Transcript Learning Objectives

Learning Objectives
Online Course Improvement Program
October 2012
Agenda
Participants will be able to:
• Understand what a learning objective is
• List the 3 parts of the “ideal” learning objective
• Understand learning domains, Bloom’s Taxonomy,
and their levels of learning
• Connect the verbs associated with each level in
Bloom’s taxonomy
• Understand the importance of standards,
performance, and conditions to writing effective
learning objectives
QM Standard 2 - Learning Objectives
• 2.1 The course learning objectives describe outcomes
that are measurable.
• 2.2 The module/unit learning objectives describe
outcomes that are measurable and consistent with the
course-level objectives.
• 2.3 All learning objectives are stated clearly and written
from the students’ perspective.
• 2.4 Instructions to students on how to meet the learning
objectives are adequate and stated clearly.
• 2.5 The learning objectives are appropriately designed
for the level of the course.
Why Use Learning Objectives?
• Focuses on skills and abilities central to the discipline and
based on professional standards (QM 2.1, Step 1)
• Guides the learner, helps his/her focus on what needs to
be learned and helps to set priorities (QM 2.3, Step 8 &
10)
• Shows the learner what behaviors are valued (QM 2.4,
Step 12)
Why Use Learning Objectives?
• Focuses and organizes the instructor (QM 2.5)
• Creates the learner’s basis for self-assessment
(QM 2.3, 2.4, Steps 8 & 9 )
• Sets the stage for what the “mastered” skill looks
like (QM 2.1, 2.2, Steps 8 & 9)
Effective learning objectives …
• Are learner-focused (not instructor or content
focused) (QM 2.3)
• Focus on the intended learning that results
from an activity, course, or program (QM 2.1,
2.2)
• Reflective of the institution’s mission and
values (QM 2.1)
Goals versus Learning Objectives
• Goals are statements that describe in broad terms
what the leaner will gain from instruction. (Step 1)
• Example:
Learners will gain appreciation of the use of
descriptive language in select poetry.
Goals versus Learning Objectives
• Objectives are statements which describe specifically
what the learner is expected to achieve as a result of
instruction.
• Objectives direct attention to the learner and the
types of behaviors they should exhibit. Sometimes
these statements are called behavioral objectives.
• Example: Students will identify and list 5 slang terms
they have heard from their peers.
Alignment of Course and Learning
Objectives
• Course goals and module/unit objectives must align
(QM 2.2, 2.4, 2.5, Steps 2 & 3)
• Limit number of objective to 3-5 per module/unit
(many objectives does not make a better unit or
module) (QM 2.2, 2.4, 2.5, Steps 2 & 3)
Learning Objectives (Mager,1975)
Ideal learning objectives include:
1.
A measurable verb
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2.
The condition
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3.
One task or behavior per verb
Choose the verb that best describes the type of behavior or
task the learner must display after learning
How the task or behavior will be performed
Under what conditions will the task be performed
Not all objectives require a condition
The standard for acceptable performance

How well the task or behavior must be performed to meet the
standard
A B C D’s of Learning Objectives
•Audience – Who the learner is (Step 4)
•Behavior - What learner will be able to do (Step 6)
•Condition - How they will be able to do it (Step 5)
•Degree – How accurate the learner does it (Step 7)
Below are some example objectives which include Audience (A),
Behavior (B), Condition (C), and Degree of Mastery (D). Note that
many objectives actually put the condition first.
• "C: Given a sentence written in the past or present
tense, A: the student B: will be able to re-write the
sentence in future tense D: with no errors in tense or
tense contradiction (i.e., I will see her yesterday.).“
• "C: Given a standard balance beam raised to a
standard height, A: the student C: (attired in standard
balance beam usage attire) B: will be able to walk the
entire length of the balance beam (from one end to
the other) D: steadily, without falling off, and within a
six second time span."
Revision Break
• Let’s practice! Hold on- we are going to change the
screen.
Types of Domains of Learning
• There is more than one type of learning.
• Benjamin Bloom (1956), identified three domains
of educational activities
• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas
(Attitude)
• Psychomotor: manual or physical skills (Skills)
Cognitive Learning Domain
Cognitive (Knowing/Mind) (Bloom, 1956)
▫ Involves knowledge and development of intellectual skills
▫ Uses recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of
intellectual abilities and skills
Cognitive Learning Domain
"Learner will be able to" (LWBAT)
• Used for cognitive and psychomotor objectives
Example:
Given the symbol representing a particular isotope of
an atom or ion, the learner will be able to
determine the number of electrons, protons and
neutrons in that item eight out of ten times.
Psychomotor Learning Domain
Psychomotor (Doing/Body) (Simpson, 1972)
 Includes physical movement, coordination, and use
of the motor-skill areas.
 Development of these skills requires practice and is
measured in terms of speed, precision, distance,
procedures, or techniques in execution.
Psychomotor Objectives
"Learner will be able to" (LWBAT)
Used for psychomotor objectives
Example: After practicing square dancing for five
weeks, learner will be able to respond to 6 basic
calls (Allemande Left, Allemande Right, Chase Your
Neighbor, Cross and Turn,etc).
Affective Learning Domain
▫ Affective Domain (Feeling/Spirit) (Krathwohl, Bloom,
Masia, 1973)
▫ How we deal with things emotionally
▫ Feelings, values, appreciation, enthusiasms,
motivations, and attitudes
Affective Objectives
"Learner will choose to" (LWCT)
Used for affective objectives
Example:
The learner will choose a “Pro” or “Con” stance
concerning the effectiveness, or lack of effectiveness,
of discussion boards in online learning by writing a
short essay following the writing rubric and utilizing
the information provided within the course,
websites, and required texts.
Relating the Measurable Verb
to Bloom’s Levels
Taxonomy
Verbs
Evaluate
Design
Evaluation
Synthesis
Distinguish Analysis
Apply
Explain
Define
Application
Comprehension
Knowledge
Bloom’s Taxonomy Levels
• Benjamin
Bloom’s
Taxonomy
• Provides
structure for
“thinking”
• Stair-step
approach
levels of
learning
Knowledge
Focuses on memorization and recall
Comprehension
Focuses on understanding the
information memorized
Application
Focuses on being able to apply what is
understood
Analysis
Focuses on being able to take apart
and use critical thinking skills to
understand what was applied
Synthesis
Taking what is known and has been
applied and using it in different ways.
Evaluation
Assessing what has been applied and
providing feedback on how the task is
completed.
Verbs related to Bloom’s Taxonomy
Level
Appropriate Verb for Level
Knowledge
● Define ● Memorize ● List ● Recall ● Recognize ● Repeat ● Related ● Record ●
Name ● Identify ● Acquire ● Underline ● Label ● State ● Relate ● Order ●
Comprehension
● Restate ● Discuss ● Describe ● Identify ● Locate ● Report ● Explain ● Express ●
Recognize ● Review ● Transform ● Represent ● Select ● Tell ● Indicate ●
Application
● Translate ● Interpret ● Apply ● Practice ● Illustrate ● Operate ● Convert ● Explain
● Demonstrate ● Dramatize ● Sketch ● Employ ● Schedule ● Use ● Sequence ●
Prepare ● Predict ● Generalize ● Implement ● Plan ● Show ● Solve ● Complete ●
Analysis
● Distinguish ● Differentiate ● Appraise ● Analyze ● Calculate ● Criticize ● Estimate
● Discover ● Order ● Compare ● Contrast ● Examine ● Test ● Relate ● Experiment
● Investigate ● Question ● Detect ● Break down ● Contrast ● Diagram ● Debate ●
● Examine ● Classify ● Categorize ● Determine ● Inspect ● Inventory ●
Synthesis
● Compose ● Plan ● Propose ● Design ● Assemble ● Create ● Write ● Prepare ●
Formulate ● Organize ● Manage ● Construct ● Set-up ● Systemize ● Arrange ●
Collect ● Construct ● Organize ● Systematize ● Argue ● Conclude ● Create ●
Integrate ● Theorize ● Combine ● Improvise ● Manage ● Specify ● Derive ● Set up ●
Evaluation
● Judge ● Appraise ● Measure ● Value ● Estimate ● Choose ● Compute ● Assess ●
Test ● Evaluate ● Revise ● Score ● Select ● Rank ● Check ● Defend ● Verify ● Justify
● Criticize ● Rate ● Support ● Weigh ●
Overt vs. Covert Performance
Overt
Overt refers to any kind
of performance that CAN be
observed directly whether
that performance is visible
or audible.
Covert
Covert refers to any kind
of performance that CANNOT
be observed directly;
performance is mental,
invisible, cognitive
or internal.
Covert Verbs
Avoid using these!


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know
be aware
familiarize
gain knowledge of
comprehend
cover
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
study
learn
appreciate
become acquainted with
understand
Standards are Measurable
Level
Appropriate Verb for Level
How often?
● At least once this semester
● At the start of every week
● Before (or after) starting project
How well?
● Exactly 7%
● No more than 1 error
● Accurate to three decimal points
● At a 70% or higher final score
How many?
● Identify at least 16 items
● Produce 4 examples
How much?
● 100 meters long
● 2 grams
How will we know it
is ok?
● Until the left hand is touching
● Has tapering slopes
Combination?
● Produce at least 15 per hour (how many and how often)
● Until the ditch is 300 feet long with tapering slopes (how
much and we know it is ok)
Conditions with Examples
Level
Appropriate Verb for Level
What is given?
● By checking a chart
● By looking at a photo
● By referring to the manual
What is not given?
● Without reference to the manual
● With no supervision
What are the
variables?
● 80% of the time
Combination?
● When driving (what is given) in the city (variable)
Bibliography
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Clark, Donald, “A Quick Guide to Writing Learning Objectives,” ©
November 30, 2008
Kruse, Kevin, “How to Write Great Learning Objectives”
Mager, Robert, “Preparing Objectives for Programmed Instruction,” 1962
Mager, Robert, What Every Manager Should Know about Training, 1992
Ohio University Faculty, “Writing Learning Objectives: Beginning with The
End in Mind”