1. Objective Formulation and Wrap-up of High-level Design
EDU 553 – Principles of Instructional Design
Dr. Steve Broskoske
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2. Outline Writing Objectives
Putting Together the High Level Design Document
Review and Next Steps

3. Writing Objectives

4. The Basis for Objectives
Review essential knowledge and tasks.
Group the task analysis into clusters.
Write an objective for each goal statement.
Write objectives for additional essential information.
As you formulate objectives, you may end up revising your task analysis diagram (and your content outline). ID is a dynamic process!

5. Writing Performance Objectives
Audience
Who is the learner? (Focus on the individual learner.)
Behavior
What specific observable, measurable behavior will be performed?
Condition
Under what specific conditions will the behavior will be performed?
Degree
What percentage/degree of accuracy will the behavior be performed? (Sometimes by the nature of the task this is self-evident.)

6. Writing Performance Objectives
In general, ensure that the objectives specify observable behaviors. State what the learner will do to demonstrate learning, not what the instructor will do to provide the instruction.

7. Writing Performance Objectives
When describing behavior in objectives, avoid the use of verbs such as:
Understand, know, appreciate, believe, feel.
Use verbs such as:
Adjust, assemble, build, calculate, categorize, choose, circle, count, demonstrate, describe, discuss, explain, identify, label, list, match, operate, provide, sort, state, summarize, write.

8. Example
Given a one page document to edit that uses three different acronyms, the 8th grade student will demonstrate the proper use of acronyms by spelling out the acronyms the first time they are used in a technical document with 100% accuracy.
Audience?
The 8th grade student.
Behavior?
Demonstrate the proper use of acronyms by spelling out the acronyms the first time they are used in a technical document.
Condition?
Given a one page document to edit that uses three different acronyms.
Degree of acceptable performance?
100% accuracy.

9. Example
Given a periodic table, sophomore students will identify a given element as a metal or non-metal with 90% accuracy.
Audience?
Sophomore students.
Behavior?
Identify a given element as a metal or non-metal.
Condition?
Given a periodic table.
Degree of acceptable performance?
90% accuracy.

10. Base Objectives on Bloom’s Taxonomy
Knowledge
Ability to recognize and recall information. Memory.
Comprehension
Ability to translate, explain, or interpret knowledge. Comprehension.
Application
Apply knowledge to address new situations.
Analysis
Scrutinize information knowledge and explain its significance.
Synthesis
Form new ideas.
Evaluation
Offer opinions and make value judgments.

11. Writing Assessment Items
Remember, the Dick and Carey model of Instructional Design calls for writing assessment items at this point.
Focuses instruction.

12. Writing Assessment Items

13. Putting It All Together

14. Our Final Project
High-level design document for an instructional module.
Computer-based training instructional module.

15. High-level Design Document
Create a professional-looking document to present and “sell” your training module.
Create a document with 5 sections, each one beginning on a separate page.
Place the design document in a folder/binder.

16. High-level Design Document
Executive summary.
One to two-page overview.
Needs assessment.
Introduce “problem.”
Learner analysis.
Analyze learners, and implications for training.
Task analysis.
Analyze task, to show thoroughness of training.
Objective formulation.
Indicate what training will accomplish.

17. Executive Summary
Create a one to two-page summary that provides all of the essential information for a busy executive who might not read the entire document.

18. Needs Assessment Describe the need for training (the “problem”).
Choose an analysis strategy:
Discrepancy, input-output, cost-benefit analysis.
Research and present data:
Test scores, results of a survey, institutional records, comparative data.

19. Learner Analysis Define your audience.
Describe the characteristics of audience.
Describe strengths.
Describe weaknesses.
List areas of potential difficulty.

20. Task Analysis
Illustrate and describe the task to be learned in the document.
Determine the major tasks and subtasks or components of the subject matter content.
Organize the components and represent their relationships in some way.

21. Objectives
List several objectives for the training, using the ABCD method.
Build objectives on Bloom’s Taxonomy, from lower levels to higher.
1 or 2 objectives at the knowledge level, 1 or 2 at the comprehension level, and 1 or 2 at the application level.

22. Review and Next Steps Design Document Executive summary.
Needs assessment.
Learner analysis.
Task analysis.
Objective formulation.
Prototype
Computer-based training module based on the design document.
First half of semester.
Rest of semester.