Learning Objectives

Online Course Improvement ProgramOctober 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 One task or behavior per verb Choose the verb that best describes the type of behavior or

task the learner must display after learning2. The condition

How the task or behavior will be performed Under what conditions will the task be performed Not all objectives require a condition

3. 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 DomainCognitive (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

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeDefine

Explain

Apply

Distinguish

Design

EvaluateVerbs Taxonomy

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 Covert

Overt refers to any kindof performance that CAN be

observed directly whether that performance is visible

or audible.

Covert refers to any kindof performance that CANNOT

be observed directly; performance is mental,

invisible, cognitiveor internal.

Covert VerbsAvoid using these!

know be aware familiarize gain knowledge of comprehend cover

study learn appreciate become acquainted with understand

Standards are MeasurableLevel 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• 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”