| Systems Approach to Designing Online
Learning Activities Steps 1–4: What
Do You Want Students to Learn?
| Step 1: Specifying the
Course Learning Goals |
- Select the subject matter for the course.
- Translate the content into learning objectives.
- Select the activities and experiences students need to achieve the objectives.
- Prepare learning for all learning domains: cognitive, affective, or motor.
- List what students should know when they successfully complete the course.
- Sequence the learning goals by cognitive or intellectual levels, if appropriate.
- Determine the time needed for each learning segment.
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| Step 2: Relating Lesson
Learning Performance Objectives to the Course Learning Goals |
- Select the subject matter for each lesson.
- Translate all content for each lesson into learning objectives.
- Select the activities and experiences students need to achieve the objectives.
- Determine the learning domain: cognitive, affective, or motor.
- If cognitive, determine the intellectual level of critical thinking: comprehension,
application, or critical thinking.
- Sequence all objectives by cognitive or intellectual level.
- Determine the time needed for each learning objective.
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| Step 3: Designing Valid
Assessment Procedures |
- Design self-assessment tools so that students can determine their own
level of mastery.
- Use a variety of assessment techniques: tests, quizzes, observation forms, oral
questions, peer testing, demonstrations, small group presentations, product analyses,
summaries, review questions, integrating questions.
- Match each assessment procedure to the same cognitive level of the learning objective
that it is intended to measure.
- Test at the cognitive level you teach.
- Explain your grading criteria for the assessment.
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| Step 4: Providing
Feedback for Those Who Need to Know |
- After activities and exercises, let students know how they did as soon
as possible.
- Use nongraded self-tests whenever possible to give students immediate feedback.
- Use peer teaching, review, and critiquing for feedback.
- Develop your own system to critique your course: Provide formative feedback while the
course is in progress and summary feedback when the course is completed.
- Tell students what skills are needed to solve a particular problem or perform a
particular assignment successfully.
- Discuss problem-solving techniques for assignments and new activities.
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This project is a joint initiative of the Center for the Virtual University and the Center for Teaching and Learning
at UMUC.
© 1996-2005 University of Maryland University College
3501 University Blvd. East
Adelphi, Maryland 20783 USA
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