Creating Learning Objectives

Designing Learning and
Instructional Strategies
MID 7133

Lecturer : Azmawati Binti Mohd Lazim

: azmawati.mohd.lazim@gmail.com : Azmawati Mohd Lazim
: 21A4FE60 : wawacrv : wawacrv

At the end of this lesson, learners should be able to :

 Write clearly the instruction and learning objectives
 State the differences between goal and objective
 Discuss the measurable objectives for the final
project documentation
 Construct the different set of objectives
 Identify the Information Design Principle
 Relate the Gagne Nine Event to the learning and
document preparation for the product assignment.

Learning Objectives

Instruction and learning

Effective Interactivity
instruction in instruction

begins with a refers to Learner
systematic active the learner transform it
planning learning acts on the into new,
process for information personal
instructional given or meaning.
events. presented

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Objectives Objectives Objectives
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Instructional Strategy

Instructional
Effective Learning
strategy is a
instructional Theories
guideline on
strategies are describe the
which instructors
based on ways that
base their
learning theorists believe
teaching and
theories. E.g : people learn
learning
Gagne Nine new ideas and
approach or
Event concepts.
methodology on.

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The The steps
needed to
objectives get there.

Where we want to
The goal be.

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Principle University, Cyberjaya, Malaysia
Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia

Developing goals

GOAL
The course
Goals can be Example of a
goals are broad
lofty ideas, broad course
statements of
using words or goal: Students
what the
phrases like will gain a
students will be
"appreciates" greater
able to do when
or "shows appreciation for
they have
leadership traditional
completed the
ability." music.
course.

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Writing objectives
How can we measure if the user It would be very difficult. That is
understand the lesson? why we develop objectives.
For example : how to measure if
they appreciate history?

OBJECTIVES

The objectives must be Also called
 measurable • learning outcomes
specific • measurable objectives
you can determine if the goal • behavioral objectives because
was achieved. they describe observable
behavior rather than
knowledge.
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GOAL OBJECTIVES

• Goals are broad. • Objectives are narrow
• Goals are general • objectives are precise.
intentions; • objectives are
• Goals are intangible; tangible.
• Goals are abstract; • objectives are
• Goals can't be concrete
validated as is;. • objectives can be
validated

Goals vs Objectives
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What is measurable objectives?

Measurable The
Use verbs
objectives objectives

describe to
the specific instructions include what degree
use to about what
measures specific the students
determine we want the
whether or conditions will be able
student to (how well or to
not we are be able to
successful in how many) demonstrate
do. mastery of
achieving
the goal. the task.

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Objectives MUST BE clearly written and
measurable.

They are clear in that the learner knows how
they will be measure (condition), what he/she
must do (performance) and how well he/she
must do it (criterion).

The objectives are measurable in that the
criterion clearly states the performance level
that must be achieved.

Measurable Objectives
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Writing Measurable Objectives
Use the big-picture
view to understand
Wrap their minds
ALLOW DEVELOPERS what themes,
around the content to
TO interactivity and
understand its scope
engagement strategies
can work

Logically order the
content (this can be Organize the content
Ensure that no content
done in an into chunks, topics,
slips through the
instructional analysis lessons, units,
cracks
which many people modules, etc.
don’t do)

Communicate the
content to clients,
Ensure all required
subject matter experts
content is tested
and the development
team

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Writing measurable objectives
First, it must be noted that one must consider one’s
audience.

Second, 1. Performance/Action verbs. An objective always states
what a learner is expected to be able to do and/or produce to
an be considered competent.
objective
should 2. Conditions. An objective describes the important
conditions (if any) under which the performance is to occur.
include
the
3. Criteria/Standards. An objective describes the criteria of
following: acceptable performance; that is, it says how well someone
would have to perform to be considered competent.

4. Audience. End user

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Example

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knowFORBIDDEN WORDSUnderstand

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Types of Objectives
Cognitive : thought or
knowledge: "what the
student is able to do" (an
observable)

Three
domains and Affective : feelings or choices
ensuing type "how the student chooses to act”
of objectives
include:

Psychomotor : physical skills "what the
student can perform"

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Cognitive Domain
Use this list to help you express distinct
performance expectations you have of
your users / students.

In general, cognitive competency in a
field begins with knowledge level
learning and advances up the taxonomy
to comprehension, application, and
then the higher order skills involved in
analysis, synthesis, and evaluation or
problem solving.

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Verbs Words Use in Cognitive
Comprehensi
Knowledge Application Analysis Synthesis Evaluation
on

• arrange • characterize • administer • analyze • combine • appraise
• define • classify • apply • appraise • compose • argue
• duplicate • complete • calculate • categorize • consolidate • assess
• know • depict • choose • compare • construct • critique
• label • describe • compute • contrast • create • defend
• list • discuss • conduct • critique • design • envision
• match • establish • demonstrate • diagram • formulate • estimate
• memorize • explain • dramatize • differentiate • hypothesize • evaluate
• Name • express • employ • discriminate • integrate • examine
• order • identify • implement • distinguish • merge • grade
• quote • illustrate • interpret • examine • organize • inspect
• recognize • locate • operate • experiment • plan • judge
• recall • recognize • perform • explore • propose • justify
• repeat • report • practice • inventory • synthesize • rank
• reproduce • Relate • prescribe • investigate • systematize • rate
• restate • review • roleplay • question • theorize • review
• retain • sort • sketch • research • unite • value
• translate • solve • test • write

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Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex:

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Psychomotor Domain

The psychomotor domain (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. The seven major categories are listed from the simplest
behavior to the most complex:

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3/6/2012 MID 7133 23

Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

Information Design Principles
Retrieval • Attention to external stimulus will initially last up to a
maximum of 20 minutes.
 Keep content small and self-contained.
 Chunking or grouping pieces of data into units is a major
technique for getting and keeping information in short-term
memory; it is also a type of elaboration that will help get
information into long-term memory.
 Label topics clearly.
 Use a template for consistency.
 Disclose information in progressive layers.
 Each topic has only one learning outcome and have 7 + 3
units of information ( a maximum of 10 screens)
Orientation
• E-learning material has no physical representation of its
organization; there are no covers, chapters, or pages. Provide
visual cues through metaphor or color.
 Provide a site map, easy backtracking and exit, and a default
path.

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Information Design Principles
Presentation •Consider readability and layout.
•Reduce clutter; aim for 50% white space.
•Distinguish important information.
•Use color and graphics appropriately. Be consistent and
conservative.
•Use color and graphics for clarification and explanation, not
for decoration.
• When designing the structure, consider the purpose.
Encoding design sequentially
design hierarchically
• Structure each topic to answer one question/learning
outcome
•Provide several access techniques: menu, index, table of
Sequence contents, hypertext links, keyword searches.
•Provide multiple entry points and paths to address a variety
of learner needs.

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Gagne Nine Event

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Example:
Instructional Event Lesson Activity
1.Gain Attention Engaging opening sequence. A space theme is
used to play off the new software product's
name, STAR. Inspirational music accompanies
the opening sequence, which might consist of
a shooting star or animated logo.
2. Recall Information Students are called upon to use their prior
knowledge of other software applications to
understand the basic functionality of the STAR
system. They are asked to think about how
they start, close, and print from other
programs such as their word processor, and it
is explained that the STAR system works
similarly.
3. Inform Learner of A computer programmer presents students
Objective with the following learning outcome
immediately after the introduction.
Upon completing this lesson you will be able
to:
list the benefits of the new STAR system.
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4. Present Stimulus Using screen images captured from the live
Material application software and audio narration,
the training program describes the basic
features of the STAR system. After the
description, a simple demonstration is
performed.

5. Provide Learning With each STAR feature, students are
Guidance shown a variety of ways to access it - using
short-cut keys on the keyboard, drop-down
menus, and button bars. Complex
sequences are chunked into short, step-by-
step lists for easier storage in long-term
memory.

6. Elicit Performance After each function is demonstrated,
students are asked to practice with
realistic, controlled simulations.
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7. Provide Feedback During the simulations, students are given
guidance as needed. If they are performing
operations correctly, the simulated STAR
system behaves just as the live application
would. If the student makes a mistake, the
tutorial immediately responds with an
audible cue, and a pop-up window explains
and reinforces the correct operation.

8. Assess Performance After all lessons are completed, students are
required to take a post-test. Mastery is
achieved with an 80% or better score.

9. Enhance Retention • A one-page, laminated quick reference card
is distributed for further reinforcement of the
learning session.
• A case study on the application of the
software is discussed using the course
discussion forum.
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 Gagne Conditions for learning
◦ http://www.knowledgebank.irri.org/rkb/RKB_C
ontent/eLearning.htm
◦ http://www.geom.uiuc.edu/apps/rainbow/
 Apply Gagne Nine Events of Instruction for
a specific topic in the Design Template
given

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Please prepare your
 1 Learning goal for your English Course
 10 learning objectives for your English
Courseware by referring to the Cognitive
Domain element & Blooms taxonomy
verbs.
 Update your blogs & present it in class.

Why you have a ‘date’ with me
next week?

Creating Learning Objectives

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