Learning Objectives for CIT Reference

Why learning objectives?  The purpose of objectives is to communicate  Objectives guide teaching, learning and assessment;  Objectives guide the content materials;  Students will understand expectations;  Students are expected to do differently (behavioural change) as a result of what has been learned.

What are learning objectives?  Measurable;  Short-term;  Observable student behaviours;  Indicating the desirable behavioural changes in knowledge, skills or attitudes to be gained

Ex:Write your learning objective  Refer to the handout – class work Judge the objectives by your own professional sense whether they are “ specific ”. Comment and rewrite on those not “ specific ”.

Goals (Aims) or Objectives Goals (Aims) Objective 1 Sub-objective 1.1 Sub-objective Sub-objective Sub-objective 1.2 Sub-objective 1.3 Sub-objective 1.4 Objective 2Objective 3

Ex: Goal or Objective?  Give the example of …  Select the appropriate storage device  Type 40 Chinese characters  Appreciate different ways of solving problems  Have confidence in using IT  Enjoy programming Students are able to

Three types of learning objectives  Cognitive (intellectual thinking) Information, knowledge, understanding, comprehension, application analysis, synthesis and evaluation of the subject matter  Affective (feeling) Attitudes, values, feelings, emotions and interest  Psychomotor (doing) Manipulating skills, physical skills

Ex: What types they are?  From the list of goals or objectives of CIT, find out those of affective.  Are there any of psychomotor?

Meaning of “ specific ” in writing learning objectives (ABCD method)  Audience - who are your learners?  Behaviour - what is expected?  Condition - under what circumstances or context will the behavior be performed?  Degree - how much will be accomplished, how well will the behaviour need to be performed, and to what level?

Ex:Write a specific objective Domain Audience Behaviour Conditions Degree (ability)

Action or behavioural verbs  Words that describe observable actions, or the creations of observable products  Words that categorise different levels of learning objectives that the students are expected to achieve

Different levels of action verbs (behaviours) for learning objectives  Example: To construct a program … To construct a subprogram such that … To insert a statement to complete the given program such that … To fill in commands/words to make a valid program statement …

Ex: Develop some special action verbs (behaviours) for CIT

Learning objectives tied with student activities  Different levels of learning objectives define the scope and kinds of student activities a hierarchy of learning (Adapted from Dwyer (1991))

Tie with activities Level of LearningStudent activities FactsSelf-check quizzes, etc. ConceptsHave students show examples/non- examples, student generated flowchart, etc. Rules/PrinciplesDesign projects and prototypes, simulations, etc. Problem-solvingCase study, small group discussion, critical thinking, teamwork, etc.

Learning objectives tied with assessment  Match the level of objective with corresponding learning activities and assessment instruments (Adapted from Dwyer (1991))

A mismatch  The instructional activities mismatch the level of objective and assessment instrument. (Adapted from Dwyer (1991))