Learning Objectives IADC Training Committee Meeting April 15

Learning Objectives IADC Training Committee Meeting April 15, 2009 1

Agenda Participants will be able to: n Understand what a learning objective is and why they increase the effectiveness of training. n Compare and contrast learning goals and learning objectives. n List the 3 parts of the “ideal” learning objective. n Understand how adults learn. n Understand about learning domains, Bloom’s Taxonomy and their levels of learning. n Connect the verbs associated with each level in Bloom’s taxonomy. 2

Agenda Participants will be able to: n n Begin writing learning objectives using defined formats. Connect the verbs associated with each level in Bloom’s taxonomy Understand the importance of standards and performance and conditions to writing effective learning objectives. Review the evolution of writing an effective learning objective. 3

Why Use Learning Objectives? n n n By defining where you intend to go, you increase the likelihood the learner ends up in the intended destination. Guides the learner, helps his/her focus on what needs to be learned, and sets priorities. Shows the learner what behaviors are valued. Focuses and organizes the instructor. Creates the learner’s basis for self-assessment. Sets the stage for what the “mastered” skill looks like. 4

Effective learning objectives … n n n n Are learner-focused (not instructor or content focused) Focused on the intended learning that results from an activity, course, or program Reflective of the institution’s mission and the values for which it represents Reflects important, non-trivial aspects of learning that are credible to the learner Focuses on skills and abilities central to the discipline and based on professional standards Captures general concepts, but with enough detail to be clear, specific, and measurable or observable Focuses on aspects of learning that will develop and endure but that can be assessed in some form now 5

Goals versus Learning Objectives n Goals are statements that describe in broad terms what the leaner will gain from instruction. n Example: - Learners will gain appreciation of the role of a family medicine physician in the health care system. 6

Goals versus Learning Objectives n Objectives are statements which describe specifically n Example: what the learner is expected to achieve as a result of instruction. n Objectives direct attention to the learner and the types of behaviors they should exhibit. Sometimes these statements are called behavioral objectives. - Learners will list three characteristics that make the family medicine physician distinctive from other specialists in the health care system. 7

Learning Objectives (Mager, 1975) Ideal learning objectives include: 1. A measurable verb § § 2. The condition § § 3. One task or behavior per verb Choose the verb that best describes the type of behavior or task the learner must display after training How the task or behavior will be performed Under what conditions will the task be performed The standard for acceptable performance § How well the task or behavior must be performed to meet the standard 8

Exercise: Evaluating Learning Objectives Use the criteria on the previous slides to evaluate the learning objectives that follow. n Identify the objectives that meet most of the criteria presented. n Discuss your selections with your colleagues and determine which objectives best meet the criteria. n 9

Exercise: n n n n Evaluating Learning Objectives Calculate the lift and drag for blimps and airfoils. Use lift and drag calculations to evaluate aerodynamic vehicle performance. Design an internal structural configuration for simple trusses, beams, columns, and shafts in order to meet specified leading and deformation criteria. Explain at a level understandable by a non-technical person how jet propulsion works. Create models or inviscid, steady fluid flow over simple profiles and shapes. Draw conclusions about the solvability of a system of linear equations using determinant and rank of a matrix. Solve geometric problems concerning lines and planes using vectors. Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heat arrhythmia. 10

Exercise: Evaluate Learning Objectives n n n n n Explain the division of the resistance of a ship into its components. Choose a basis for the plan or the space suitable for a specific geometric problem. Analyze the relationships among the properties, structures, heat treatment, and load for metals. Analyze the factors which cause metals to disintegrate in human environments. Distinguish emissions from combustion characteristics. Create interactive 3 -D models of products and environments using VRML. Analyze and evaluate different planning techniques. Solve a system of linear equations using Gaussian elimination. Solve a system of linear equations using matrix inverse and matrix calculations. Use energy principles to determine the stress and deformation states of structures comprised of on-dimensional elements (beams, columns, and rods). 11

Writing Learning Objectives 12

Understand your Audience n n Learning Objectives should be written from the prospective of the learner --- not the instructor. Consider the characteristics of your audience when writing learning objectives. Create training and learning activities to support their needs and abilities. § § § § § What they will be expected “to do” after the training Their physical, mental and thinking abilities Their educational level, skills and abilities How they best learn What they need to know to do the job What they already know about the job Have they been trained before Why they haven’t been effective doing the task What’s in it for the learner to perform the tasks identified. 13

Characteristics of Adult Learners n Adults are autonomous and self-directed. § § § n Adults have accumulated a foundation of life experiences and knowledge. § § § n They need to be free to direct themselves. Instructors must actively involve adult participants in the learning process and serve as facilitators for them. Get the participants' perspectives about what topics to cover and let them work on projects that reflect their interests. Connect learning to this knowledge/experience base. To help them do so, instructors should draw out participants' experience and knowledge which is relevant to the topic. Relate theories and concepts to the participants and recognize the value of experience in learning. Adults are goal-oriented. § § Upon enrolling in a course, learners usually know what goal they want to attain. They appreciate courses that are organized and have clearly defined objectives. Instructors must show learners how the class helps the learner attain their goals. This classification of learning objectives must be done early in the course. 14

Characteristics of Adult Learners n Adults are relevancy-oriented. Adults must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. § Instructors must identify objectives for adult participants before the course begins. § Let participants choose projects that reflect their own interests. § § n Adults are practical § § § n Focus on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job. Adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the class. § Adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class. § 15

Performance-Based Versus Content-Based Training Focus on Skill Mastery Content-Based Course Performance-Based Course n n n n n Objectives are derived from analysis of real world needs and describe intended results Content of the instruction is derived from the objectives to be accomplished. Learners study only what they do not know yet. Learner is given the opportunity to practice each objective. Instruction includes only what is needed to accomplish the objectives. The primary instructor role is that of coaching. Tests (skill checks) are used for diagnosing difficulties, confirming mastery, and as opportunities to make trainees feel good about their progress. Learners study and practice until they have reached mastery of the objectives. On reaching mastery, learners receive a Certificate of Achievement n n n n n Objectives are typically absent or used to describe the content to be covered. Content of the instruction is usually determined by a subject matter specialist. All trainees study the same content. Trainees are given few opportunities to practice the entire objective. Instruction may include content irrelevant to the need. The primary instructor role is that of presenting. When used at all, tests are used mainly as basis for grading; that is, as a basis for determining how well each student performed in comparison with other course attendees. Trainees study until the fixed course time has ended. At course completion, trainees receive a Certificate of Attendance. Performance-Based Courses are based on strong learning objectives. Execution of strong Learning Objectives results in Skill Mastery. 16

Learning Objective Categories (or Domains) Types or “Domains” of Learning Objectives: Cognitive (knowing) § Psychomotor (doing) § Affective (feeling) § 17

Levels of Learning Objectives (Bloom’s Taxonomy) n Bloom’s Taxonomy - Knowledge Comprehension Application Analysis Synthesis Evaluation Knowledge 18

Bloom’s Taxonomy Levels Level Benjamin Bloom’s Taxonomy has been around since the mid-1950 s. His structure for “thinking” behaviors provides a nice stair-step approach to thinking about the levels of learning. Description Knowledge Focuses on memorization and recall Comprehension Focuses on understanding the information memorized Application Focuses on being able to apply what is understood Analysis Focuses on being able to take apart and use critical thinking skills to understand what was applied Synthesis Taking what is known and has been applied and using it in different ways. Evaluation Assessing what has been applied and providing feedback on how the task is completed. 19

Exercise: Evaluating Levels of Objectives Review Levels of Learning Objectives slide. n Review the learning objectives on the following slides and answer the following questions. n Which level of Bloom’s taxonomy is the first objective listed? n What level is the second one listed? n 20

Exercise: Evaluating Levels of Objectives Name five causes of dizziness. n Give a patient case description and determine three most likely causes of dizziness. n 21

Writing a Learning Objective n In this example, the lesson plan calls for the learner to first generate a “graphic organizer” about a chapter titled, “A Decisive Battle. ” n The learner is asked to create a time line of the main events at Gettysburg. The learner will assess each time line using a rubric. Any student who does not earn a rubric rating of 3 or better will require additional instruction and enforcement. n See example of the objective on the next slide. 22

Writing Learning Objectives A well-stated objective provides a clear picture of the outcome or performance you expect as a result of the lesson. It should be specific, concise, and most importantly, observable or measurable. Objective Part Description Example Behavior What a learner will be able to do Learner will create a time line of the main events at Gettysburg Conditions How they will be able to do it After generating a graphic organizer based on “Chapter 5: A Decisive Battle. ” Standard of Performance Degree of accuracy With a rubric rating out 3 (out of 5) or better. 23

Example: Learning Objective Formats n After the training period the learner will be able to perform _____ (task). The task must be performed under the following conditions: _____ (condition), ______ (condition), and ______ (condition). The following standards must be met: _____ (standard), ______ (standard), and _____ (standard). n Perform ______ (task) when given _______ (condition) and _____ (condition). The learners must be trained to ______ (standards). 24

Example: Learning Objective Formats n Given a _____ (condition), and _____ (condition), perform ______ (task). The task must be performed as _____ (standards). n (VERB) ______ (task) with ________ (condition), and _____ (condition), by ______ (standard), _____ (standards), and _____ (standard). 25

Relating the Measurable Verb to Bloom’s Levels Taxonomy Verbs Evaluate Design Evaluation Synthesis Distinguish Analysis Apply Explain Define Application Comprehension Knowledge 26

Start All Objectives with Verbs Level Appropriate Verb for Level Knowledge ● Define ● Memorize ● List ● Recall ● Recognize ● Repeat ● Related ● Record ● Name ● Identify ● Acquire ● Underline ● Label ● State ● Relate ● Order ● Comprehension ● Restate ● Discuss ● Describe ● Identify ● Locate ● Report ● Explain ● Express ● Recognize ● Review ● Transform ● Represent ● Select ● Tell ● Indicate ● Application ● Translate ● Interpret ● Apply ● Practice ● Illustrate ● Operate ● Convert ● Explain ● Demonstrate ● Dramatize ● Sketch ● Employ ● Schedule ● Use ● Sequence ● Prepare ● Predict ● Generalize ● Implement ● Plan ● Show ● Solve ● Complete ● Analysis ● Distinguish ● Differentiate ● Appraise ● Analyze ● Calculate ● Criticize ● Estimate ● Discover ● Order ● Compare ● Contrast ● Examine ● Test ● Relate ● Experiment ● Investigate ● Question ● Detect ● Break down ● Contrast ● Diagram ● Debate ● ● Examine ● Classify ● Categorize ● Determine ● Inspect ● Inventory ● Synthesis ● Compose ● Plan ● Propose ● Design ● Assemble ● Create ● Write ● Prepare ● Formulate ● Organize ● Manage ● Construct ● Set-up ● Systemize ● Arrange ● Collect ● Construct ● Organize ● Systematize ● Argue ● Conclude ● Create ● Integrate ● Theorize ● Combine ● Improvise ● Manage ● Specify ● Derive ● Set up ● Evaluation ● Judge ● Appraise ● Measure ● Value ● Estimate ● Choose ● Compute ● Assess ● Test ● Evaluate ● Revise ● Score ● Select ● Rank ● Check ● Defend ● Verify ● Justify ● Criticize ● Rate ● Support ● Weigh ● 27

Standards are Measurable Level Appropriate Verb for Level How often? ● At least once per hour ● At the start of every cycle ● Before (or after) starting the task How well? ● Exactly 7% ● No more than 1 error ● Accurate to three decimal points ● Within 15 minutes (never use a time standard unless it required by the job) How many? ● Identify at least 16 items ● Produce 4 items How much? ● 100 meters long ● ½ block before turning How will we know it is ok? ● Until the left hand is touching ● By speaking only after the customer has spoken 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) 28

Conditions with Examples Level Appropriate 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? ● No matter how upset the customer becomes Combination? ● When driving (what is given) in the city (variable) 29

Example of a Well-written Objective After completing this course you will be able to: n Place a caller on hold n Activate the speaker phone n Play new messages on the voice mail system n List the three elements of a proper phone greeting n Transfer a call to a requested extension This objective is written around discrete, observable behaviors that leave no ambiguity as to whether the learner has achieved them. 30

Examples of a Well-written Objectives Consider: n n Given the calculated results of tests compared with predicted normal values, determine the presence of abnormal pulmonary function and classify it as to type and severity. The learner will be able to describe the mechanisms of action for each of the two classes of neuromuscular blocking agents (depolarizing agents and competitive agents). 31

Evolution of a Learning Objective 32

Evolution of a Learning Objective n n The next slides show the evolutionally development of an objective using input from a group. The strategy was as follows. An individual wrote the first draft of the objective. 2. He/she explained the intent of the objective to a group. 3. The group responded suggestions. 4. The objective was rewritten. 1. n Notice how the group process improved the original statement into a well-articulated learning objective. 33

Evolution of an Objective Original objective submitted to the group for review: Using Fick’s Law of Diffusion, contrast the movement of oxygen and glucose from the plasma to the intracellular space. Based on their chemical properties, predict which of these substances would show diffusion, limited movement, and which would show flow limited movement. 34

The Evolution of an Objective The author’s statement of intent: I expect the students to review the factors influencing diffusion (presented earlier in the course), and contrast the movement of two different agents from the blood to the cell. I also expect a working definition of flow limited and diffusion limited transport. 35

The Evolution of an Objective What the group suggested: Glucose movement is tissue specific, and entry into the cell by any of a variety of glucose transporters further obscures my intent (transport from the blood to cell). Identity a tissue, and delete intracellular space. Finally transport is a poorly defined term, replace with exchange (the term used in the text). 36

The Evolution of an Objective Final revised version: Using Fick’s Law for Diffusion, contrast the movement of oxygen and glucose from the plasma to a skeletal muscle cell. Based on their chemical properties, predict which of these substances would show diffusion limited exchange and which would show flow limited exchange. 37

Bibliography n n n Clark, Donald, “A Quick Guide to Writing Learning Objectives, ” © November 30, 2008 Kruse, Kevin, “How to Write Great Learning Objectives” Lieb, Stephen, Planner, Arizona Department of Health Services and part-time Instructor, South Mountain Community College from VISION, Fall 1991 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” 38