The document discusses the importance of learning objectives in guiding instructional activities and ensuring they align with course goals and outcomes. It provides an example of learning objectives created for a course on ELT Materials Design and Multimedia. The objectives are mapped to the course's instructional goals and intended exit profile for students. Each objective includes a measurable statement of what students will be able to do, aligned with cognitive demand levels from Bloom's Taxonomy. Clear learning objectives are essential for effective hybrid and blended course design.

1. Learning Objectives in Hybrid & Blended Learning Scenarios
By Prof. Jonathan Acuña Solano
Sunday, August 31, 2014
Twitter: @jonacuso
Post 138
Learning objectives are way too essential and transcendental for the effectiveness in guiding instructional activities in one’s courses, which need to be aligned with the course outline and its objectives. It is of mayor importance to comprehend that “without clear learning objectives, a course’s activities may not directly relate to its intended goals and desired outcomes” (Laureate Education, 2013).
Along the following chart, which was created aligned with the previous two posts (Post 136 & Post 137), measurable learning objectives, which are based on my former Needs Assessment, were created. Then, it is for you –my blog’s reader- to analyze this post along with its chart and to provide yourselves with ways to improve the clarity and quality of your learning objectives linked to your instructional activities.
Please, review my student needs stated before in Post 136 and the instructional goals were identified previously. The idea behind the efficient statement of learning objectives is to visualize their connection with the Order of Thinking Skills or Cognitive Demand that one’s students need to accomplish each instructional goal.

2. Course Instructional Goals Exit Profile Learning Objective
ELT Materials Design and Multimedia
 To have a solid knowledge in the creation/design of EFL activities for language skills
 To have student teachers ready to design and use language activities in class
 To incorporate their activities as part of their lesson planning
 To understand the theoretical background for accurate language activities  “Students will design an EFL reading activity using an activity template with 90% accuracy.”  “Sts will understand how to incorporate their activities in their lesson plans with 90% accuracy.”
 To use Google Sites to create an interactive ePortfolio that can be used with their current or future students
 To prepare student teachers to create their own site in Google as an ePortfolio
 To promote autonomous learning among students by creating interactive tasks  “Sts will design their site in Google to display their activities within an ePortfolio with 100% accuracy.”  “Sts will design interactive exercises for their current or future students, which will be displayed online, with at least 80% accuracy.”
 To use multi- media and freeware to create/design EFL material
 To instruct students how to embed documents, videos, etc. onto their ePortfolios  “Sts will embed all sorts of media in their sites with 100% accuracy.”  “Students will upload to later embed media for

3.  To help them develop their understanding of hosting platforms such as youtube, Scribd or Slideshare
 To train students on how to create their own interactive material in various free online platforms the interactivity of their learning tasks with 100% accuracy.”  “Learners will develop interactive platforms with a 90% accuracy.
As noted, the ABCD Method for writing objectives –combined with Bloom’s Taxonomy- was used to come up with suitable behaviors that are needed to be replicated by one’s students.
Course Instructional Goals Exit Profile Learning Objective Course you are currently teaching and/or that you were assigned. These are the outcome you want your students to obtain from your teaching, guidance, and suggestions. Your instructional goals are bound to produce a given effect on your students prior the ending of the course and that actually become part of your students' exit profile or expected outcomes. This is part of your lesson planning that is aimed at producing the desired effect on your students’ performance.

4. Acuña, J. (n.d.). Bloom’s Taxonomy [Tag on a curated topic at Scoop.it]. Retrieved from the curated topic English Language Teaching Journal at http://www.scoop.it/t/english- languate-teaching/?tag=Bloom%27s+Taxonomy
Laureate Education. (2013). Learning Objectives in Hybrid & Blended Learning Scenarios. Retrieved on 2014, April 5 from http://global.laureate.net/portal.aspx#!home/faculty
Penn State Learning Design Community Hub. (2010). Writing Objectives. Retrieved on Saturday, August 30, 2014 from the Penn State webpage at http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives
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