module 3: writing effective learning objectives
TRANSCRIPT
Module 3:
Writing Effective Learning Objectives
Course Title:Designing & Delivering Successful Training Programs
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What are Learning Objectives?
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•Statements that describe what the learner is expected to achieve as a result of instruction.
•Intended results of instruction
▫NOT the process of instruction
What are Learning Objectives?
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•Define factors of success of the proposed solution
•Communicate an intended learning outcome
•Guide the design, development, implementation, and evaluation of training
Significance
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How can we Write Effective Learning Objectives?
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How to Write Effective Learning Objectives
1. Based on the SMART Criteria
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Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-specific
Has a specific timeframe or deadline for when the outcome will be achieved
should be able to be achieved within the specified timeframe
What are the SMART Criteria?
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Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-specific
Has a specific timeframe or deadline for when the outcome will be achieved
should be able to be achieved within the specified timeframe
What are the SMART Criteria?
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Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-specific
Has a specific timeframe or deadline for when the outcome will be achieved
should be able to be achieved within the specified timeframe
What are the SMART Criteria?
10
Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-specific
Has a specific timeframe or deadline for when the outcome will be achieved
should be able to be achieved within the specified timeframe
What are the SMART Criteria?
11
Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-specific
Has a specific timeframe or deadline for when the outcome will be achieved
should be able to be achieved within the specified timeframe
What are the SMART Criteria?
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How to Write Effective Learning Objectives
1. Based on the SMART Criteria
2. Using Bloom’s Taxonomy
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Bloom’s Taxonomy
Original Version Revised Version
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Bloom’s Taxonomy – Revised Version
Creating: Putting things together to make something new. In order to accomplish the creation of tasks, students generate, plan, and produce.
Evaluating: Involves students checking, critiquing the value of a work, and justifying a stand or decision.
Analyzing: Breaking knowledge down into its constituent parts by differentiating, organizing, and attributing.
Understanding: Making meaning from educational material through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Using a learned procedure either in a familiar or a new situation.
Remembering: Recognizing and recalling relevant information from long-term memory.
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Creating assemble, construct, create, design, develop, formulate, write
Evaluating appraise, argue, defend, judge, select, support, value, evaluate
Analyzing appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Applying choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Remembering define, duplicate, list, memorize, recall, repeat, reproduce state
Appropriate Action Verbs to Use at Each Level
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How to Write Effective Learning Objectives
1. Based on the SMART Criteria
2. Using Bloom’s Taxonomy
3. Using Mager’s Theory
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•A learning objective should be broken into a subset of smaller tasks or learning objectives.
•Vague verbs such as “understand”, “know”, or “learn about” should be replaced with more specific verbs.
Mager’s Theory of Behavioral Objectives
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• An objective should have four components (ABCDs):
▫Audience: the “who”
▫Behavior: the performance, what a learner is expected to be able to do; should be specific and observable.
▫Conditions: under which the behavior is to be completed, including the tools or assistance to be provided.
▫Degree: the criterion of acceptable performance that the learners should exhibit. Examples of degrees include time limits, accuracy, and quality.
Mager’s Theory of Behavioral Objectives
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Given a specific case study, the student will be
able to successfully conduct needs analysis.
Example of ABCD Method
Condition Audience
Degree Behavior