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Identifying
Instructional Objectives
 Introduction
to Instructional Objectives (2:23)
Learning Objectives
Learners will:
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Indicate the purposes instructional objectives have in
the design process.
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Identify the parts of a learning objective.
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Write clear statements of instructional objectives
stating specific learning outcomes.
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Write instructional objectives in various learning
domains at the appropriate level of intellectual aptitude or skill
ability.
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Arrange objectives in a sequence the ensures
preordinate objectives build toward more advanced objectives.
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State how objective can be refined and used to assess
student learning and evaluate the instruction.
Readings
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Morrison, Ross,
and Kemp, Chapter 5.
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Ever wonder what verbs to use in writing an
instructional objective? wonder no more as you view this fairly
comprehensive list of Key
Words in Instructional Objectives, thanks to Brian Phelps.
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Overview
of instructional objectives.
Assignments
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After
completing the readings, go to the self-check
on writing instructional objectives. Analyze these objectives
for their accuracy and quality. Indicate on a piece of paper if
you feel they are adequate objectives. If they are not, indicate
what revision they require. Access the key to check your
answers. Monitor your activity with writing objectives so that
you feel comfortable and proficient at the task. Afterward, work
with your team to identify objectives for each goal in your
design. Your design should contain from 5 to 8 goals with 2 to 3
objectives, each meeting all the criteria for an effective design.
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Design
Document 1
You are now ready
to start constructing your instructional design. From the work
you've done in previous units, you will submit the first phase of a
design in the form of Design Document 1. That document will
consist of . . .
1.
The Problem
Statement: A specific, concise statement of the problem which
your instruction addresses.
2.
Goal
Analysis: The refined set of goals that the instruction will
achieve.
3.
Analysis of
Learner Characteristics: This section will consist of two parts,
the general characteristics of the learners and the entry competencies
required or expected of the learners.
4.
Task analyses.
5.
The final
instructional objectives that will guide your continued design.
Discussion
Thursday, Oct.
24,
2002 8:00 p.m.
Chat Transcript
Guest: Randy Knuth,
Pacific Regional Educational Laboratory
| Dr.
Randy Knuth is a former science teacher from western
Montana.
After teaching for several years Randy packed up
his family and moved to Bloomington, IN where he completed
his doctorate in Instructional Technology at Indiana
University.
For nearly ten years Randy worked at the North
Central Regional Educational Laboratory in Chicago where
he led key educational technology initiatives.
Before leaving he served as director of the lab's
technology consortia. Randy now lives with his
family in Spokane, WA where he works for the Pacific
Regional Educational Laboratory. In almost every
facet of his work, Randy has applied design principles.
He'll share some of that work with us. |
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