Difference between revisions of "Learning Objectives"
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# Use the list of behaviors categorized according to Bloom’s taxonomy. The Bloom’s taxonomy presents a system of classifying intellectual behavior that is important to learning as it provides a framework to be used when deciding which training component will add value. There are three categories: cognitive, affective, and psychomotor. Cognitive learning, which has to do with factual knowledge, is the category within which most training courses are developed. The Bloom’s taxonomy categorizes knowledge in six progressively complex levels (from simple to more complex) which facilitate the construction of learning objectives: [[Image:tabella3.png|center]] | # Use the list of behaviors categorized according to Bloom’s taxonomy. The Bloom’s taxonomy presents a system of classifying intellectual behavior that is important to learning as it provides a framework to be used when deciding which training component will add value. There are three categories: cognitive, affective, and psychomotor. Cognitive learning, which has to do with factual knowledge, is the category within which most training courses are developed. The Bloom’s taxonomy categorizes knowledge in six progressively complex levels (from simple to more complex) which facilitate the construction of learning objectives: [[Image:tabella3.png|center]] | ||
# Avoid using unverifiable verbs. Know and understand are wrongly used quite frequently. Whenever the action is inside the trainee’s head the performance component of the objective is not verifiable. Learning can only be tested if it can be verified by the senses<ref>Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006. </ref>. Some verbs that are not observable and which should not be used to develop objectives are: appreciate; be aware of; comprehend; enjoy; know; know how to; learn; like; think about; understand. | # Avoid using unverifiable verbs. Know and understand are wrongly used quite frequently. Whenever the action is inside the trainee’s head the performance component of the objective is not verifiable. Learning can only be tested if it can be verified by the senses<ref>Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006. </ref>. Some verbs that are not observable and which should not be used to develop objectives are: appreciate; be aware of; comprehend; enjoy; know; know how to; learn; like; think about; understand. | ||
− | # Match the identified behaviors with adequate assessment activities. The type of assessment activity varies according to the behaviors expressed in each objective as they must match each one of them to allow proper evaluation. (See | + | # Match the identified behaviors with adequate assessment activities. The type of assessment activity varies according to the behaviors expressed in each objective as they must match each one of them to allow proper evaluation. (See: [[Criterion-Referenced Test (CRT)]] |
# Analyze if you have constructed a SMART objective: | # Analyze if you have constructed a SMART objective: | ||
#* Specific | #* Specific |
Revision as of 19:37, 24 November 2009
LEARNING OBJECTIVES |
Clear statement about the outcome of a training course, which informs what the trainee will be able to do or know after the training. They are presented on the trainee’s perspective, expressing as a target the improvement of competencies, which will enhance job performance. The performance signals to the trainees what must be done or learned in very specific terms.
The learning objectives are the starting point of the development of a learning activity. They constitute an essential element in the preparation of a training course. The articulation of adequate learning objectives can be one of the most time-consuming tasks in training design. Even though they may be expressed in a single paragraph of a few lines they are the essential foundation of any training course as they relate to the overall training goal. Characteristics:
The initial statement (or bullet list) of the course learning objectives constitute the primary objectives (First Level). These first level objectives may have other objectives subordinated to them (Second Level Objectives), which are supporting or enabling objectives. The First Level Objectives give the trainees an overall guide to what they will accomplish in the course whereas the Second Level Objectives are more content specific, telling exactly what they need to do. First and second level objectives are particularly used when the course content is divided into modules or units. Thus, there will be an overall objective for the course (First Level) and other subordinated objectives in each one of the modules/units (Second Level) that support and directly enable the achievement of the overall course objective. In case modules/units are again divided into sections, these sections will also have learning objectives (third level), which are even more specific than the ones in the previous levels. [1]See also: Criterion-Referenced Test (CRT) |
Developing Learning Objectives | |
General Guidelines
Quick CheckWhen writing learning objective statements, ask yourself the following questions:
Job AidsDeveloping Learning Objectives |
Examples of Goals and Objectives |
The following documents contain examples of learning goals and objectives developed according to the instructions: |
General Examples of Goals and Objectives | General learning goals and objectives developed for different courses outside UNITAR. |
Learning Goal and Objectives: Urban Sanitation Course | Learning objectives developed for UNITAR course on Urban Sanitation. |
Learning Goal and Objectives: Democratic Governance Course | Learning objectives developed for UNITAR / UNDP course on Democratic Governance. |
References
- ↑ www.depts.washington.edu(18 March 2008), www.utmem.edu(18 March 2008); Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006; Phillips, Jack J. & Stone, Ron D., How to Measure Training Results, McGraw-Hill, 2002; Piskurich, George M., Rapid Instructional Design – Learning ID Fast and Right, John Wiley & Sons, Inc., 2006; Reiser, Robert A. & Dempsey, John V., Trends and Issues in Instructional Design and Technology, Pearson Prentice Hall, 2007; Stolovitch, Harold D. & Keeps, EricaJ., Telling Ain’t Training, ASTD Press, 2002. Woolcock, Michael J.V., Constructing a Syllabus, The Harriet Sheridan Center for Teaching and Learning, Brown University, 2006.
- ↑ Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006.