Post on 18-Dec-2014
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A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION
Educational Goals and Objectives
Educational Objectives for this Presentation
At the end of this presentation you will be able to:
Compare and contrast educational goals vs. educational objectives
Write an educational objective using the ABCD model
Develop educational objectives that focus on the learner or participant as the intended audience
List three adult learning preferences
A Brief History of Educational Goals
The development of educational goals and objectives began in WWII as a way of conceptualizing instruction and training programs in the military.
Educational psychologists and educators jumped on the concept!
1956
Benjamin Bloom and his colleagues published a taxonomy of learner behaviors which was taken into the public schools and eventually adopted in the health profession schools . It has influenced curriculum development and driven the movement towards competency based instruction for health professionals.
Bloom. B. and Krathwolh,D. (1956) Taxonomy of Educational Objectives:The Classification of Educational Goals , New York,Longmans
Today-
Educational goals and objectives are widely used and required for the development of continuing professional education activities that award continuing education credit.
Bloom’s original work has been revised and updated.
The use of the terms “goals” and “objectives” can be confusing!
Let’s clarify the differences.
Educational Objectives are also called:
Learning Objectives
Outcomes
Terminal Objectives
Enabling Objectives
Performance Objectives
Aims
Competencies
Instructional Objectives
Behavioral Objectives
GOALSGOALS OBJECTIVESOBJECTIVES
Broad statements
General intentions
Intangible
Abstract
Generally hard to measure
Specific
Precise
Tangible
Concrete
Measureable
The Difference Between Goals and Objectives
Goal
The goal of a learning activity is like a target
Objectives
The objectives are the arrows that help the learner reach the target and demonstrate mastery
Can you identify the Goals?
A. State the definition of a complimentary medical intervention or therapy.
B. Provide the health professional with the latest information about over the counter (OTC) anti- histamines and their side effects.
C. Introduce the reader to a new development in the early detection of oral cancer.
D. Be exposed to a new way of organizing paperwork.
Clue:
There is only one objective on the previous slide-
A.State the definition of a complimentary medical intervention or therapy.
The rest are all broad based goals!
Common Pitfalls in Writing Goals
Focus on the instructor actions-not the learner
“Provide an overview of the latest site research.”The purpose of this course is to provide the participant with print and web references regarding site research”.
“Dispel common myths about hand washing.”The goal of this course is to provide the health care professional with a review of the history and origin of common myths about hand washing .
Confusing a goal (broad) with an objective (specific)
“How to turn just ten minutes a day into a revenue stream.”To clarify this example the author or presenter needs to decide what is the overall goal-then what specific behaviors the learners need to do to demonstrate mastery of the information or skill.
A few things to remember about goals
Every educational activity should have a goal
The goal focuses on what the learner will experience, rather than what the instructor will share or do
It is a broad statement of purpose
The purpose of this article is to provide health care professionals with new information on MRSA screening.
In general terms what is the overall purpose of the educational activity?
What is the main intention?
Example:
Clearly written objectives help to define the outcome of the activity.
Writing educational goals and objectives does not have to be a struggle.
Mastering the basic components will help you to zero in on what you want the learners or participants to gain from the experience .
Goals and objectives help to focus your presentation!
ALWAYS BEGIN WITH THE END RESULT IN MIND!
THE ABCD APPROACH
The Components of an Educational Objective
A=Audience (the learners, readers or participants, not the instructor)
Who is this activity intended for? Be specific!
At the end of the webinar the participants will be able to…..
At the conclusion of the conference presentation the attendees will be able to…
B=BEHAVIOR
(what the participants will do)
What exactly is it that you want the learner to be able to do as a result of your …
Journal article
Webinar
Self Study Module
Conference presentation
Hands on Workshop
What type of behavior do you want?
Behaviors for educational objectives fall into three categories, called domains
Think of them as three flavors of ice cream!
Cognitive Domain
Dealing with intellectual abilities
Approximately 80% of educational objectives fall into this domain
Most familiar to both instructors, authors and learners
“Head” objectives
Affective Domain
Relating to the expression of feelings , including emotions, fears, interests, attitudes, beliefs, values and appreciations
Often the most difficult objectives to develop
Sometimes called “heart” objectives
Psychomotor Domain
Motor Skills
The easiest objectives to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments.
“ Hands On” courses will contain psychomotor objectives
“Hand” Objectives
All three domains are hierarchical
More complex and higher level skills are at the top
Each level builds on itself and assumes mastery at the lower levels
Fundamentals are at the earliest levels
C= Condition
(imposed by the instructor)
States what conditions the instructor will impose when the learners are demonstrating mastery of a skill.
Usually a WHEN or WHILE statement
“when given a set of five unlabeled slides”
“when given a list of common over the counter drugs”
“while working independently”
D=Degree
What is “Good Enough”?
The standard or criterion for judging the behavioral performance.
What has to happen for the learner to succeed?
It might be:
Speed
Accuracy
Quality
Quantity
Putting It All Together
Getting Started
First develop the overall broad goal for your educational activity.
o “The purpose of this activity (lecture, article, etc) is to……..
A=Audience
Next
o Define your AUDIENCE
o If possible, identify what level they are..novice, intermediate, advanced or mixed?
Remember, the audience is always the learner, not the instructor
B=Behaviors the learners will demonstrate
• What does a participant have to do to demonstrate they have mastered the material?
• Are those behaviors cognitive, affective or psychomotor?
• This will influence your word choice.
Cognitive Domain
Because educational objectives frequently target the cognitive domain, examples of the levels and sample action verbs will be helpful in developing your educational objectives.
These examples are based onthe revised version of Bloom’swork.
Anderson, L.W. and Krathwohl(Eds.) 2001 A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.New York, Longman
Level One Cognitive Domain
REMEMBERING
Recall of information
Action Verbs
match remember
list memorize
define recognize
arrange relate
label recall
name repeat
order reproduce
Level Two Cognitive Domain
UNDERSTANDING
Interpret information in one’s own words
Action Verbs
classify describe
discuss explain
express identify
indicate locate
recognize report
restate review
select sort
tell translate
Level Three Cognitive Domain
APPLYING
Use knowledge or generalization in a new situation
Action Verbs
demonstratedramatizeapply chooseemploy illustrateinterpret operateprepare practiceschedule sketchsolve use
Level Four Cognitive Domain
ANALYSING
Break down knowledge into parts and show relationships among parts
Action Verbs
discriminatedifferentiateanalyze appraisecalculate categorizecompare contrastcriticize diagramdistinguish examineinventory questionexperiment test
Level Five Cognitive Domain
EVALUATING
Making judgments based on criteria and
standards
Action Verbs
appraise argue
assess attack
choose compare
defend estimate
evaluate judge
predict rate
score select
support value
Level Six Cognitive Domain
CREATING
Bring together parts of knowledge to form a
whole and build relationships for new
situations
Action Verbs
arrange assemble
collect compose
construct create
design formulate
manage organize
plan prepare
propose set up
synthesize write
C=Condition
The condition(s )imposed on the learner
Examples:“when given a list of 20 words”
“within one hour”
“independently”
“while working in a small group”
D=Degree
The criterion for success!
Examples:
“select the correct one”
“with 80% accuracy”
“4 out of 5 times
“three”
How do you evaluate if the learner “got it”?
Examples of Objectives Using ABCD
“At the end of this webinar the participant will be able to recall the three most common types of personal protection in breaking the chain of transmission for effective infection control.
Audience “the participant”
Behavior “recall” (Level One Cognitive)
Condition “the end of this webinar”
Degree “three”
Example
“When given a list of 20 words, the learner will be able to identify correctly all the cognitive action verbs”.
Audience “the learner”
Behavior “identify” (Level Two Cognitive)
Condition “when given a list of 20 words”
Degree “all” (100%)
Common Pitfalls When Writing Objectives
Not using measurable action verbs in the educational objective
“to be knowledgeable out the rates of osteoporosis”Know, learn, understand, be aware of, be exposed to are
too general to be effectively measured
Not listing the degree required for mastery “At the conclusion of this presentation the learner will be
able to list (how many) common side effects of low dose aspirin therapy”.
Thoughts on Adult Learning Preferences
Adults seek information to solve problems-more than acquiring new knowledge
Presenting solutions and potential strategies for solving problems increases the probability of success for your educational activity
Adult Learning Preferences
Adults are engaged when learning builds on real life experiences and prefer case studies, role play, simulations, hands on components and other interactive methods
Adult Learning Preferences
Adults want reference materials and “quick guides” to take away from a learning experience and use in their daily work life
Summary
Educational goals are general statements of intent and purpose
Every educational activity should have a goal
Educational objectives are specific, measureable and precise
The cognitive domain is most frequently used in developing educational objectives
The ABCD method of writing educational objectives helps to assure that all the critical components are included
Adult learners select educational activities to solve problems
Adult learners prefer to have interactive, real life scenarios, role play and references
Congratulations! Good luck and thank you for completing this presentation!
For more information:
Additional resources for exploring the affective and psychomotor domains and key words are easily found on the web.