Learning Objectives

IADC
Training Committee Meeting
April 15, 2009
1
 Agenda
Participants will be able to:
 Understand what a learning objective is and why
they increase the effectiveness of training.
 Compare and contrast learning goals and
learning objectives.
 List the 3 parts of the “ideal” learning objective.
 Understand how adults learn.
 Understand about learning domains, Bloom’s
Taxonomy and their levels of learning.
 Connect the verbs associated with each level in
Bloom’s taxonomy.
2
 Agenda
Participants will be able to:
 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?
 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 …
 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
 Goals are statements that describe in broad
terms what the leaner will gain from instruction.
 Example:
- Learners will gain appreciation of the role of a
family medicine physician in the health care
system.

6
 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:
- 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
 One task or behavior per verb
 Choose the verb that best describes the type of behavior or
task the learner must display after training
2. The condition
 How the task or behavior will be performed
 Under what conditions will the task be performed
3. 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.
 Identify the objectives that meet

most of the criteria presented.

 Discuss your selections with

your colleagues and determine

which objectives best meet the
criteria.

9
Exercise: 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
 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
 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
 Adults are autonomous and self-directed.
 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.
 Adults have accumulated a foundation of life
experiences and knowledge.
 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
 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.

 Adults are practical

 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
Performance-Based Course
 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
Content-Based Course
 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)

 Bloom’s Taxonomy
- Knowledge
Evaluation
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation Knowledge

18
 Bloom’s Taxonomy Levels
Level Description

Benjamin Bloom’s
Taxonomy has Knowledge Focuses on memorization and
been around recall
since the mid- Comprehension Focuses on understanding the
information memorized
1950s. His
structure for Application Focuses on being able to apply
what is understood
“thinking”
behaviors Analysis Focuses on being able to take
apart and use critical thinking
provides a nice skills to understand what was
stair-step applied
approach to Synthesis Taking what is known and has
thinking about the been applied and using it in
levels of learning. 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.
 Review the learning objectives on the following
slides and answer the following questions.
 Which level of Bloom’s

taxonomy is the first

objective listed?
 What level is the second

one listed?

20
Exercise: Evaluating Levels of Objectives

 Name five causes of dizziness.

 Give a patient case description and
determine the three most likely causes of
dizziness.

21
Writing a Learning Objective
 In this example, the lesson plan calls for the learner to
first generate a “graphic organizer” about a chapter titled,
“A Decisive Battle.”

 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.

 See example of the objective on the next slide.

22
 Writing Learning Objectives
A well-stated objective Objective Description Example
Part
provides a clear
picture of the Behavior What a learner will Learner will
be able to do create a time
outcome or line of the main
performance you events at
Gettysburg
expect as a result of
the lesson. It should Conditions How they will be After generating
able to do it a graphic
be specific, concise, organizer based
and most on “Chapter 5:
A Decisive
importantly, Battle.”
observable or Standard of Degree of With a rubric
Performance accuracy rating out 3 (out
measurable. of 5) or better.

23
Example: Learning Objective Formats
 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).

 Perform ____________ (task) when given

_____________ (condition) and __________ (condition).
The learners must be trained to ____________
(standards).

24
Example: Learning Objective Formats
 Given a __________ (condition), ________
(condition), and __________ (condition),
perform ____________ (task). The task must
be performed as _________ (standards).

 (VERB) ____________ (task) with

_______________ (condition), and __________
(condition), by ___________ (standard),
_________ (standards), and __________
(standard).
25
 Relating the Measurable Verb
to Bloom’s Levels

Verbs Taxonomy
Evaluate Evaluation
Design Synthesis

Distinguish Analysis
Apply Application

Explain Comprehension

Define 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 ●

● Distinguish ● Differentiate ● Appraise ● Analyze ● Calculate ● Criticize ● Estimate

Analysis ● 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 ● Until the left hand is touching

● By speaking only after the customer has spoken
is ok?
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 ● No matter how upset the customer becomes

variables?

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:
 Place a caller on hold
 Activate the speaker phone
 Play new messages on the voice mail system
 List the three elements of a proper phone greeting
 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:
 Given the calculated results of tests compared
with predicted normal values, determine the
presence of absence 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
 The next slides show the evolutionally development of an
objective using input from a group.
 The strategy was as follows.
1. 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.
 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
 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