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Good Teaching and the Case for Module-Level Outcomes
Posted by anne.grey | Start the discussion
Presenters: Casey Twining and Samm Erickson.
Summary
In this presentation, Casey Twining and Samm Erickson make the case that module-level outcomes, or MLOs, are more than a course-design requirement. When used thoughtfully, MLOs can serve as guideposts that help instructors decide what to teach, how students should practice, and how learning should be assessed. They can also help students understand why they are completing particular activities and where those activities are leading.
The presenters define an MLO as a clear statement describing what a student should be able to do or understand by the end of a module. Effective outcomes are measurable, learner-centered, connected to course-level outcomes, and aligned with learning activities and assessments. The session emphasizes looking beyond a narrow task or test to identify the deeper, lasting skill or knowledge that students should carry forward.
Through examples involving learning a musical instrument and teaching reading and critical thinking, the presenters demonstrate how changing a learning goal can change the entire instructional approach. A goal focused on developing technical skill may require different activities than one focused on persistence, creativity, or critical thinking. The same principle applies to course design: once instructors clarify what students should ultimately learn, they can make more purposeful choices about activities, content, and assessments.
The session also highlights transparency as a benefit of strong module-level outcomes. When students know where they are going and understand how course activities connect to that destination, they have a clearer path for making decisions about their own learning. For instructors, MLOs provide a framework for continually reviewing the relationship among outcomes, assessments, activities, and content so that each part of a course supports the larger learning goal.
Slides: Who gives a *** about MLOs?
Presentation Outcomes
- Explain the purpose of module-level outcomes and how they differ from broad statements about course content.
- Identify characteristics of effective MLOs, including measurable, learner-centered language and alignment with course-level outcomes.
- Use module-level outcomes to guide decisions about instructional activities, course content, and assessment.
- Identify the deeper, lasting skills or knowledge students should gain rather than designing instruction only around a specific test or task.
- Evaluate how changing a learning goal can lead to different choices in teaching, practice, and assessment.
- Use MLOs to help students understand the relevance of learning activities and see a clearer path toward their goals.
- Review outcomes, assessments, activities, and content as an interconnected cycle that can be revised to strengthen course alignment.
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