1. 6.1 Objectives & The Difference Between Goals and Objectives
1.1. Instructional Goals & Objectives
1.1.1. Determining goal is essential process in designing and developing an instruction
1.1.2. Defining specific instructional objective is not as important as determining instructional goals
1.1.3. What?
1.1.3.1. Both goals and objectives are determined and declared prior to designing an instruction
1.1.4. Why?
1.1.4.1. To teach selected content to specific audiences as it is not possible to design an instruction which can educate everyone, everywhere on everything
1.1.5. Instructional intervention is designed to cause change in learner's
1.1.5.1. Knowledge
1.1.5.2. Skill
1.1.5.3. Attitude
1.2. Difference Between Goals & Objectives
1.2.1. IG and IO are developed based on the type and purpose of the instruction
1.2.2. What?
1.2.2.1. Instructional Goals= General statement about the instruction
1.2.2.1.1. Instructional goals are broad, general statements of what we want our students to learn and provide: • Direction, • Focus, and • Cohesion
1.2.2.1.2. Can be used to organize topic for subordinate instructional objectives
1.2.2.2. Instructional Objectives= Specific statement about how and to what extent the instructional will affect the learners performance
1.2.2.2.1. Instructional Objectives are measurable, subgoals of a lesson and inform particular learning outcomes.
1.2.2.2.2. achieved with the use of action verbs that describe learner capabilities at the end of a course.
1.2.2.2.3. keeps us focused and helping in planning
1.2.2.2.4. Eg– Learners will be able to manipulate layers. – Learners will be able to correct colors. – Learners will be able to paint. – Learners will be able to create special effects.
1.2.3. Success of an instructional design depends on learners accomplishment of the developed instructional goals and objectives
2. 6.3 Setting Goals
2.1. Morrison, Ross, and Kemp (2007) discuss the idea of terminal and enabling objectives.
2.1.1. The terminal objective explains the overall learning outcome.
2.1.2. The enabling objectives are supporting descriptions of observable behaviors or actions that indicate the terminal objective has been achieved
2.2. Goals: Describe intention of the instruction. Broad or abstract intent, state or condition
2.2.1. Cannot be directly perceived - no specific, observalbe feature
2.2.2. Ideal: Clean slate - no instructional intervention and no past practices
2.2.3. Practice: Work within organizational structure. Tradition, politics, policy makers will be critical factors in determining goals
2.3. Method: Functional Analysis System Technique (FAST)
2.3.1. Concept: Working backwards - use established practice as foundation for writing larger goal
2.3.1.1. Example: Brush teeth --- maintain hygiene --- maintain health
2.3.2. Developed within field of value engineering: decrease cost, increase profit, improve quality
2.3.3. How to use?
2.3.3.1. Active verb + Measurable noun
2.3.3.2. Generate verb/noun pairs to describe the specific activties that apply directly to the outcome of the instruction
2.3.3.3. Increase abstraction of verb/noun pairs with each succesive description of the activity
2.3.4. When to use?
2.3.4.1. When there is an established or expected set of instructional activities that are standard practice
2.3.4.2. Determine why those activities are important
3. 6.2 Popular Approaches
3.1. Hager's approach:
3.1.1. 1;Action: Identify the action the learner will take when he or she has achieved the objective.
3.1.2. 2.Condition: Describe the relevant conditions under which the learner will act
3.1.3. 3.Criterion: Specify how well the learner must perform the action.
3.2. performance technology approach
3.3. Dick et al. (2009) suggest that goals and objectives are determined through one of two approaches
3.3.1. a subject matter expert (SME)
3.3.2. a subordinate skills analysis should be conducted in order to determine the specific performance objectives for the instruction.
3.4. Heinich, Molenda, Russell, and Smaldino (2002) describe the “ABCDs” of well stated objectives.
3.4.1. 1;Audience: Identify and describe the learners
3.4.2. 2.Behavior: Describe what is expected of the learner after receiving instruction.
3.4.3. 3.Conditions: Describe the setting and circumstances in which the learners’ performance will occur.
3.4.4. 4.Degree: Explain the standard for acceptable performance.
3.5. Smaldino et al. (2012) also classify learning as belonging to one of four domains: cognitive, affective, motor skill (psychomotor), and interpersonal
3.5.1. the interpersonal domain classification that is unusual about this scheme,
3.5.1.1. teamwork
3.5.1.2. administration
3.5.1.3. salesmanship
4. 6.6 Evaluating Goals and Objectives
4.1. "Do these goals and objectives direct us to create instruction that supports the identified population of learners in gaining skill with the tasks that have been identified?”
4.2. "if the objectives support the goals?" to determine whether the objectives are appropriate.
4.3. "whether the goals realistically reflect the objectives?" to determine whether the instructional goals are appropriately articulated.
5. 6.5 Bloom's and Gagne
5.1. Gagne’s hierarchy of intellectual skills
5.1.1. a progression to solve problems
5.1.1.1. 1. Problem Solving
5.1.1.2. 2. Rule or Principle
5.1.1.3. 3. Defined Concept
5.1.1.4. 4. Discrimination
5.1.2. five possible types of learning outcome
5.1.2.1. 1. intellectual skill
5.1.2.2. 2. cognitive strategy
5.1.2.3. 3. verbal information
5.1.2.4. 4. motor skill
5.1.2.5. 5. attitude
5.1.3. what can be learned
5.1.3.1. 1. declarative knowledge (verbal information)
5.1.3.2. 2. procedural knowledge (motor skills, intellectual skills, and cognitive strategies),
5.1.3.3. 3. affective knowledge (attitudes)
5.2. Bloom’s taxonomy of educational objectives: cognitive domain. - cognitive, affective, and psychomotor. - provide action words,
5.2.1. 1. Evaluating the value of material for a given purpose.
5.2.2. 2. Synthesizing something new from given material.
5.2.3. 3. Analyzing material by breaking it down into its component parts to understand its organizational structure.
5.2.4. 4. Applying learned material in new and concrete contexts.
5.2.5. 5. Comprehending new material.
5.2.6. 6. Knowing previously learned material.
6. 6.4 Translating Goals (the intended outcome)
6.1. 1. Describes what the learners will be able to do upon completing the instruction. 2. Smith and Ragan (2005): - provide a focus of the instruction, - guiding the designer in making decisions about what content should be included, - what strategy should be used, - how students should be evaluated, - learning objectives serve as a concrete focus of communication.
6.2. Bloom’s taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) - to provide action words, - cognitive, affective, and psychomotor
6.2.1. 1. Knowing 2. Comprehending 3. Applying 4. Analysing 5. Synthesising 6. Evaluating
6.3. Gagne’s hierarchy of intellectual skills starts from bottom (Discrimination) to up (Problem Solving) - declarative knowledge (verbal information) - procedural knowledge (motor skills, intellectual skills, and cognitive strategies) - affective knowledge (attitudes) - five possible types of learning outcome: intellectual skill, cognitive strategy, verbal information, motor skill, and attitude.
6.3.1. 1. Discrimination 2. Defined concept 3. Rule or Principle 4. Problem Solving
6.4. ***** Articulating instructional goals written embodiment of the intention behind the instructional intervention
6.5. Prensky (2001) stated, Say NO to strict goals and one-size-fit all - doesn't seem to be realistic - turn learners in passive mode “The words ‘objective,’ ‘learn,’ and ‘know how to’ were banned, replaced with imperative action verbs like ‘build,’ ‘get through,’ ‘repair,’ and ‘rescue.’”
7. 6.7 Goals and Objectives and the Instructional Design Process
7.1. What is the overall purpose of the instructional activity?
7.2. Is the intention of the instruction accurately reflected in the goals and objectives?
7.3. Have the traditions, politics, and predilections of the organization been accounted for when developing the instructional goals?
7.3.1. Do the goals and objectives match the instructional intent regardless of the organization’s influence?