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Instructional Design Writing Objectives. Frederick C. Blum MD Department of Emergency Medicine West Virginia University November 1999. The Question!. Why are you here?. What is Learning?. How can you observe learning?. Definition of Learning. - PowerPoint PPT Presentation
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Instructional DesignWriting Objectives
Frederick C. Blum MDFrederick C. Blum MD
Department of Department of Emergency MedicineEmergency Medicine
West Virginia UniversityWest Virginia University
November 1999November 1999
The Question!
Why are you here?Why are you here?
What is Learning?
How can you observe learning?How can you observe learning?
Definition of Learning
““A planned change in behavior with some A planned change in behavior with some degree of permanence”degree of permanence”
Mike GalleryMike Gallery
Why have a plan?
If you don’t know where you are going, If you don’t know where you are going, how will you know if you get there.how will you know if you get there.
Curriculum
““an intention or plan that will determine a an intention or plan that will determine a learning outcome”learning outcome”
End Result?
In the end, we want to prepare the student In the end, we want to prepare the student to perform a job.to perform a job.
What is performance?
The achievement or some result(s).The achievement or some result(s). There are several typesThere are several types
Individual PerformanceIndividual Performance Group PerformanceGroup Performance Organizational PerformanceOrganizational Performance
Individual Performance
MotivationMotivation AttitudesAttitudes KnowledgeKnowledge AbilityAbility AptitudeAptitude SkillsSkills
Job Performance
Open Systems TheoryOpen Systems Theory Changes in environment will effect all Changes in environment will effect all
parts of the systemparts of the system If you change one part you will If you change one part you will
automatically change the others.automatically change the others.
Job Performance Problem
Instructional design isn’t always the best or Instructional design isn’t always the best or most cost-effective solution to human most cost-effective solution to human performance problems.performance problems.
Non-instructional solutions
Feedback methodsFeedback methods Job AidsJob Aids Reward SystemsReward Systems Organizational RedesignOrganizational Redesign Student selection practiceStudent selection practice
Feedback Methods
Quality/quantityQuality/quantity Incidental/intentionalIncidental/intentional When to use?When to use?
Deficiency in knowledge, skill, or Deficiency in knowledge, skill, or attitude.attitude.
Could do it in the pastCould do it in the past Skill is used oftenSkill is used often
Feedback Methods
TypesTypes CoachingCoaching Wall chartsWall charts MemorandumsMemorandums Performance appraisalsPerformance appraisals Customer SurveysCustomer Surveys
Job Aids
Stores info external to userStores info external to user Guides performanceGuides performance Used in real timeUsed in real time Provides stimuli to userProvides stimuli to user Reduces access to memoryReduces access to memory
Job Aids
When to use?When to use? When consequences of errors are greatWhen consequences of errors are great Procedures complicatedProcedures complicated
TypesTypes ChecklistsChecklists AlgorithmsAlgorithms Procedure manualsProcedure manuals
Reward Systems
Tying performance to positive Tying performance to positive consequences.consequences.
Should be Should be IntentionalIntentional ExternalExternal StandardizedStandardized
Student Selection
Matching people to jobs by virtue of Matching people to jobs by virtue of education, experience,attitudes, and education, experience,attitudes, and abilities.abilities.
Organizational redesign
Mainly effects job context/environmentMainly effects job context/environment
Educational Plan
The CurriculumThe Curriculum
Historical Problems with the Curriculum Perception by faculty as “busy work”Perception by faculty as “busy work” Crediting agencies expectations unclearCrediting agencies expectations unclear Not practicalNot practical Questionable utilityQuestionable utility Bears little relationship to realityBears little relationship to reality
So Why Have One?
Crediting agencies requires itCrediting agencies requires it Student usesStudent uses
Focus and directionFocus and direction What should I learn during this rotation?What should I learn during this rotation? What should I read during this rotation?What should I read during this rotation? Where should I be at this stage in my Where should I be at this stage in my
training”training”
Curriculum Uses
Faculty UsesFaculty Uses Sets guidelines for evaluation of studentsSets guidelines for evaluation of students Sets expectations for teachingSets expectations for teaching
Program DirectorProgram Director Assures exposure to critical components by Assures exposure to critical components by
graduationgraduation Documentation of competencyDocumentation of competency
Curriculum Components
GoalsGoals ObjectivesObjectives Implementation methodsImplementation methods EvaluationEvaluation FeedbackFeedback
Goals
How are these determined?How are these determined?
Goals
What are the ideal set of What are the ideal set of behaviorsbehaviors that a that a student has when the instruction is student has when the instruction is completed. ( Where are we going?)completed. ( Where are we going?)
What set of behaviors does the student have What set of behaviors does the student have now? ( Where are we starting from?)now? ( Where are we starting from?)
How will we get there? ( The curriculum)How will we get there? ( The curriculum)
Needs Assessment
A “need” is a performance gap separating A “need” is a performance gap separating what students know, do, or feel, from what what students know, do, or feel, from what they should know, do, or feelthey should know, do, or feel
Methods to collect information
InterviewsInterviews Direct observationDirect observation Performance measuresPerformance measures QuestionnairesQuestionnaires Task AnalysisTask Analysis
More Methods
Focus GroupsFocus Groups Nominal group techniquesNominal group techniques Delphi procedureDelphi procedure CISDCISD Competency assessmentCompetency assessment Exit interviewsExit interviews
Assessing Learners
“ “ All learners are not alike”All learners are not alike” Types of dataTypes of data
Demographic dataDemographic data Physiologic dataPhysiologic data ExperienceExperience Learning styleLearning style AptitudeAptitude
Assessing Learners (cont.)
Types of data (cont.)Types of data (cont.) KnowledgeKnowledge AttitudinalAttitudinal ValuesValues Organizational cultureOrganizational culture Life cycle stageLife cycle stage Career stageCareer stage
Environmental Assessment
Developmental environment – setting in Developmental environment – setting in which instruction is to be preparedwhich instruction is to be prepared MissionMission Philosophy/valuesPhilosophy/values StructureStructure ResourcesResources
Environmental Assessment
Delivery AssessmentDelivery Assessment Learner involvementLearner involvement Learner AffiliationLearner Affiliation Instructor supportInstructor support Task orientationTask orientation CompetitionCompetition InnovationInnovation
Environmental Assessment Application EnvironmentApplication Environment
Peer cohesionPeer cohesion Supervisor supportSupervisor support External influencesExternal influences Co-workersCo-workers Job stressJob stress PayPay
Job/Task Analysis
Individual components required to perform Individual components required to perform a job or taska job or task
Holding them up to Holding them up to ourour mirror mirror
Curriculum Components
GoalsGoals ObjectivesObjectives Implementation MethodsImplementation Methods EvaluationEvaluation FeedbackFeedback
Goals vs Objectives
GoalsGoals BroadBroad GeneralGeneral
ObjectivesObjectives More specificMore specific Observable, measurableObservable, measurable
Goals
Help frame the overall plan of instructionHelp frame the overall plan of instruction Not too general, not too specificNot too general, not too specific Examples:Examples:
The student will understand the approach The student will understand the approach to the poisoned patientto the poisoned patient
The student will have a basic The student will have a basic understanding of the instructional design understanding of the instructional design processprocess
Objectives
They must be observable and measurable.They must be observable and measurable. They must focus on the learning outcome They must focus on the learning outcome
you desire to achieve.you desire to achieve. They must enable you to achieve the They must enable you to achieve the
learning goals you have set.learning goals you have set.
Objectives
Why have objectives?Why have objectives? To provide direction to instruction.To provide direction to instruction. To provide guidelines for assessment.To provide guidelines for assessment. To convey instructional intent to others.To convey instructional intent to others.
Objectives
Focus on intended learning outcome. (What Focus on intended learning outcome. (What behavior do we wish to change)behavior do we wish to change) Focus on student behavior and not Focus on student behavior and not
teacher behaviorteacher behavior““to increase student’s reading ability”to increase student’s reading ability”““comprehends assigned reading comprehends assigned reading
material”material”
Objectives
Focus on product instead of process.Focus on product instead of process. ““gains knowledge of basic principles”gains knowledge of basic principles” ““Applies basic principles to new Applies basic principles to new
situations”situations”
Objectives
Not simply a list of contentNot simply a list of content ““principles of electricity”principles of electricity” ““applies basic principles of electricity”applies basic principles of electricity”
Does not include more than one outcome in each Does not include more than one outcome in each goal or objective.goal or objective. ““uses experimental procedures to solve uses experimental procedures to solve
problems”problems” ““knows the scientific method and applies in knows the scientific method and applies in
effectively”effectively”
Objectives
Selecting the proper level of generalitySelecting the proper level of generality
Objectives
You must also decide what level of learning You must also decide what level of learning you expect from the student for any general you expect from the student for any general goal.goal.
Objectives
Human performanceHuman performance MotivationMotivation AttitudeAttitude KnowledgeKnowledge AbilityAbility SkillsSkills
Educational Domains
Cognitive domainCognitive domain KnowledgeKnowledge AbilityAbility
Affective domainAffective domain Motivation Motivation AttitudeAttitude
Psychomotor domainPsychomotor domain skillsskills
Taxonomy of Educational Domains Developed by educators to identify all Developed by educators to identify all
possible educational outcomes and classify possible educational outcomes and classify them in a hierarchical pattern.them in a hierarchical pattern.
Arranged from simple to complexArranged from simple to complex Each category includes learning at lower Each category includes learning at lower
level.level. There is frequent overlapThere is frequent overlap
Cognitive Domain
Bloom 1956Bloom 1956 KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation
Cognitive Domain
KnowledgeKnowledge – remembering previously – remembering previously learned materiallearned material
Illustrative verbsIllustrative verbs Defines, describes, identifies, labels, lists, Defines, describes, identifies, labels, lists,
matches, names, outlines, selects, states.matches, names, outlines, selects, states. Example:Example:
State the textbook's definition of shockState the textbook's definition of shock
Cognitive Domain
ComprehensionComprehension – ability to grasp the – ability to grasp the meaning of materialmeaning of material
Illustrative verbs:Illustrative verbs: Converts, defends, distinguishes, Converts, defends, distinguishes,
estimates, extends, generalizes, gives estimates, extends, generalizes, gives examples, infers, paraphrases, predicts, examples, infers, paraphrases, predicts, rewrites, summarizesrewrites, summarizes
Cognitive Domain
Application Application – ability to use learned – ability to use learned material in new and concrete situations.material in new and concrete situations.
Illustrative verbs:Illustrative verbs: Changes, computes, demonstrates, Changes, computes, demonstrates,
discovers, manipulates, modifies, discovers, manipulates, modifies, operates, predicts, prepares, produces, operates, predicts, prepares, produces, relates, shows, solves, uses.relates, shows, solves, uses.
Cognitive Domain
AnalysisAnalysis – ability to break down material – ability to break down material into component parts so that its into component parts so that its organizational structure may be understood.organizational structure may be understood.
Illustrative verbs:Illustrative verbs: Breaks down, diagrams, differentiates, Breaks down, diagrams, differentiates,
discriminates, distinguishes, illustrates, discriminates, distinguishes, illustrates, infers, outlines, points out, relates, infers, outlines, points out, relates, selects, separates, subdivides.selects, separates, subdivides.
Cognitive Domain
SynthesisSynthesis – ability to put parts together to – ability to put parts together to form a new whole.form a new whole.
Illustrative verbs:Illustrative verbs: Categorizes, combines, compiles, creates, Categorizes, combines, compiles, creates,
devises, designs, explains, generates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, modifies, organizes, plans, rearranges, reconstructs, relates, revises, rewrites, reconstructs, relates, revises, rewrites, summarizes.summarizes.
Cognitive Domain
EvaluationEvaluation – ability to judge the value of – ability to judge the value of material for a given purpose.material for a given purpose.
Illustrative verbs:Illustrative verbs: Appraises, compares, concludes, Appraises, compares, concludes,
contrasts, describes, discriminates, contrasts, describes, discriminates, explains, justifies, interprets, relates, explains, justifies, interprets, relates, summarizes, supportssummarizes, supports
Affective Domain
ReceivingReceiving – willingness to attend to a stimuli. – willingness to attend to a stimuli. RespondingResponding – active participation – active participation ValuingValuing – worth or value a student attaches to an – worth or value a student attaches to an
object, phenomenon, or behaviorobject, phenomenon, or behavior Organization Organization - comparing relating and - comparing relating and
synthesizing valuessynthesizing values Characterization by ValueCharacterization by Value – the individual has a – the individual has a
well organized value system that controls well organized value system that controls behavior.behavior.
Psychomotor Domain
PerceptionPerception SetSet Guided responseGuided response MechanismMechanism Complex overt responseComplex overt response AdaptationAdaptation OriginationOrigination
Developing a set of educational objectives Do the objectives indicate learning outcomes that Do the objectives indicate learning outcomes that
are appropriate to the instructional area.are appropriate to the instructional area. Do they represent all logical learning outcomesDo they represent all logical learning outcomes Are they attainable by these studentsAre they attainable by these students Are they in harmony with the philosophy of the Are they in harmony with the philosophy of the
school etcschool etc Are they in harmony with the basic principles of Are they in harmony with the basic principles of
learninglearning
Basic principles of learning to consider ReadinessReadiness MotivationMotivation RetentionRetention Transfer valueTransfer value
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