Module learning outcomes

The process of writing Module Learning Outcomes (MLOs) is very similar to writing your Course Learning Outcomes (CLOs), in which you pair a verb and an object. See How to Write Measurable Learning Outcomes. When writing module learning outcomes, the level of specificity becomes more narrow. Module Learning Outcomes are time-bound and should be achievable within a few hours or days, rather than weeks or months.

In the third column of your course map, for each module, identify three to eight module learning outcomes that are specific to that module. MLOs should state the actionable items that will be accomplished in the module from the perspective of the learner. Every MLO should contribute or link to at least one CLO, demonstrating alignment.

MLO 1.2

compute time-dependent fields, given the scalar and vector potentials

Module Learning Outcomes help scaffold your course to incrementally reach your stated course learning outcomes. 

When writing your module learning outcomes, consider:
 

  • Time to achievement: Can learners attain this outcome by the end of this learning module or unit?

  • Assessment: How will the learning outcome be assessed or observed?

  • Activities: What kinds of activities will allow learners to practice and gain feedback before they are assessed?

  • Instructional Material: What kinds of learning materials and tools do learners need to equip them and give them the foundational knowledge for achieving the outcome?

If the learning outcome is not directly supported by the learning material or will not be assessed, reconsider its necessity and whether it meets the goals of the course.