Educational Objective and Learning Outcome

➢ Educational Objective

• Educational objectives, or learning outcomes, are statements that clearly describe what
the learner will know or be able to do as a result of having attended an educational
program or activity.
• Educational objectives must be observable and measurable.
• Educational objectives should (1) focus on the learner, and (2) contain action verbs that
describe measurable behaviors
• Example of Educational Objective:
❖ Implement traditional exposure-based interventions as adapted for an
acceptance-based model.
❖ Describe the role and significance of avoidance in the development and
maintenance of psychopathology.
❖ Conduct a full-scale values assessment with clients.

➢ Learning Outcome

• Learning outcomes are descriptions of the specific knowledge, skills, or expertise that the learner
will get from a learning activity, such as a training session, seminar, course, or program.
• Learning outcomes are measurable achievements that the learner will be able to understand after
the learning is complete, which helps learners understand the importance of the information and
what they will gain from their engagement with the learning activity.
• Creating clear, actionable learning outcomes is an important part of the creation of training
programs in organizations. When developing these programs, both management and instructors
need to be clear about what learners should understand after completing their learning path.
• Learning outcomes also play a key role in assessment and evaluation, making clear what
knowledge learners should have upon completion of the learning activity.
• A well-written learning outcome will focus on how the learner will be able to apply their new
knowledge in a real-world context, rather than on a learner being able to recite information.
• Example of Learning Outcome:
❖ learners will be able to identify which scenarios to apply each of the five types of conflict
management.
❖ learners will be able to use the company’s LMS to effectively engage with and complete
all training materials.
❖ learners will understand how to interpret marketing data and use it to create graphs.
❖ learners will understand how to employ company-prescribed SEO practices while writing
copy.
❖ learners can properly use company guidelines to create case studies.
❖ learners will be able to properly operate and clean the autoclaves.
Program Outcomes and Course Outcomes

➢ Program Learning Outcomes

• By the completion of a degree program, students should be able to demonstrate these
learning outcomes—either as integrated into the capstone as a demonstrable task—or as
documented by key tasks across a program.
• Example: Sociology Major Learning Outcomes
• The first three LO’s are related to research, involving asking research questions, and
collecting and analyzing data.
❖ Students will be able to formulate sociological research questions.
❖ Students will be able to utilize sociological research methods to collect data.
❖ Students will be able to analyze data with appropriate sociological data analysis
methods.

➢ Course Outcomes

• Course-level outcomes reflect what students will learn by the end of the course. Certainly,
each course will reflect either an introduction to a concept, practice at gaining
competence in this outcome, or demonstration that a student knows and/or owns the
knowledge/concept/skill/ability. Instructors should include a range of course outcomes
that demonstrate process and context.
• Example: Course-level learning outcomes for each “level” of course that relate to the above
major LO’s. (Note: These outcomes are currently under construction.)
• Students will be able to:
❖ 100-level courses: identify research methods basics.
❖ 200-level courses: begin to develop their ability to collect and analyze data on
sociological topics.
❖ 300-level courses: continue to develop their ability to collect and analyze data on
sociological topics.
❖ 400-level courses: demonstrate integration of analytical, methodological, and
conceptual skills in addressing a sociological question.
 Student-Centered Instruction and Content-Centered Instruction

➢ Student-Centered Instruction
• Student-centered instruction is a dynamic and experiential approach to education in
which learners are active participants. Discover the benefits of student-centered
instruction to both mastery of content and personal growth.
❖ As a student, let's assume that you have to pick a class to attend. You have two
choices and are given a brief preview of each. In one class, students will sit silently
in their seats as they listen to an instructor lecture about basic scientific principles.
In the second class, students will participate in hands-on experiments regarding
basic scientific principles under the supervision of the instructor.

❖ Which class sounds more interesting? If you'd choose the second class, you're
interested in student-centered instruction. Student-centered instruction is a
teaching style that places the focus of teaching on students rather than on the
instructor.

➢ Content-Centered Instruction
• The focus of a CBI lesson is on the topic or subject matter. During the lesson students are
focused on learning about something. This could be anything that interests them from a
serious science subject to their favourite pop star or even a topical news story or film.
They learn about this subject using the language they are trying to learn, rather than their
native language, as a tool for developing knowledge and so they develop their linguistic
ability in the target language. This is thought to be a more natural way of developing
language ability and one that corresponds more to the way we originally learn our first
language.