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Instructional
Objectives |
Definition
-- Instructional objectives describe the skills, knowledge, abilities or attitudes
students should possess or demonstrate after they complete the training. The starting
point for designing a course of study should include these instructional objectives; the objectives determine the intended outcomes of the training. Good instructional objectives describe
an observable performance, one that can be observed and measured by an instructor
or manager. In a nutshell, instructional objectives:
- Describe a skill that students are expected to possess
after instruction
- Describe a measurable performance
- Describe the performance conditions
Learning Objectives -- Instructional Objectives
are not just brief descriptions of lesson content or descriptions
of student activities. Each question on a quiz should link to a specific learning objective in the course. One or more learning objectives are written for each module or lesson in the training.
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Objectives vs. Activities
-- To help distinguish Instructional
Objectives from instructional activities, consider these two
examples sentences:
1. The student will view a simulation
of XYZ software operations.
2. The student will list at
least three XYZ software operations.
The first statement does not meet the
definition of an objective because view describes an "activity,"
not a skill. In
contrast, the second statement describes a skill (create a list), asking for information taught in a course or a textbook. |
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Learning Outcomes
-- Well-written learning objectives describe
what the student will be able to do after the
training; these objectives represent the intended
learning outcomes from the training. It is a good practice to
write Instructional Objectives before or while
writing the course outline or Storyboard. That way, the course can "teach to the objectives."
Then when the Instructional Designer or SME writes the test, they will be able to test how well
the course taught the objectives and how well the students
learned them. In this way, Learning Objectives and Learning
Outcomes are directly related. |
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Measurable Performance
-- A good learning objective describes a measurable performance. Instructional
objectives should ask students to perform a task that is observable
and measurable. Thus, objectives should:
· Include a verb
that describes a student performance that can be observed
· Include a list
of criteria to be used to measure student performance
The verb in a learning objective plays a
key role in determining whether the objective is measurable or
observable. Verbs like "know" and "understand" should
be avoided because whether or not a student "knows" or "understands" something cannot be measured.
Common Ambiguous Terms -
Not Measurable |
Good Performance Words -
Measurable |
Know |
Select (or choose) |
Understand |
Identify (or define) |
Appreciate |
Solve |
Grasp the significance of |
Assemble |
Become familiar with |
Adjust (or align) |
Become aware of |
Name |
Learn |
Demonstrate |
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These are some examples of poorly-written learning objectives:
· Students will be able to recognize
that pursuing democratic ideals requires diligence.
· Students will understand the
use of the Dewey decimal system.
· Employees will demonstrate positive
habits of the mind.
Note that these learning outcomes could only be measured "subjectively," and
not objectively. |
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Click to view the Instructional Objectives I wrote for a PageMaker class. |
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Student
Tests - Bloom's Taxonomy |
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Bloom's Taxonomy
-- In 1956, Benjamin Bloom wrote that over 95 % of the test
questions students encounter require them to think only at the
lowest possible level ... the recall of information. Bloom identified
six levels within the cognitive domain, from the simple recollection
of facts, knowledge -- the lowest level, through increasingly
more complex and abstract mental levels to the highest order,
classified as evaluation. |
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Hierarchy -- Bloom and his co-workers
established a hierarchy of educational objectives, generally
referred to as Bloom's Taxonomy, an attempt to divide
cognitive objectives into subdivisions. The taxonomy provides
a useful structure in which to categorize test questions,
since professors will characteristically ask questions within
particular levels.
Verbs
-- Like writing instruction objectives, writing test questions
involves verb selection. Listed below are examples of verbs
often used in test questions.
Using Bloom's Taxonomy as a guide,
the verbs below have been categorized according to the intellectual
activity they represent, ranked here from the highest to the
lowest level. |
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evaluation |
appraise, argue,
assess, attach, choose, compare, defend, estimate, predict,
rate, core, select, support, value, evaluate
[Do you agree ...] |
synthesis |
arrange, assemble,
collect, compose, construct, create, develop, formulate,
manage, organize, plan, prepare, set up, write
[What might happen if ...] |
analysis |
calculate, categorize,
compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, question, test
[Classify ... according to ...] |
application |
apply, choose,
demonstrate, dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use, write
[How is ..., Why is ...] |
comprehension |
classify, describe,
discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate
[Which picture depicts ...] |
knowledge |
arrange, define,
duplicate, label, list, memorize, name, order, recognize,
relate, recall, repeat, reproduce, state
[Name the ...] |
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Test Question Examples -- The sample questions
below demonstrate the use of these verbs, from the most simple
to the highest knowledge level:
- Knowledge: Who
fought in the War of 1812?
- Comprehension:
Name the states in the Confederacy.
- Application: Why
was the Boston Tea Party a significant act for the settlers?
- Analysis:
How does the American Civil War compare with the French
Civil War?
- Synthesis:
If you can only take 10 cultural items to a new world, what
will you take?
- Evaluation:
Do you agree with the main precepts of the Green Party?
Why or why not?
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The ADDIE Model |
Definition - Traditionally, the ADDIE model is used by instructional designers and training developers. ADDIE is an acronym for the five phases of the training building process—Analysis, Design, Development, Implementation, and Evaluation. The ADDIE Model represents a flexible guideline for building effective training.
ADDIE Model Steps and Procedures |
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ANALYSIS |
- analyze student characteristics
- define learning goals and objectives
- set realistic expectations for the course
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DESIGN |
- decide on the main instructional method(s)
- design an assessment plan
- create detailed course outline
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DEVELOPMENT |
- construct a detailed syllabus
- develop PowerPoint, PDF, Flash, & other course documents
- develop assessment items
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IMPLEMENTATION |
- launch the course using in a Learning Management System or an online system like Blackboard or WebCT
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EVALUATION |
- adjust instructional strategies according to student interaction and feedback from the instructor
- collect course feedback through course surveys, email, etc.
- validate content accuracy and completeness, teaching methods and communication approach
- revise as necessary
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Variations of the ADDIE Model - Most of the current instructional design models are variations of the ADDIE model. One commonly accepted improvement to this model is the use of rapid prototyping: that is, receiving feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. For example, the ADDIE model was used in the framework for helping create new research topics in learning technology. |
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