1. Learning Objectives Online Course Improvement Program October 2013 Susie Bussmann and Sandy Johnson Online Course Improvement Program/IIQ

2. Agenda Participants will be able to: Understand of a learning objective is List the 3 parts of the “ideal” learning objective Understand learning domains, Bloom’s Taxonomy, and their levels of learning Connect the verbs associated with each level in Bloom’s taxonomy Understand the importance of standards, performance, and conditions to writing effective learning objectives

3. QM Standard 2 - Learning Objectives 2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 2.3 All learning objectives are stated clearly and written from the students’ perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.

4. Why Use Learning Objectives? Focuses on skills and abilities central to the discipline and based on professional standards (QM 2.1, Step 1) Guides the learner to focus on what needs to be learned and helps to set priorities (QM 2.3, Step 8 & 10) Shows the learner what behaviors are valued (QM 2.4, Step 12)

5. Why Use Learning Objectives? Focuses and organizes the instructor (QM 2.5) Creates the learner’s basis for self-assessment (QM 2.3, 2.4, Steps 8 & 9 ) Sets the stage for what the “mastered” skill looks like (QM 2.1, 2.2, Steps 8 & 9)

6. Effective learning objectives … Are learner-focused (not instructor or content focused) (QM 2.3) Focus on the intended learning that results from an activity, course, or program (QM 2.1, 2.2) Reflective of the institution’s mission and values (QM 2.1)

7. Goals versus Learning Objectives Goals are statements that describe in broad terms what the leaner will gain from instruction. (Step 1) Example: Learners will gain appreciation of the use of descriptive language in select poetry.

8. 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: Students will identify and list 5 slang terms they have heard from their peers.

9. Alignment of Course and Learning Objectives Course goals and module/unit objectives must align (QM 2.2, 2.4, 2.5, Steps 2 & 3) Limit number of objective to 3-5 per module/unit (many objectives does not make a better unit or module) (QM 2.2, 2.4, 2.5, Steps 2 & 3)

10. 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 learning 2.The condition  How the task or behavior will be performed  Under what conditions will the task be performed  Not all objectives require a condition 3.The standard for acceptable performance  How well the task or behavior must be performed to meet the standard

11. A B C D’s of Learning Objectives A udience – Who the learner is (Step 4) B ehavior - What learner will be able to do (Step 6) C ondition - How they will be able to do it (Step 5) D egree – How accurate the learner does it (Step 7)

12. Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first. 1) After exploring online collaborative sharing spaces [C], the student team [A] will compare and contrast [B] 2 options and justify their final selection [D]. 2) After researching online publishing channels [C], each student [A] will curate [B] a minimum of three potential publishing channels with complete information for each channel [D].

13. Discussion Break Let’s Chat! Use the shared chat pods and answer the questions.

14. Types of Domains of Learning There is more than one type of learning. Benjamin Bloom (1956), identified three domains of educational activities Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

15. Cognitive Learning Domain Cognitive (Knowing/Mind) (Bloom, 1956) ▫ Involves knowledge and development of intellectual skills ▫ Uses recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills

16. Cognitive Learning Domain "Learner will be able to" (LWBAT) Used for cognitive and psychomotor objectives Example: Given the symbol representing a particular isotope of an atom or ion, the learner will be able to determine the number of electrons, protons and neutrons in that item eight out of ten times.

17. Psychomotor Learning Domain Psychomotor (Doing/Body) (Simpson, 1972)  Includes physical movement, coordination, and use of the motor-skill areas.  Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

18. Psychomotor Objectives "Learner will be able to" (LWBAT) Used for psychomotor objectives Example: After practicing square dancing for five weeks, learner will be able to respond to 6 basic calls (Allemande Left, Allemande Right, Chase Your Neighbor, Cross and Turn,etc).

19. Affective Learning Domain ▫ Affective Domain (Feeling/Spirit) (Krathwohl, Bloom, Masia, 1973) ▫ How we deal with things emotionally ▫ Feelings, values, appreciation, enthusiasms, motivations, and attitudes

20. Affective Objectives "Learner will choose to" (LWCT) Used for affective objectives Example: The learner will choose a “Pro” or “Con” stance concerning the effectiveness, or lack of effectiveness, of discussion boards in online learning by writing a short essay following the writing rubric and utilizing the information provided within the course, websites, and required texts.

21. Relating the Measurable Verb to Bloom’s Levels Evaluation Synthesis Analysis Application Comprehension KnowledgeDefine Explain Apply Distinguish Design Evaluate Verbs Taxonomy

22. Bloom’s Taxonomy Levels Benjamin Bloom’s Taxonomy Provides structure for “thinking” Move from LOTS to HOTS

23. Verbs related to Bloom’s Taxonomy Lower Order Thinking Skills (LOTS) Remembering - listing, describing, identifying Understanding - summarizing, inferring, classifying Applying - implementing, carrying out, using Analyzing - comparing, organizing, outlining Evaluating - Checking, hypothesizing, critiquing Creating - designing, constructing, planning, producing Higher Order Thinking Skills (HOTS)

24. Overt vs. Covert Performance OvertCovert Overt refers to any kind of performance that CAN be observed directly whether that performance is visible or audible. Covert refers to any kind of performance that CANNOT be observed directly; performance is mental, invisible, cognitive or internal.

25. Covert Verbs to avoid.  know  be aware  familiarize  gain knowledge of  comprehend  cover  study  learn  appreciate  become acquainted with  understand

26. Using Measureable Standards LevelAppropriate Verb for Level How often? ● At least once this semester ● At the start of every week ● Before (or after) starting project How well? ● Exactly 7% ● No more than 1 error ● Accurate to three decimal points ● At a 70% or higher final score How many? ● Identify at least 16 items ● Produce 4 examples How much? ● 100 meters long ● 2 grams How will we know it is ok? ● Until the left hand is touching ● Has tapering slopes 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)

27. Conditions with Examples LevelAppropriate 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? ● 80% of the time Combination? ● When driving (what is given) in the city (variable)

28. Let’s Practice! Using the chat pods on the screen, let’s revise the learning objectives from the beginning of our event. Revise each standard to include- A udience – Who the learner is (Step 4) B ehavior - What learner will be able to do (Step 6) C ondition - How they will be able to do it (Step 5) D egree – How accurate the learner does it (Step 7)

29. Use the chat pods Participants will be able to: Understand of a learning objective is List the 3 parts of the “ideal” learning objective Understand learning domains, Bloom’s Taxonomy, and their levels of learning Connect the verbs associated with each level in Bloom’s taxonomy Understand the importance of standards, performance, and conditions to writing effective learning objectives

30. Bibliography Clark, Donald, “A Quick Guide to Writing Learning Objectives,” © November 30, 2008 Kruse, Kevin, “How to Write Great Learning Objectives” 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”