Creating and maintaining quality online courses can feel overwhelming especially when you are juggling work demands, deadlines, and student requests. One way to save yourself time and improve student success is to start with well-crafted, aligned learning objectives. These objectives act as the backbone of your course, streamlining design decisions and ensuring every activity and assessment is purposeful. When students clearly understand what they’re working toward and how each piece of the course connects, they’re more likely to stay engaged, persist through challenges, and achieve meaningful success.
This article covers what alignment is, the types of learning objectives, and what characteristics make them effective as well as prompts to use with your AI tool to save you time as you work on crafting and aligning your objectives and content.
What Is Alignment in Course Design?
Alignment refers to the intentional connection between course components: learning objectives, instructional materials, learning activities, and assessments. Each element should reinforce the others, creating a cohesive and supportive learning journey. Misalignment, such as having objectives that aren’t assessable or content that doesn’t support objectives, can confuse learners and reduce the effectiveness of instruction.
Key Characteristics of Strong Learning Objectives
Effective objectives share common qualities. They should be:
By focusing on what the student will be able to do, the objectives become more meaningful and relevant for the learner and is also clear and understandable. Writing objectives from a student perspective helps students identify connections between topics, skills, resources, and assessments and bridges individual module work to broader course goals.
Learning objectives are building blocks, and need to align throughout the course. Similarly, content and assessments should align with the objectives. For example, if you have an assessment to ‘design unique garden spaces’, you’ll need to have an objective that incorporates that skill.
Effective learning objectives should be clearly defined and unambiguous, focusing on what exactly students should be able to do. A specific objective clearly states the task, content, and context of the expected learning. For example, instead of a vague objective like “understand urban planning,” a specific objective would be “construct a detailed site analysis report documenting a minimum of five environmental factors using industry-standard templates”.
Quality objectives must be observable and quantifiable, allowing instructors and students to determine the extent to which the objective has been achieved. This is often achieved by using measurable, action verbs that describe what students will be able to do. These verbs should align with the desired level of cognitive complexity as described by taxonomies like Bloom’s. Using actionable verbs makes the objectives more specific and measurable.
Quality objectives should ideally reflect higher-order and real-world skills, pushing students beyond simple recall and comprehension. The appropriate level of rigor depends on where learners are in their journey within a single course and within a program. Objectives should be rigorous yet remain achievable while still being challenging. They should reflect real-world skills that students will need to attain for their intended career.
Relevant objectives are ones that are feasible and can be accomplished by students within the given time frame and with the available resources. Relevant objectives should connect to the broader goals of the course and program and ideally reflect real-world skills. Connecting curriculum to past experiences and future learning goals supports student motivation.
Objectives should be tied to a specific deadline that that fits within the time frame of the course. Students will need to attain the skills and knowledge by a certain point in the program or course to fulfill specific learning goals.
When working on alignment and objectives, using an AI tool can help reduce the headache and the amount of time spent brainstorming and revising. Try these prompts out as you work to craft and align your objectives.
Template
You are a [faculty of X DEPARTMENT] and expert instructional designer who is developing an online course titled “[COURSE TITLE]” which is offered in a [PROGRAM NAME] program. The [PROGRAM NAME] program level objectives (PLOs) and course level objectives are below. Alignment is indicated between the program and course objectives, marked with PLO#. Review the information below and determine if the objectives are properly aligned. If they are not well aligned state a reason for the misalignment and suggest an alternative way to create alignment. The Program level objectives [can/cannot] change. We [can/cannot] update the course level objectives. Provide a summary table with the original objective, current alignment, suggested alignment, and notes for revision.
Program Level Objectives
Course Level Objectives
[ADD DEFINITIONS]
Completed Template Example
You are a faculty member who is developing an online course titled Urban Green Space Design which is offered in an Urban Planning and Development program. The Urban Planning and Development program level objectives (PLOs) and course level objectives are below. Alignment is indicated between the program and course objectives, marked with PLO#. Review the information below and determine if the objectives are properly aligned. If they are not well aligned state a reason for the misalignment and suggest an alternative way to create alignment. The Program level objectives cannot change. We can update the course level objectives. Provide a summary table with the original objective, current alignment, suggested alignment, and notes for revision.
Program Level Objectives
- Assess forces impacting human settlements and interconnections among systems.
- Create more sustainable and equitable communities and planning outcomes
- Design planning processes, plans, and strategies for plan implementation.
- Collect and analyze information relevant to plan making.
- Assess the history, theory and institutional context of planning as a field.
- Communicate effectively in collaborative and team-based contexts.
Course Level Objectives
- Implement best practices in urban green space plans that meet space and community needs and create a new space in a new environment. (PLO 1,2)
- Learn industry-standard digital tools to create and present urban green space design solutions. (PLO 3)
- Understand team-based green space planning solutions. (PLO 5)
- Make green space designs. (PLO 4)
Alignment is defined as the intentional connection between your learning objectives, instructional materials, activities, and assessments. When each component of your course supports and reinforces the others, students experience a cohesive learning journey, which significantly boosts their ability to succeed.
Template
You are a [faculty of X DEPARTMENT] and expert instructional designer who is developing an online course titled “[COURSE TITLE]” which is offered in a [PROGRAM NAME] program. You want to evaluate your current course objectives to ensure they meet your criteria.
Using the following criteria, evaluate the effectiveness of the objectives below. The objectives should contain the following criteria: [ADD PREFERRED CRITERIA AND DEFINITIONS]. Provide a rating for your evaluation, 1-5 with 5 being the highest evaluation.
The course objectives are:
- [CLO 1]
- [CLO 2]
- [CLO 3 etc.]
Completed Template Example
You are a faculty member in the Urban Planning department and an expert instructional designer who is developing an online course titled Urban Green Space Design which is part of the Bachelors of Urban Planning and Development program. You want to evaluate your current course objectives to ensure they meet your criteria.
Using the following criteria, evaluate the effectiveness of the objectives below. The objectives should contain the following criteria: Student-centered, Objectives Aligned, Specific, Measurable, Actionable, Relevant, and Time-Bound. Provide a rating for your evaluation, 1-5 with 5 being the highest evaluation.
- Student-Centered: focus on what the learner will be able to do, making goals meaningful and understandable while helping students connect course elements to broader learning outcomes.
- Objectives Aligned: serve as foundational course elements that must correspond with both content and assessments, ensuring coherence between what is taught, practiced, and evaluated.
- Specific: clearly articulate the task, content, and context of learning, avoiding vague terms by defining exactly what students should be able to do.
- Measurable: use observable and quantifiable action verbs that align with cognitive complexity levels, allowing both students and instructors to gauge achievement.
- Attainable: balance appropriate rigor with feasibility, pushing students toward real-world, higher-order skills while remaining achievable within their current level of development.
- Relevant: align with broader course and program goals, connect to students’ past and future learning, and reflect practical, real-world skills within available time and resources.
- Time-bound: specify when students should achieve the targeted skills or knowledge, fitting within the defined timeline of a course or program milestone.
The course objectives are:
- Implement best practices in urban green space plans.
- Learn industry-standard digital tools to create and present urban green space design solutions.
- Understand team-based green space planning solutions.
- Make green space designs.
Template
You are a faculty member who is developing an online course titled, “[COURSE TITLE]” which is offered in a [PROGRAM NAME] program. Here is the course description: [COURSE DESCRIPTION]. This course is taught to [ENTER STUDENT POPULATION]. The course will include [ADD IN COURSE HIGHLIGHT – WORKFORCE SKILL or COMPETENCY or AUTHENTIC ASSESSMENT etc.]
The [PROGRAM NAME] Program Level Objectives are:
- [PLO 1]
- [PLO 2]
- [PLO 3]
- [PLO 4, etc.]
Create [ADD LIMIT] Course objectives to align with these program level objectives and incorporate elements of the course description. The course objectives should contain the following characteristics [ADD PREFERRED CHARACTERISTICS.]
Use [INCLUSION LIST] and do not [EXCLUSION LIST]. [ADD FORMATTING REQUESTS]
Completed Template Example
You are a faculty member who is developing an online course titled, Urban Green Space Design is part of the Bachelors of Urban Planning and Development program. Here is the course description: This course explores designing functional urban green spaces, including community gardens, pocket parks, and recreational areas. Students apply urban planning principles to analyze sites and create evidence-based designs that maximize social, environmental, and economic value. Through collaborative team projects using industry-standard tools, students develop comprehensive plans that address community needs and meet regulatory requirements. The course emphasizes practical planning strategies for sustainable, accessible urban spaces. This course is taught to working adults seeking an undergraduate degree in an asynchronous accelerated course environment. The course will include a project to develop a sustainable urban garden.
The Urban Planning and Development Program Level Objectives are:
- Assess forces impacting human settlements and interconnections among systems.
- Create more sustainable and equitable communities and planning outcomes
- Design planning processes, plans, and strategies for plan implementation.
- Collect and analyze information relevant to plan making.
- Assess the history, theory and institutional context of planning as a field.
- Communicate effectively in collaborative and team-based contexts.
Create 4-6 Course objectives to align with these program level objectives and incorporate elements of the course description. The course objectives should contain the following characteristics:
- Objectives should align to the program level objectives; not all program level objectives may align in a course.
- Program level objectives include:
- Assess forces impacting human settlements and interconnections among systems
- Assess the history, theory and institutional context of planning as a field,
- Design planning processes, plans, and strategies for plan implementation
- Collect and analyze information relevant to plan making
- Create more sustainable and equitable communities and planning outcome
- Communicate effectively in collaborative and team-based contexts.
- Objectives should include measurable verbs from Bloom’s Taxonomy
- Objectives should have the following characteristics: student-centered, ability for objectives to align to program level outcomes, specific, measurable, attainable, relevant and time-bound to the course.
Use the Bloom’s taxonomy verbs and do not reuse previous course objectives, although you can iterate off of them. Align the cognitive level with learning materials. Select appropriate action verbs from the taxonomy. Consider where learners are in their journey. List the course objectives in a numbered list. Previous versions of course objectives include:
- Implement best practices in urban green space plans that meet space and community needs and create a new space in a new environment.
- Learn industry-standard digital tools to create and present urban green space design solutions.
- Understand team-based green space planning solutions.
- Make green space designs.
Template
You are a faculty member who is developing an online course titled, “[COURSE TITLE]” which is offered in a [PROGRAM NAME] program. The [PROGRAM NAME] PLOs (program level objectives) are:
- [PLO 1]
- [PLO 2]
- [PLO 3]
- [PLO 4, etc.]
Your course learning objectives are:
- [CLO 1]
- [CLO 2]
- [CLO 3]
- [CLO 4, etc.]
In a table where each program learning outcome is the title of a column and each course learning outcome is the title of a row, illustrate alignment. To recommend alignment, place an “x” in the cell where the course learning objective/outcome best supports the students’ completion of a program learning objective/outcome. Not all program level objectives need to be assessed and aligned in a course. Provide a write up of partial alignment, with explanations of the shortcomings and recommendations to overcome them
Restate the objectives as they are given and do not edit them in any way. You must indicate alignment within each row at least once but may indicate alignment to multiple PLOs if there is alignment present. Below the table, provide your justification for those alignment decisions in a few brief bullet points.
Completed Template Example
You are a faculty member who is developing an online course titled Urban Green Space Design which is offered in an Urban Planning and Development program. The Urban Planning and Development program PLOs (program level objectives) are:
- Assess forces impacting human settlements and interconnections among systems.
- Assess the history, theory and institutional context of planning as a field.
- Design planning processes, plans, and strategies for plan implementation.
- Collect and analyze information relevant to plan making.
- Create more sustainable and equitable communities and planning outcomes
- Communicate effectively in collaborative and team-based contexts.
Your course learning objectives are:
- Design urban green space plans that effectively utilize space and meet community needs
- Apply industry-standard digital tools to create and present urban green space design solutions
- Develop team-based green space planning solutions through collaborative stakeholder engagement processes
- Create green space designs that comply with local zoning regulations and sustainable design standards
In a table where each program learning outcome is the title of a column and each course learning outcome is the title of a row, recommend alignment. To recommend alignment, place an “x” in the cell where the course learning objective/outcome best supports the students’ completion of a program learning objective/outcome. Not all program level objectives need to be assessed and aligned in a course. Provide a write-up of partial alignment, with explanations of the shortcomings and recommendations to overcome them.
Restate the objectives as they are given and do not edit them in any way. You must indicate alignment within each row at least once but may indicate alignment to multiple PLOs if there is alignment present. Below the table, provide your justification for those alignment decisions in a few brief bullet points.
Conclusion
Course designers and faculty have a powerful opportunity to improve learning outcomes by creating well-structured, aligned learning objectives. When each component of a course is intentional and interconnected, learners benefit from a clearer, more cohesive path to success. Reassessing alignment regularly ensures that online courses remain current, rigorous, and student-centered.
