Aims, objectives, outcomes - what's the difference?
You have probably heard the terms learning aims , learning objectives or intended learning outcomes in conversations about teaching and learning in higher education. These terms are sometimes used interchangeably, but as we will see, they actually have quite specific and distinct meanings in relation to curriculum design.
In this section we will explore the meaning of these terms, and think about how they relate to the process of designing or planning programmes, modules and learning activities.
Learning aims
We can think of learning aims as concise descriptions of the overall goals or purposes of a piece of learning (a programme, a module or even an individual lecture or seminar). They are like ‘mission statements’ that encapsulate the scope and values of the offering.
When defining learning aims, it can be helpful to ask questions such as:
- From your perspective as the educator, what is this piece of learning for?
- What are the main benefits it will bestow on learners?
- What is the programme or module trying to achieve?
The particular learning aims of your programme or module will be specific to the context of your subject, but it may be helpful to look at some examples from different disciplines.
Here are some well-defined learning aims from Imperial module descriptors:
The aim is to provide the student with the background necessary to understand static and dynamic aeroelastic phenomena on actuated aircraft wings, considered as either open or closed-loop systems, so that they are able to formulate and solve mathematical and computer models for aeroservoelastic analysis and design. (Department of Aeronautics)
This module will provide a general overview of research methods in healthcare and reinforce understanding of the importance of research for the evaluation of clinical practice. (Department of Surgery and Cancer)
To provide students with an understanding of the physics behind the structure, the dynamics, the energetics and the glow of planetary atmospheres, with the main emphasis on the terrestrial atmosphere. (Department of Physics)
This module provides a rigorous theoretical grounding for financial decision-making and techniques for investment practice. It explains the objective of financial management in publicly listed companies. (Business School)
Take a few minutes now to think about the learning aims of your own programme, module or teaching session. How would capture its key aims and values in the style of the examples above? Try writing them out, and perhaps ask a colleague for their thoughts or feedback on your learning aims.
In the next section we will look at learning objectives, and explore how these are different to learning aims and intended learning outcomes.
Teaching toolkit
- Intended learning outcomes
- Aims, objectives, outcomes - what's the difference?
- Learning objectives
- Student-focused ILOs
- Bloom's taxonomy
- ILOs and constructive alignment
- Designing ILOs
- Choosing action verbs
- Activity: SMART ILOs
- What is inclusive learning and teaching and why is it important?
- Inclusive educational design
- Preparing students for learning
- Managing inclusive learning environments
- Classroom layout
- Using visual aids
- Talking and listening for learning
- Realising the educational value of student and staff diversity
- Introduction to assessment and feedback
- What are the qualities of good assessment?
- Assessment methods
- What is good feedback?
- Assessment design
- Transforming Experience of Students through Assessment (TESTA)
- The nature of educational research
- Before you start
- Rationale and potential impact of your research
- Your research question
- Identifying literature
- Practical considerations
- Research or evaluation?
- Interviews
- Focus groups
- Observations
- Concept maps
- Questionnaires
- Types of data analysis
- Tools and resources for qualitative data analysis
- Networks and events
- Funding
- Further resources
- Designing remote online learning experiences
- Self-directed study using online resources
- Combining asynchronous resources and interactivity
- Synchronous live sessions using video conferencing
- When to choose synchronous video conferencing
- Setting up and facilitating synchronous group work in Teams
- Access and motivation
- Online socialisation
- Knowledge construction
- Facilitating a live remote online session in Teams
- Synchronous live session using Zoom
- Converting to online exams
- Developing online lectures and lab sessions for groups
- Electronic marking and tests
- Project presentations to webinars
- Padlet for assessment
- Medical consultation skills session using Zoom
- Supporting online lab-based group work with OneNote
- Converting face-to-face exams into Timed Remote Assessments (TRAs)
- Case Studies
- Advertisement Video and Group Presentation
- Approaches to TBL assessment in Medicine
- Automated formative and summative feedback: Mechanical Engineering problem sets
- Bioengineering Portfolio
- Business Simulation
- Capstone Project
- Chemistry of Molecular Systems Group Poster Presentation
- Demo day - portfolio, video and presentation assessment
- Electronic mid-term exams
- Embedding AI into assessment
- Fieldtrips
- Geology Fieldtrip
- Group Year 1 project in Physics
- Infographics
- Integrating peer and self assessment into group work
- Journal article
- Medicinal Chemistry Research Coursework
- Online Maths low stake quizzes
- Pre-Class Case Study Quizzes
- Peer marking on a group-based problem solving assessment
- Reflective essay
- Summary volg
- Two-Part Group Consultancy Project
- Video and Resource memo
- Group audio podcast
- AI for teaching
- AI for learning
- AI for assessment
- Reflect and examine
- Assess your assessment
- Make a decision on how to approach AI on your module
- Option 1: Wait and see if there is an actual issue
- Option 2: Assess under invigilation
- Option 3: Redesign your assessment
- Remove the assessment altogether
- Swap summative for the formative
- Redistribute assessment weighting
- Redesign the brief to include features that challenges AI
- Redesign the brief to embed the use of AI into the task
- Redesign questions
- Redesign assessment type
- Redesign the rubric
- Encourage use of AI for the assessment activity