Module 1: Planning your Course
Writing Quality Course Goals and Objectives
Course Goals
A course goal is a general statement about learning outcomes. They are general aims or purposes and are broad, educational statements. A goal is the OUTCOME you intend to measure as students exit your course. Each goal statement should include an action verb that is used to describe what the learner will be doing when demonstrating the achievement of the goal. Clear goals help you achieve the following:
- Motivate students by creating a real learning target
- Focus students' attention and efforts
- Focus your purpose as an instructor
- Identify and select effective teaching methods
- Establish the criteria you will use in evaluation
Example for a science course: Students will be able to describe the main differences between mammals, reptiles, amphibians, and birds.
Example for a history course: Students will be able to evaluate the dominant arguments in the welfare debate.
Example for a law enforcement course: Given a scenario, students will be able to detail what steps to take to diffuse the situation or what methods to use to arrest offenders safely.
Sometimes course goals are included in a syllabus or course description. If they are not, develop them before you begin designing your course. You can use course goals to arrange content and sequence instruction in a logical manner.
Course Objectives
The next step is to figure out exactly what your audience will achieve or be able to demonstrate as a result of taking your course. In other words, what are the objectives of your course? According to Merriam-Webster's Dictionary, an objective is "something toward which effort is directed: an aim, goal, or end of action." Objectives are statements of student behavior, not descriptions of what or how the student will be taught.
Course objectives serve many purposes. They drive content and activity choice, as well as help to determine the structure, sequencing, and pacing of the course. They also tell students what is expected of them.
Be as specific as possible when writing course objectives so students can clearly understand them. Use verbs that are active and measurable. For example, you can test whether a student can write a mathematical proof to solve a problem. However, you cannot easily test whether someone fully understands a concept or appreciates a topic.
Example of a poorly written objective: Students will learn how to construct a mathematical proof of Fermat's Last Theorem.
Example of a better objective: Students will be able to use the Theory of Elliptical Functions to construct a proof of Fermat's Last Theorem.
To help you write effective course objectives, remember the acronym SMART :
- Specific: Define your goal and methods clearly
- Measurable: Define your objectives numerically
- Attainable: Your objectives must be realistic and achievable with the available resources
- Results-focused: Your objectives must address the stated need
- Time-focused: State the start and finish for your objectives
Tips for Improving Your Objectives
- Avoid using verbs that are vague or cannot be assessed objectively.
- Keep statements short and focused on a single outcome. This allows you to determine whether or not an objective has been met without having to distinguish between partial completion and success.
- Use student-focused objectives and target the expected student outcome. To assist in maintaining a student-centered emphasis, start learning objectives with the phrase "The learner/student will be able to..."
- Include complex or higher-order learning objectives when appropriate.
- Match instructional strategies to assessment requirements. To ensure the connection between various course activities, it is useful to construct a table highlighting the relationship.
Mapping Your Course
The Use of Modules
There are several ways you can begin to create a visualization of your course. Some faculty will build on content themes, while others will contextualize their course by competencies, skills, and learning outcomes. Some may think about their course in terms of weeks in a semester, and still others by a larger influence--department, college, and university goals. One benefit of using a learning management system is the ability to organize and group content in any of the ways previously mentioned. Through the use of modules, a class can be compartmentalized, yet remain connective, and presents a way to constructively align the components of a class. In addition, it makes the process of scalability easier when you have to modify a course according to a different calendar each semester.
Diaz and Strickland (2009) have provided a process to map a course through modularization, which may be a good starting point for faculty transitioning to an online format for the first time. In summary, here are the five key steps:
- Identify the module's objectives. Note that objectives are typically granular, action-oriented, and more specific than course goals, which may be more general in describing what students are meant to accomplish. Take a moment to consider what the instructor will do to support or meet these objectives and what the student will be asked to do to meet them.
- D iversify the way in which a student interacts with content. For instance, an instructor may use any of the following methods or tools: lecture, readings, activities, research, writing, projects, discussions, demonstrations, multimedia, cases, teamwork, assessments, etc..
- Define the components of your module. What are the types of interactions or activities that will make up your modules on a regular basis? Do you have case studies? Readings? Videos?
- How will you measure student learning? What assessments can effectively show that the objectives are being met?
- Determine the relationship of your objectives to the course goals or other content in the course. In other words, how well does this content align or support the rest of the course?
Creating a table, or using another graphic organizer, can help you visualize this information and facilitate the mapping process more effectively:
Course Module | ||||
Objectives | Online Delivery | Activities/Assignment/Interaction | Assessment(s) | Relationship to course goals and content |
Before you start building your content, we recommend visualizing your course in some way so that it is easier to map how the class is aligned and connected. Consider minimizing the activities to 2 or 3 at a time. For example, one assignment deadline may include a mix of readings, videos (created, found, live, or recorded), documents, and data sets; participation in a discussion board post; or submitting an assessment (quiz, test, written document). See What you Need to Teach Remotely to read more about Blackboard tools for learning activities.
You can create your course map as simple or as detailed as you need them. The main goal is that it helps you begin to think about the objectives for the week and how you can provide these through interactions and activities. Below are three different course maps that range from simple to more complex, depending on how you prefer to map out your course. The fourth map is a template you can use to create your own course map for your upcoming course.
Essential Elements of an Online Syllabus
A course syllabus provides a wealth of information about the faculty member and the course to students. There is no one way to write a syllabus, but there are several kinds of information that are essential and will improve communication between faculty and students. Those essential elements can be met following the Online Syllabus Checklist.
Besides including the basics in your syllabus about grading criteria, course objectives, and department policies, consider adding procedures distinctive to the online environment.
Course Schedule
- List start and end times for units and provide a weekly overview.
- Specify due dates. Consider repeating important due dates to schedule assignments or assessments (like weekly discussion boards and quizzes) on the same day and time for consistency and reliability.
- Provide students with your virtual office hours and format.
Course Organization
- Help students use the syllabus as a map or guide to the course. Provide a description of the course layout and where to find each area of the course.
- List special online course procedures, such as where to access lesson material and how to label and submit assignments.
- List where tests are located, and offer practice tests to familiarize students with the interface.
Participation
Make expectations clear about how often students are to participate in class.
- Set a minimum number of postings in the Discussion Board or Chat.
- Let students know you intend to grade on quality, as well as quantity.
Let students know what they can expect from you.
- List your schedule for returning graded work and providing feedback for questions, emails, and discussion posts.
- Let students know how you handle technical difficulties.
Technical Support and Technology Requirements
Let students know they should contact the UTEP Help Desk if they encounter any technical issues.
Syllabus and Calendar Templates
Below are some templates that will help provide the best experience for students while also following best practices for an online syllabus. To download simply click on them.
- Course Syllabus Template
- Completed Course Syllabus Example . This is a sample syllabus with detailed explanations in the margins. The syllabus is modeled using Rhetoric and Composition material, as well as required University policy. Please use this as a guide when creating online syllabi. Customize the content and simply delete the comments in margin prior to use.
- Course Calendar Template . This is a sample calendar to be used as a template for the class schedule of assignments and related events. This is a stand-alone document and should not be added to the class syllabus (for increased usability and accessibility).