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Developing Learning Objectives

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These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.

These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.

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  • 1. A Comprehensive Approach to Designing Online Courses Developing Objectives Christina Sax ACADEMIC ■ IMPRESSIONS
  • 2.
    • Recognize the multiple roles and importance of learning objectives
    • Understand the relationship between learning goals, objectives, and outcomes
    • Explore the various factors that influence the formulation of learning objectives
    • Review the basic principles of writing learning objectives
    Session Goals
  • 3.
    • What are they?
    • How are they different from learning goals?
    • Why are they important?
    Learning Objectives
  • 4.
    • Faculty member
    • Instructional designer
    • Support staff
    • Academic administrator
    • Students
    • External governing bodies
    • All are valid and have merit
    A Matter of Perspective
  • 5.
    • Work in teams
    • Use Activity Sheet 1
    • Identify the perspectives in your group
    • Arrive at group answers to questions on Activity Sheet
    • Group reports (designate your spokesperson)
    Activity 1 - The Role of Learning Objectives
  • 6.
    • State the perspectives in your group
    • State your group’s answers:
      • What are LOs?
      • How are LOs different from learning goals?
      • Why are LOs important?
    Activity 1 – Group Reports
  • 7.
    • How easy/difficult was it to agree upon group answers? Why?
    Activity 1 – Debriefing
  • 8.
    • Common understanding between students and faculty
    • Framework for designing aligned instruction, materials, and activities
    • Vehicle to construct valid assessments
    • Focus student attention & time
    • Sequencing courses & content
    • Internal/external assurance of course & program integrity & quality
    • Reaccredidation
    Importance of Learning Objectives
  • 9.
    • Goal
      • What we strive to achieve
      • “ Why we do what we do”
    • Objective
      • Specific & measurable knowledge, skills, attributes that students are expected to achieve and demonstrate
      • What students should be able to do
    • Outcome
      • Students’ demonstration of the actual level of attainment of the knowledge, skills, and attributes
    Goals, Objectives, and Outcomes Handout 1
  • 10. Layering Goals and Objectives Program Goals Course Goals Course Objectives Module Objectives Weekly Objectives Broad Specific
  • 11. Scaffolding Goals & Objectives Course Goal 1 Course Objective 1 Course Objective 2 Course Objective 3 Course Goal 2 Course Objective 4 Course Objective 5 Course Objective 6
  • 12.
    • Who are the students?
    • What is the course?
    • What is important?
    • How do students process the content?
    • Who writes and approves the learning objectives?
    • Are there any guiding standards?
    • Others ????
    Steps to Formulating Learning Objectives Handout 2 Handout 2B
  • 13.
    • What are the learning objectives?
    • Can you determine whether students have achieved the learning objectives?
    • Using taxonomies to write the objectives:
      • Bloom’s
      • Marzano’s
    Writing the Learning Objectives
  • 14. Bloom’s Taxonomy - 1956 Evaluation Synthesis Analysis Application Comprehension Knowledge Higher Order Lower Order Handout 3 Use Appropriate Verbs!
  • 15.
    • Two Matrixed Domains:
    • Types of knowledge used in cognition
    • Cognitive processes by which thinkers encounter and work with knowledge
    Bloom’s Taxonomy Revised - 2001
  • 16.
    • Factual knowledge
    • Conceptual knowledge
    • Procedural knowledge
    • Meta-cognitive knowledge
    Types of Knowledge Used in Cognition
  • 17. Cognitive Processing of Knowledge Create Evaluate Analyze Apply Understand Remember Higher Order Lower Order
  • 18. Using Bloom’s 2001 Encyclopedia of Educational Technology
  • 19.
    • Three Systems When faced with option of new task …
      • Self - continue current or engage in new?
      • Meta-cognitive - sets goals & tracks progress to goals
      • Cognitive - processes necessary information
    • Knowledge Domain - provides the content
      • Information
      • Mental Procedures
      • Physical Procedures
    Marzano’s Taxonomy - 2000
  • 20.
    • Work in teams
    • Use Activity Sheet 2
    • Read the course description for NURS 246
    • Select a course goal (from morning work)
    • Write 2 learning objectives
      • Faculty Knowledge / Remember
      • Procedural Knowledge / Create
    • Consider the challenges & solutions
    • Group reports (designate your spokesperson)
    Activity 2 – Writing Learning Objectives
  • 21.
    • State your two learning objectives.
    • What challenges did you experience?
    • How can you overcome these challenges?
    Activity 2 – Group Reports
  • 22.
    • Do students …
    • understand the role of LOs for course, faculty, students?
    • understand the meaning/wording of each LO?
    • know how to use LOs?
    • How can we facilitate each?
    The Students’ Perspective Activity Sheet 3
  • 23.
    • Creating assessments
    • Sequencing content
    • Selecting & designing instructional strategies
    • Designing the framework
    • Developing instructional materials
    • Guiding faculty-student engagement
    • Evaluation & revision
    Learning Objectives as the Foundation

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