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Module 2 Part A - Learning Objectives
- 1. SNOHOMISH COUNTY PUD Train the Trainer Module 2 Part A Creating Learning Objectives
- 2. SNOHOMISH COUNTY PUD Overview • What are Learning Objectives? • Why Do Trainers Need Learning Objectives? • How Do Trainers Create Learning Objectives? – ABCD Format – SMART Objectives – Bloom’s Taxonomy
- 3. SNOHOMISH COUNTY PUD What Are Learning Objectives? Learning Objectives describe what learners will be able to do upon completion of a course or training. Learning Objectives are sometimes referred to as behavior objectives, performance objectives, or course objectives. The main function and goal of Learning Objectives is to define the scope of the course or training and help learners focus on specific outcomes. Arshavskiy, M., Instructional Design for eLearning (2013), www.yourelearningworld.com, Chapter 10, page 57.
- 4. SNOHOMISH COUNTY PUD Why Do Trainers Need Learning Objectives? • Learning Objectives are important as they: – Define the type and depth of learning expected of participants. – Clearly communicate expectations. – Can guide and organize both the instructor and participant. – Provide a solid foundation for course design. – Can help with assessment strategies if applicable.
- 5. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. The 4 Parts of a Learning Objective • A simple way to make sure you’re building a useful learning objective is to use the ABCD format. • Each letter in ABCD stands for a different part of your learning objective. These different parts answer four questions about your objective: who, what, how, and how well. o A – Audience o B – Behavior o C – Condition o D – Degree
- 6. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. The 4 Parts of a Learning Objective • A – Audience: Who is the learning objective being written for. • B – Behavior: What the learner will be doing. • C – Condition: Provides context for the learner. • D – Degree: The level at which the learner must perform the task.
- 7. SNOHOMISH COUNTY PUD How To Create Learning Objectives • Trainers should then integrate the SMART approach to create Learning Objectives: S = Specific M = Measurable A = Attainable R = Relevant T = Time-Bound
- 8. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont.
- 9. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. Bloom’s Taxonomy • Bloom’s Taxonomy is a hierarchical classification of 6 levels of learning that can be used to structure Learning Objectives: 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating
- 10. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. Credit: Jessica Shabatura https://tips.uark.edu/using-blooms-taxonomy/ Bloom’s Taxonomy is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
- 11. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. • There are “verb tables” widely available to help identify which action verbs align with each level in Bloom’s Taxonomy. • There is an example of a Verb Table on the next slide and you can also view another version of a Verb Table under Module 2 Additional Learning Resources – Blooms Taxonomy Verbs.
- 12. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. Bloom’s Taxonomy Verbs is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- 13. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. Examples of Learning Objectives https://air.sfsu.edu/sites/default/files/learning.jpeg
- 14. SNOHOMISH COUNTY PUD How To Create Learning Objectives Cont. • For trainers it may feel like a lot of additional work to create clear and concise Learning Objectives for every course, but it is time well spent for both the trainer and participant as it will serve as a guide for both. • Creating Learning Objectives is a learned skill and it takes practice, but will become easier over time.
- 15. SNOHOMISH COUNTY PUD End of Module 2 Part A Slides
Editor's Notes
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!