Differences Between Course Learning Outcomes (CLOs) and Learning Objectives (LOs)

 

Essentially, Course Learning Outcomes (CLOs) represent the overarching goals of a learning experience, defining what a learner should be able to do upon completing the entire course. In contrast, Learning Objectives (LOs) are the specific, smaller milestones within individual lessons or modules that incrementally build towards the achievement of these broader CLOs.

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Course Learning Outcomes are broad in scope and encompass the cumulative knowledge, skills, or behaviors students should exhibit by the end of the course. They represent the 'big picture' and are the culmination of multiple learning objectives. The language used to describe CLOs is generally more holistic, employing verbs such as 'demonstrate,' 'analyze,' and 'synthesize.' Because a CLO represents the whole (the complete learning experience), assessments for CLOs are typically summative evaluations, such as final exams, projects, or portfolios, that measure overall achievement.
 

Learning Objectives, on the other hand, are highly specific and detailed, focusing on the immediate skills or knowledge learners should acquire within a single learning session. They are assessed through more focused tasks, evaluating the learners' ability to 'identify,' 'calculate,' 'describe,' and similar actions. LOs act as the building blocks, carefully molding and shaping the learners' knowledge progressively throughout the course.
 

Examples:

Course Name: Dhivehi Language STEM & ARTS Introductory Micro Course.

CLO1 - Dhivehi Language Fluency: Demonstrate age-appropriate fluency in speaking, understanding, and writing Dhivehi.

* LO1 for CLO1: Learners will be able to write one-page letters in Dhivehi.

* LO2 for CLO1: Learners will be able to describe age-appropriate images in Dhivehi.
 

CLO2 - STEM and Critical Thinking: Develop foundational knowledge in physics, mathematics, and science through hands-on activities.

* LO1 for CLO2: Learners will be able to calculate the missing angle of a triangle given two known angles.

* LO2 for CLO2: Learners will be able to construct simple geometrical shapes.
 

Overview of Bloom's Taxonomy (Cognitive Domain)

Bloom's Taxonomy provides a framework for categorizing the level of cognitive skills that learners demonstrate as they acquire knowledge. The Cognitive Domain outlines six hierarchical levels, progressing from basic recall to higher-order thinking:

1. Remembering: This foundational level involves recalling or recognizing previously learned information. It's about retrieving knowledge from long-term memory.

2. Understanding: This stage goes beyond simple recall to demonstrate comprehension of the meaning of information. It includes explaining, interpreting, and summarizing concepts.

3. Applying: At this level, learners use learned information in new and concrete situations to solve problems or complete tasks.

4. Analyzing: This involves breaking down information into its component parts to understand its structure, identify relationships between parts, and recognize organizational principles.

5. Evaluating: Here, learners make judgments about the value of information, ideas, or materials based on criteria or standards. This includes critiquing, justifying, and appraising.

6. Creating: This is the highest level, involving putting elements together to form a coherent or functional whole. It includes generating new ideas, designing solutions, or producing original work.