SMART goals have been the framework for evaluating learning outcomes and goals in education.  With each letter representing a specific facet of the learning process, it makes the evaluation and alternation of outcomes easier.

S: is the goal specific?  is the goal student-centred?

M: is the goal measurable in a way that makes sense to the student?  is student success clearly measurable?

A: is the goal attainable by the student?

R: is the goal relevant to the course?

T: is the goal able to be completed in the time allotted?

The outcomes for my online course are:

  • Compare aspects of the Qur’an’s message to Jewish and Christian teachings of Late Antiquity
  • Reflect on some of the similarities and on some of the differences between the Qur’an, Judaism, and Christianity
  • Assess some of the historical reasons for the contemporary misconceptions of nascent Islam
  • Collaborate with others on broadening your historical knowledge
  • Debate historical aspects of religion with people from various backgrounds
  • Interpret select Qur’anic passages in dialogue with the Jewish and the Christian tradition
  • Explore the opportunities and the limitations of “traditional” and “Western” approaches to the Qur’an
  • Identify helpful methods of reading the Qur’an historically, comparatively, and respectfully

The outcomes are not overly specific, making the course less content-centred, and more focused on students’ individual understanding.  There are quizzes within the course that can be used to measure student success, but there are no other evaluations within the course.  Within the discussion board setting, if there is no feedback or response, debate and reflection are difficult to attain and measure. With the given content of the course, the outcomes are mostly attainable.  The course length is 4 weeks, longer if the student wishes to pay, which is reasonable.