with a structured approach to designing learning objectives that progress from basic knowledge acquisition to more complex forms of thinking (Anderson & Krathwohl, 2001). In workforce education, Bloom’s Taxonomy is particularly useful for creating learning experiences that build upon one another, ensuring learners move from foundational knowledge to application and analysis in real-world situations.

The original taxonomy has six levels: 

Remembering

The most basic level is where learners are asked to recall facts or concepts. It focuses on retrieving information that has been previously learned. Example tasks include defining terms, listing components, or recalling procedures (Anderson & Krathwohl, 2001).

Example: "List the steps involved in responding to an emergency situation."

Understanding

At this level, learners demonstrate comprehension by explaining ideas or concepts. They are able to interpret, summarize, or paraphrase material. This level goes beyond memorization and requires learners to show a grasp of the meaning behind information (Anderson & Krathwohl, 2001).


Example: "Explain the importance of communication in emergency management."

Applying

Here, learners use knowledge in new situations or contexts. It requires transferring learned concepts to practical scenarios, often seen in workforce training, where learners apply their knowledge to solve problems or complete tasks (Anderson & Krathwohl, 2001).


Example: "Apply risk management strategies to an emergency response plan."

Analyzing

At this stage, learners break down information into components to understand its structure. This involves identifying patterns, recognizing relationships, and interpreting data (Anderson & Krathwohl, 2001).


Example: "Analyze a case study to identify strengths and weaknesses in the emergency response."

Evaluating

This level involves making judgments based on criteria and standards. Learners assess the value or effectiveness of solutions or strategies, often requiring critical thinking and decision-making skills (Anderson & Krathwohl, 2001).

Example: "Evaluate the effectiveness of leadership in a recent emergency response effort."

Creating

The highest level of cognitive complexity, creating involves generating new ideas, designing solutions, or constructing original work. Learners synthesize knowledge to create something new, which is a common goal in advanced workforce training where innovation and leadership are key (Anderson & Krathwohl, 2001).


Example: "Design an emergency response plan for a scenario involving multiple agencies."

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References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart & Winston.

Mager, R. F. (1997). Preparing instructional objectives (3rd ed.). Center for Effective Performance.