Creating Learning Objectives

Designing Learning and Instructional Strategies

MID 7133

: [email protected] : Azmawati Mohd Lazim

: 21A4FE60 : wawacrv : wawacrv

Lecturer : Azmawati Binti Mohd Lazim

Learning Objectives

At the end of this lesson, learners should be able to : Write clearly the instruction and learning objectives State the differences between goal and objective Discuss the measurable objectives for the final

project documentation Construct the different set of objectives Identify the Information Design Principle Relate the Gagne Nine Event to the learning and

document preparation for the product assignment.

Instruction and learning

Effective instruction

begins with a systematic planning

process for instructional

events.

Interactivity in instruction

refers to active

learning

the learner acts on the information

given or presented

Learner transform it into new, personal meaning.

3 Intro

Goal vs Objectives

Measurable Objectives

Type of Objectives

Information Design

Principle

Gagne Nine Event

Instructional Strategy

Instructional strategy is a guideline on

which instructors base their

teaching and learning

approach or methodology on.

Effective instructional

strategies are based on learning

theories. E.g : Gagne Nine

Event

Learning Theories

describe the ways that

theorists believe people learn

new ideas and concepts.

3/6/2012 MID 7133 4 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

MID 7133 5

The goal Where we want to be.

The objectives

The steps needed to get there.

Intro Goal vs

Objectives Measurable Objectives

Type of Objectives

Information Design

Principle

Gagne Nine Event

Developing goals

GOAL The course

goals are broad statements of

what the students will be able to do when

they have completed the

course.

Goals can be lofty ideas,

using words or phrases like

"appreciates" or "shows leadership

ability."

Example of a broad course

goal: Students will gain a

greater appreciation for

traditional music.

3/6/2012 MID 7133 6 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Writing objectives

How can we measure if the user understand the lesson?

For example : how to measure if they appreciate history?

It would be very difficult. That is why we develop objectives.

The objectives must be

measurable

specific

you can determine if the goal was achieved.

Also called

• learning outcomes

• measurable objectives

• behavioral objectives because they describe observable behavior rather than knowledge.

OBJECTIVES

7 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Goals vs Objectives

GOAL

• Goals are broad.

• Goals are general intentions;

• Goals are intangible;

• Goals are abstract;

• Goals can't be validated as is;.

OBJECTIVES

• Objectives are narrow

• objectives are precise.

• objectives are tangible.

• objectives are concrete

• objectives can be validated

3/6/2012 MID 7133 8 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

What is measurable objectives?

Measurable objectives

the specific measures

use to determine whether or not we are

successful in achieving the goal.

The objectives

instructions about what we want the student to be able to

do.

Use verbs

include specific

conditions (how well or how many)

describe to what degree the students will be able

to demonstrate mastery of the task.

3/6/2012 9 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event


Objectives MUST BE clearly written and measurable.

They are clear in that the learner knows how they will be measure (condition), what he/she must do (performance) and how well he/she

must do it (criterion).

The objectives are measurable in that the criterion clearly states the performance level

that must be achieved.

10 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Writing Measurable Objectives

ALLOW DEVELOPERS TO

Wrap their minds around the content to understand its scope

Use the big-picture view to understand

what themes, interactivity and

engagement strategies can work

Logically order the content (this can be

done in an instructional analysis which many people

don’t do)

Organize the content into chunks, topics,

lessons, units, modules, etc.

Ensure that no content slips through the

cracks

Ensure all required content is tested

Communicate the content to clients,

subject matter experts and the development

team

11 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Writing measurable objectives

First, it must be noted that one must consider one’s audience.

Second, an objective should include the following:

1. Performance/Action verbs. An objective always states what a learner is expected to be able to do and/or produce to be considered competent.

2. Conditions. An objective describes the important conditions (if any) under which the performance is to occur.

3. Criteria/Standards. An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent.

4. Audience. End user

3/6/2012 MID 7133 12 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event


3/6/2012 MID 7133 13

Example

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

14

know Understand FORBIDDEN WORDS

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

Types of Objectives

Three domains and ensuing type of objectives

include:

Cognitive : thought or knowledge: "what the student is able to do" (an observable)

Affective : feelings or choices "how the student chooses to act”

Psychomotor : physical skills "what the student can perform"

3/6/2012 MID 7133 15 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Cognitive Domain

16

Use this list to help you express distinct

performance expectations you have of

your users / students.

In general, cognitive competency in a

field begins with knowledge level

learning and advances up the taxonomy

to comprehension, application, and

then the higher order skills involved in

analysis, synthesis, and evaluation or

problem solving.

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event


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Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event


18

Knowledge

• arrange

• define

• duplicate

• know

• label

• list

• match

• memorize

• Name

• order

• quote

• recognize

• recall

• repeat

• reproduce

• restate

• retain

Comprehension

• characterize

• classify

• complete

• depict

• describe

• discuss

• establish

• explain

• express

• identify

• illustrate

• locate

• recognize

• report

• Relate

• review

• sort

• translate

Application

• administer

• apply

• calculate

• choose

• compute

• conduct

• demonstrate

• dramatize

• employ

• implement

• interpret

• operate

• perform

• practice

• prescribe

• roleplay

• sketch

• solve

Analysis

• analyze

• appraise

• categorize

• compare

• contrast

• critique

• diagram

• differentiate

• discriminate

• distinguish

• examine

• experiment

• explore

• inventory

• investigate

• question

• research

• test

Synthesis

• combine

• compose

• consolidate

• construct

• create

• design

• formulate

• hypothesize

• integrate

• merge

• organize

• plan

• propose

• synthesize

• systematize

• theorize

• unite

• write

Evaluation

• appraise

• argue

• assess

• critique

• defend

• envision

• estimate

• evaluate

• examine

• grade

• inspect

• judge

• justify

• rank

• rate

• review

• value

Verbs Words Use in Cognitive

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event


3/6/2012 MID 7133 19 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973)

includes the manner in which we deal with things emotionally,

such as feelings, values, appreciation, enthusiasms,

motivations, and attitudes. The five major categories are listed

from the simplest behavior to the most complex:

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

Psychomotor Domain

The psychomotor domain (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. The seven major categories are listed from the simplest

behavior to the most complex:

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

22 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event


3/6/2012 MID 7133 23

Information Design Principles Retrieval • Attention to external stimulus will initially last up to a

maximum of 20 minutes. Keep content small and self-contained. Chunking or grouping pieces of data into units is a major

technique for getting and keeping information in short-term memory; it is also a type of elaboration that will help get information into long-term memory.

Label topics clearly. Use a template for consistency. Disclose information in progressive layers. Each topic has only one learning outcome and have 7 + 3

units of information ( a maximum of 10 screens)

Orientation • E-learning material has no physical representation of its

organization; there are no covers, chapters, or pages. Provide visual cues through metaphor or color.

Provide a site map, easy backtracking and exit, and a default path.

24 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Information Design Principles Presentation •Consider readability and layout.

•Reduce clutter; aim for 50% white space. •Distinguish important information. •Use color and graphics appropriately. Be consistent and conservative. •Use color and graphics for clarification and explanation, not for decoration.

Encoding

• When designing the structure, consider the purpose. design sequentially design hierarchically

• Structure each topic to answer one question/learning outcome

Sequence

•Provide several access techniques: menu, index, table of contents, hypertext links, keyword searches. •Provide multiple entry points and paths to address a variety of learner needs.

25 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

3/6/2012 MID 7133 26

Gagne Nine Event

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

Example: Instructional Event Lesson Activity

1.Gain Attention Engaging opening sequence. A space theme is used to play off the new software product's name, STAR. Inspirational music accompanies the opening sequence, which might consist of a shooting star or animated logo.

2. Recall Information Students are called upon to use their prior knowledge of other software applications to understand the basic functionality of the STAR system. They are asked to think about how they start, close, and print from other programs such as their word processor, and it is explained that the STAR system works similarly.

3. Inform Learner of Objective

A computer programmer presents students with the following learning outcome immediately after the introduction.

Upon completing this lesson you will be able to:

list the benefits of the new STAR system.

3/6/2012 MID 7133 27 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

Instructional Event Lesson Activity

4. Present Stimulus Material

Using screen images captured from the live application software and audio narration, the training program describes the basic features of the STAR system. After the description, a simple demonstration is

performed.

5. Provide Learning Guidance

With each STAR feature, students are shown a variety of ways to access it - using short-cut keys on the keyboard, drop-down menus, and button bars. Complex sequences are chunked into short, step-by-step lists for easier storage in long-term memory.

6. Elicit Performance After each function is demonstrated, students are asked to practice with

realistic, controlled simulations. 3/6/2012 MID 7133 28

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

Instructional Event Lesson Activity

7. Provide Feedback During the simulations, students are given guidance as needed. If they are performing operations correctly, the simulated STAR system behaves just as the live application would. If the student makes a mistake, the tutorial immediately responds with an audible cue, and a pop-up window explains and reinforces the correct operation.

8. Assess Performance After all lessons are completed, students are required to take a post-test. Mastery is achieved with an 80% or better score.

9. Enhance Retention • A one-page, laminated quick reference card is distributed for further reinforcement of the learning session.

• A case study on the application of the software is discussed using the course discussion forum.

3/6/2012 MID 7133 29

Intro Goal vs


Type of Objectives

Information Design

Principle

Gagne Nine Event

Gagne Conditions for learning ◦ http://www.knowledgebank.irri.org/rkb/RKB_Content/eLearning.htm

◦ http://www.geom.uiuc.edu/apps/rainbow/

Apply Gagne Nine Events of Instruction for a specific topic in the Design Template given

3/6/2012 MID 7133 30 Intro

Goal vs Objectives


Type of Objectives

Information Design

Principle

Gagne Nine Event

http://www.knowledgebank.irri.org/rkb/RKB_Content/eLearning.htm

http://www.knowledgebank.irri.org/rkb/RKB_Content/eLearning.htm

http://www.geom.uiuc.edu/apps/rainbow/

Why you have a ‘date’ with me next week?

Please prepare your

1 Learning goal for your English Course

10 learning objectives for your English Courseware by referring to the Cognitive Domain element & Blooms taxonomy verbs.

Update your blogs & present it in class.

Education

Creating Learning Objectives