1. D2L Refresher Upload content into the Content section in a D2L course
Create new modules and sub-modules in the content section
Copy course contents into a new course from an existing/previous course
Set up a gradebook according to a course syllabus
Add individuals as faculty, staff, or TAs
Brandy Close, M. Ed.
Department of Medical Education

2. D2L: Content Management
Learning involves students acquiring new skills and knowledge
Objectives provide an aim or direction for the learning
A Learning Objective describes a direction for a student acquiring the new skills or knowledge

3. Learning Objectives vs. Learning Goals
As a result of attending this session, you will be able to:
Differentiate a learning goal from a learning objective
Identify the components of a learning objective
Recognize the purpose for writing learning objectives
Create well-constructed learning objectives

4. What is a Learning Objective?
A Learning Objective is a clearly written, specific statement of
observable student behaviors that can be measured and contributes
to reaching the learning goals.
Example:
At the conclusion of the CPS small group session, students will be able to:
Explain the pathophysiological symptom, diagnosis, and treatment of a
patient with asthma

5. Why are Learning Objectives Important?
Providing students with Learning Objectives:
Describes what you value and expect them to be able to do (content selection)
Specifies your desired outcomes that will be measured (instructional strategy)
Assesses the student’s performance as well as the course
instruction (evaluation connection)

6. The Difference: Goal, Instructional Objective, Learning Objective?
GOAL: broad statement of learning outcomes
The Clinical Problem Solving course is designed to help first year students develop effective skills in symptom recognition and differential diagnosis.
Instructional Objective: specific statement of teacher-centered performance
In the CPS small group sessions, the first year student will be asked to analyze and discuss a case, the evidence of symptoms, and provide a diagnosis.
Learning Objective: specific statement of student-centered performance
Given a set of clinical data, the first year student in CPS small groups will be utilize a hypothesis to compose research questions.

7. What is the difference between a Learning Objective and a Goal?
A Goal is a broad statement of expected learning outcome of a course
The Clinical Problem Solving course is designed to help first year students develop effective skills in symptom recognition and differential diagnosis.
A Learning Objective is a specific statement of observable student behaviors that can be measured and contributes to achieving the goal.
Given a set of clinical data, the first year student in CPS small groups will be able to state a hypothesis and compose research questions.

8. A Goal has multiple Learning Objectives
At the end of the small group session, students will be able to:
GOAL
The Clinical Problem Solving course is designed to help first year students develop effective skills in symptom recognition and differential diagnosis.
analyze a case
evaluate historical data to determine a differential diagnosis
write a report with a differential diagnosis and evidence to support it
interpret lab results to confirm diagnosis
apply knowledge acquired through analysis to determine treatment options

9. Writing Your Course Goal
A Goal is a broad statement of expected learning outcome of a course.
Name of your course: ______________________________________________
Your goal should start with: “The purpose of this course is…” or “The aim of this course is…”
At the conclusion of this course, what overall knowledge or skills will the student have gained?
____________________________________________________________________________
Write the goal of your course:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. How to Write a Learning Objective
Focus on student behavior- identify the concept you want the students to learn and how they will perform or demonstrate their understanding
Identify the level of knowledge (Bloom’s Taxonomy) at which you expect students to preform- align with how a assessment method
Choose an action verb that is measureable and observable to describe the student behavior
Indicate the condition under which the action will be observed- ex: given a certain environment…

11. The Format of a Learning Objective
The Stem: “By the end of this course students will be able to: ”
The Statement: bulleted statements beginning with an action verb followed by content
Example:
By the end of this course students will be able to:
Differentiate a goal from a learning objective
Recognize the reasons for writing a learning objective
Identify components of a learning objective

12. Writing Your Learning Objectives
A Learning Objective is a specific statement of student-centered performance.
Complete this statement for your course with one learned behavior:
By the end of this course, the student will be able to:
________________________________________________________________________________________________________________________________________________________
Make a list of three learned behaviors they need to accomplish the above learned behavior:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. How to Write Learning Objectives
Follow the ABCD model:
Audience- describes the targeted students (students in the course)
Behavior- provides an action verb with content (What will they do?- Verbs such as “know & understand” do not describe a performance)-Bloom’s Taxonomy
Condition- defines the requirements needed to perform the task (What do they need in order to perform the objective?-materials, class setting-small groups, clinical site, etc.)
Degree- gives the criteria fro assessing performance (How well will they need to perform the behavior)

14. How are Learning Objectives Linked to Assessment?
Design- evaluations to measure the performance of the LO
Develop- measurement criteria and methods based on what is written in the LO’s
Select- evaluation tools that best serve your methods (tests, quizzes, essays, small group activities, etc.)
Choose- data collection procedures and analyze results.
Modify/Re-Implement- revise assessment based on analysis and re-implement new assessment
Assessment measures the learning objective

15. Summary
Writing learning objectives allows the instructor to select the content, develop the instructional strategy, assess the student performance, and evaluate the instruction.
A Learning Objective is a clearly written, specific statement of
observable student behaviors that can be measured and contributes
to reaching the learning goals.
Learning objectives combine action verbs with content to describe a desired student behavior
The ABCD formula for writing learning objectives provides an easy model to follow for effective learning objectives

16. Questions???