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Learning Objectives

IADC Training Committee MeetingApril 15, 2009

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AgendaParticipants will be able to: Understand what a learning objective is and why

they increase the effectiveness of training. Compare and contrast learning goals and

learning objectives. List the 3 parts of the “ideal” learning objective. Understand how adults learn. Understand about learning domains, Bloom’s

Taxonomy and their levels of learning. Connect the verbs associated with each level in

Bloom’s taxonomy.

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Agenda

Participants will be able to: Begin writing learning objectives using defined

formats. Connect the verbs associated with each level in

Bloom’s taxonomy Understand the importance of standards and

performance and conditions to writing effective learning objectives.

Review the evolution of writing an effective learning objective.

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Why Use Learning Objectives? By defining where you intend to go, you increase the

likelihood the learner ends up in the intended destination. Guides the learner, helps his/her focus on what needs to

be learned, and sets priorities. Shows the learner what behaviors are valued. Focuses and organizes the instructor. Creates the learner’s basis for self-assessment. Sets the stage for what the “mastered”

skill looks like.

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Effective learning objectives … Are learner-focused (not instructor or content focused) Focused on the intended learning that results from an

activity, course, or program Reflective of the institution’s mission and the values for

which it represents Reflects important, non-trivial aspects of learning that are

credible to the learner Focuses on skills and abilities central to the discipline

and based on professional standards Captures general concepts, but with enough detail to be

clear, specific, and measurable or observable Focuses on aspects of learning that will develop and

endure but that can be assessed in some form now

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Goals versus Learning Objectives Goals are statements that describe in broad

terms what the leaner will gain from instruction. Example:

- Learners will gain appreciation of the role of a family medicine physician in the health care system.

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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:- Learners will list three characteristics that make the family medicine physician distinctive from other specialists in the health care system.

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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 training

2. The condition How the task or behavior will be performed Under what conditions will the task be performed

3. The standard for acceptable performance How well the task or behavior must be performed to meet the

standard

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Exercise: Evaluating Learning Objectives

Use the criteria on the previous slides to evaluate the learning objectives that follow.

Identify the objectives that meet

most of the criteria presented. Discuss your selections with

your colleagues and determine

which objectives best meet the

criteria.

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Exercise: Evaluating Learning Objectives Calculate the lift and drag for blimps and airfoils. Use lift and drag calculations to evaluate aerodynamic vehicle

performance. Design an internal structural configuration for simple trusses,

beams, columns, and shafts in order to meet specified leading and deformation criteria.

Explain at a level understandable by a non-technical person how jet propulsion works.

Create models or inviscid, steady fluid flow over simple profiles and shapes.

Draw conclusions about the solvability of a system of linear equations using determinant and rank of a matrix.

Solve geometric problems concerning lines and planes using vectors.

Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heat arrhythmia.

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Exercise: Evaluate Learning Objectives Explain the division of the resistance of a ship into its components. Choose a basis for the plan or the space suitable for a specific

geometric problem. Analyze the relationships among the properties, structures, heat

treatment, and load for metals. Analyze the factors which cause metals to disintegrate in human

environments. Distinguish emissions from combustion characteristics. Create interactive 3-D models of products and environments using

VRML. Analyze and evaluate different planning techniques. Solve a system of linear equations using Gaussian elimination. Solve a system of linear equations using matrix inverse and matrix

calculations. Use energy principles to determine the stress and deformation

states of structures comprised of on-dimensional elements (beams, columns, and rods).

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Writing Learning Objectives

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Understand your Audience Learning Objectives should be written from the

prospective of the learner --- not the instructor. Consider the characteristics of your audience when

writing learning objectives. Create training and learning activities to support their needs and abilities. What they will be expected “to do” after the training Their physical, mental and thinking abilities Their educational level, skills and abilities How they best learn What they need to know to do the job What they already know about the job Have they been trained before Why they haven’t been effective doing the task What’s in it for the learner to perform the tasks identified.

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Characteristics of Adult Learners Adults are autonomous and self-directed.

They need to be free to direct themselves. Instructors must actively involve adult participants in the learning process and serve

as facilitators for them. Get the participants' perspectives about what topics to cover and let them work on

projects that reflect their interests.

Adults have accumulated a foundation of life experiences and knowledge. Connect learning to this knowledge/experience base. To help them do so, instructors should draw out participants' experience and

knowledge which is relevant to the topic. Relate theories and concepts to the participants and recognize the value of

experience in learning.

Adults are goal-oriented. Upon enrolling in a course, learners usually know what goal they want to attain. They appreciate courses that are organized and have clearly defined objectives. Instructors must show learners how the class helps the learner attain their goals. This classification of learning objectives must be done early in the course .

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Characteristics of Adult Learners Adults are relevancy-oriented.

Adults must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of

value to them. Instructors must identify objectives for adult participants before the course

begins. Let participants choose projects that reflect their own interests.

Adults are practical Focus on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be

useful to them on the job.

Adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult

participants bring to the class. Adults should be treated as equals in experience and knowledge

and allowed to voice their opinions freely in class.

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Performance-Based Versus Content-Based Training

Focus on Skill Mastery

Objectives are derived from analysis of real world needs and describe intended results

Content of the instruction is derived from the objectives to be accomplished.

Learners study only what they do not know yet.

Learner is given the opportunity to practice each objective.

Instruction includes only what is needed to accomplish the objectives.

The primary instructor role is that of coaching.

Tests (skill checks) are used for diagnosing difficulties, confirming mastery, and as opportunities to make trainees feel good about their progress.

Learners study and practice until they have reached mastery of the objectives.

On reaching mastery, learners receive a Certificate of Achievement

Objectives are typically absent or used to describe the content to be covered.

Content of the instruction is usually determined by a subject matter specialist.

All trainees study the same content. Trainees are given few opportunities to

practice the entire objective. Instruction may include content irrelevant to

the need. The primary instructor role is that of

presenting. When used at all, tests are used mainly as

basis for grading; that is, as a basis for determining how well each student performed in comparison with other course attendees.

Trainees study until the fixed course time has ended.

At course completion, trainees receive a Certificate of Attendance.

Performance-Based Course Content-Based Course

Performance-Based Courses are based on strong learning objectives. Execution of strong Learning Objectives results in Skill Mastery.

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Learning Objective Categories (or Domains)

Types or “Domains” of Learning Objectives: Cognitive (knowing) Psychomotor (doing) Affective (feeling)

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Levels of Learning Objectives(Bloom’s Taxonomy)

Bloom’s Taxonomy- Knowledge- Comprehension- Application- Analysis- Synthesis- Evaluation

Evaluation

Knowledge

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Bloom’s Taxonomy Levels

Benjamin Bloom’s Taxonomy has been around since the mid-1950s. His structure for “thinking” behaviors provides a nice stair-step approach to thinking about the levels of learning.

Level Description

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.

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Exercise: Evaluating Levels of Objectives

Review Levels of Learning Objectives slide. Review the learning objectives on the following

slides and answer the following questions. Which level of Bloom’s

taxonomy is the first

objective listed? What level is the second

one listed?

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Exercise: Evaluating Levels of Objectives

Name five causes of dizziness. Give a patient case description and

determine the three most likely causes of dizziness.

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Writing a Learning Objective

In this example, the lesson plan calls for the learner to first generate a “graphic organizer” about a chapter titled, “A Decisive Battle.”

The learner is asked to create a time line of the main events at Gettysburg. The learner will assess each time line using a rubric. Any student who does not earn a rubric rating of 3 or better will require additional instruction and enforcement.

See example of the objective on the next slide.

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Writing Learning ObjectivesA well-stated objective

provides a clear picture of the outcome or performance you expect as a result of the lesson. It should be specific, concise, and most importantly, observable or measurable.

Objective Part

Description Example

Behavior What a learner will be able to do

Learner will create a time line of the main events at Gettysburg

Conditions How they will be able to do it

After generating a graphic organizer based on “Chapter 5: A Decisive Battle.”

Standard of Performance

Degree of accuracy

With a rubric rating out 3 (out of 5) or better.

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Example: Learning Objective Formats After the training period the learner will be able to

perform __________ (task). The task must be performed under the following conditions: __________ (condition), ___________ (condition), and ___________ (condition). The following standards must be met: __________ (standard), ___________ (standard), and __________ (standard).

Perform ____________ (task) when given _____________ (condition) and __________ (condition). The learners must be trained to ____________ (standards).

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Example: Learning Objective Formats Given a __________ (condition), ________

(condition), and __________ (condition), perform ____________ (task). The task must be performed as _________ (standards).

(VERB) ____________ (task) with _______________ (condition), and __________ (condition), by ___________ (standard), _________ (standards), and __________ (standard).

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Relating the Measurable Verb to Bloom’s Levels

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeDefine

Explain

Apply

Distinguish

Design

EvaluateVerbs Taxonomy

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Start All Objectives with VerbsLevel 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 ●

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Standards are MeasurableLevel Appropriate Verb for Level

How often? ● At least once per hour

● At the start of every cycle

● Before (or after) starting the task

How well? ● Exactly 7%

● No more than 1 error

● Accurate to three decimal points

● Within 15 minutes (never use a time standard unless

it required by the job)

How many? ● Identify at least 16 items

● Produce 4 items

How much? ● 100 meters long

● ½ block before turning

How will we know it is ok?

● Until the left hand is touching

● By speaking only after the customer has spoken

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)

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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?

● No matter how upset the customer becomes

Combination? ● When driving (what is given) in the city (variable)

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Example of a Well-written Objective

After completing this course you will be able to: Place a caller on hold Activate the speaker phone Play new messages on the voice mail system List the three elements of a proper phone greeting Transfer a call to a requested extension

This objective is written around discrete, observable behaviors that leave no ambiguity as to whether the

learner has achieved them.

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Examples of a Well-written Objectives

Consider: Given the calculated results of tests compared

with predicted normal values, determine the presence of absence of abnormal pulmonary function and classify it as to type and severity.

The learner will be able to describe the mechanisms of action for each of the two classes of neuromuscular blocking agents (depolarizing agents and competitive agents).

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Evolution of a Learning Objective

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Evolution of a Learning Objective The next slides show the evolutionally development of an

objective using input from a group. The strategy was as follows.

1. An individual wrote the first draft of the objective.2. He/she explained the intent of the objective to a group.3. The group responded suggestions.4. The objective was rewritten.

Notice how the group process improved the original statement

into a well-articulated learning objective.

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Evolution of an Objective

Original objective submitted to the group for review:

Using Fick’s Law of Diffusion, contrast the movement of oxygen and glucose from the plasma to the intracellular space. Based on their chemical properties, predict which of these substances would show diffusion, limited movement, and which would show flow limited movement.

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The Evolution of an Objective

The author’s statement of intent:

I expect the students to review the factors influencing diffusion (presented earlier in the course), and contrast the movement of two different agents from the blood to the cell. I also expect a working definition of flow limited and diffusion limited transport.

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The Evolution of an Objective

What the group suggested:

Glucose movement is tissue specific, and entry into the cell by any of a variety of glucose transporters further obscures my intent (transport from the blood to cell). Identity a tissue, and delete intracellular space. Finally transport is a poorly defined term, replace with exchange (the term used in the text).

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The Evolution of an Objective

Final revised version:

Using Fick’s Law for Diffusion, contrast the movement of oxygen and glucose from the plasma to a skeletal muscle cell. Based on their chemical properties, predict which of these substances would show diffusion limited exchange and which would show flow limited exchange.

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Bibliography

Clark, Donald, “A Quick Guide to Writing Learning Objectives,” © November 30, 2008

Kruse, Kevin, “How to Write Great Learning Objectives” Lieb, Stephen, Planner, Arizona Department of Health Services

and part-time Instructor, South Mountain Community Collegefrom VISION, Fall 1991

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”