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