ISD Element: Design

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ISD Element Design
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Objectives

• Design
• Objectives within each domain of learning,
• Sequence of content, and
• An appropriate test.

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Writing Instructional Objectives

• Text Chapter 5
• Manual Unit III, Lesson 1

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Questions to Consider

• What is the purpose of this instruction?
• What can learners do to demonstrate they
  understand the material?
• How can you assess whether the learners have
  mastered the content?
• If you have good test items, do you really need
  objectives?
• Dont instructors know what needs to be taught in
  a course?
• What type of content and performance are
  specified in the objectives?

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Specific Objectives

• Define instructional objective.
• Identify the functions of an instructional
  objective.
• Describe the three objective domains.
• Write cognitive objectives.
• Write psychomotor objectives.
• Write affective objectives.

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An instructional objective is

• A statement that defines the benefits of
  instruction by identifying what the learner is to
  accomplish.

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Functions of Objectives

• Offer a means to design effective instruction
• Provide a framework for evaluating student
  learning
• Guide to learner in identifying they skills and
  knowledge they must master

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Objective Domains

• Cognitive
• Psychomotor
• Affective

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Cognitive Objectives

• Describe goals related to knowledge, naming,
  solving, predicting, and other intellectual
  aspects of learning. Receive the most attention
  in instructional programs.
• May be classified according to Blooms Taxonomy.
• Recall (knowledge level)
• Intellectual activities (comprehension level and
  higher)

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Cognitive Domain

• Behavioral Objectives
• Are well suited for mastery learning instruction.
  
• Cognitive Objectives
• Are well suited for higher levels of learning.

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To write objectives

• Answer this question.
• Precisely, what behaviors can the learner
  demonstrate to indicate that he or she has
  mastered the knowledge specified?
• Include these essential parts.
• Action verb
• Subject content reference
• Level of achievement
• Conditions of Performance
• Consider including enabling or supporting
  objectives.
• Where do these come from?

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Examples

• Register students for WED classes.
• Identify term in which students must be
  registered.
• Identify out-of-cycle students who have an
  individualized program.
• Identify students on financial hold list.
• Complete Registration Table for each term and for
  out-of-cycle students.
• Send Registration Table to Carbondale for final
  processing.

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To write cognitive objectives

• Include two parts
• General Objective (GO) -- Use the verbs
  associated with the six levels of the Blooms
  Taxonomy.
• Specific Objective (SO) -- Use verbs related to
  each level of the Blooms Taxonomy.

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Examples

• Know the meaning of common terms.
• Identify the correct definitions of terms.
• Identify the meaning of terms when used in
  context.
• Distinguish between terms on the basis of
  meaning.
• Select the most appropriate terms when describing
  curriculum design procedures.

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Examples (continued)

• Comprehend the relevant principles of curriculum
  design.
• Describe each principle in his or her own words.
• Match a specific example to each principle.
• Explain the relevance of each principle to the
  major components of the curriculum design model.

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Examples (continued)

• Apply the principles in curriculum design.
• Demonstrate use of curriculum design model in the
  development of an occupationally specific Plan of
  Instruction.
• Modify existing Plan of Instruction to align with
  principles of curricular design.
• Relate ethical standards to curriculum design.

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Psychomotor Objectives

• Describe goals related to the physical activities
  of performing, manipulating and constructing.
• Contain 3 characteristics.
• May be classified according to Daves Taxonomy.

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Characteristics

• Condition
• Performance
• Criteria
• Example Given a regulation baseball, home team,
  opposing team, home plate umpire, and a baseball
  field, the pitcher will throw a fast ball at 90
  miles per hour in the strike zone.

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Performance

• An objective must state what it is that learners
  must do to demonstrate their mastery of the
  objective.
• It must be visible or audible.
• Objectives must be about intended outcomes, not
  processes.
• Examples of doing or hearing verbs/words?

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Conditions

• Conditions describe the givens and/or limitations
  within which the performance is supposed to
  occur.
• Conditions include what
• an individual will use (e.g., tools, forms,
  etc.).
• an individual will not use (e.g., checklists or
  other aids).
• real-world conditions the individual will be
  expected to perform.

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Criterion

• A standard of success against which to test the
  success of instruction.
• Students (employees) will know how to judge their
  performance.
• You can prove that your students (employees) can
  DO what you set out to teach them.

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Criterion have to do with

• Time
• Quantity
• Accuracy
• Quality

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Where do criteria come from?

• Job requirements
• Improvement requirements
• Academic requirements
• Personal experience

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Affective Objectives

• Describe goals related to attitudes,
  appreciations, values, and emotions such as
  enjoying, conserving, and respecting.
• Receive the least amount of attention, although
  believed to be very important to education and
  training.
• May be classified according to Krathwohls
  Taxonomy.

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To write affective behaviors

• Specify behaviors indirectly by inferring from
  observable behavior.
• Include two parts
• Identify the cognitive component that describes
  the attitude.
• Identify a behavior that when observed would
  represent the attitude.

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Examples

• Respect the flag.
• Salute the flag during the playing of the
  national anthem.
• Display the flag with a light after sunset.
• Display the flag so that it does not touch the
  ground.
• Retire worn flags during the proper ceremony.

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Selecting an Appropriate Test

• Text Chapter 10
• Manual Unit III, Lesson 2

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Questions to Consider

• How can I determine whether this course is
  teaching what it is supposed to?
• What are some ways to measure student
  accomplishment of objectives?
• When it is appropriate to use a performance test
  instead of an written test?
• Is a self check important?

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Specific Objectives

• Identify the purposes of evaluation.
• Describe the relationship between evaluation and
  instructional objectives.
• Describe the importance of validity and
  reliability to evaluation.
• Select appropriate test types.

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Purposes of Evaluation

• To determine student success in learning.
• Three types of evaluation contribute to this
  purpose.
• Formative Evaluation
• Summative Evaluation
• Confirmative Evaluation

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Evaluation and Instructional Objectives

• Methods of evaluation are used to determine to
  what extent the objectives of the course are
  achieved.
• Develop evaluation instruments right after
  writing the objectives.
• Match type of assessment and type of objective.
• Use several sources of data.

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Matching Measures to Objectives

• Achievement on a written test says little about
  ability to perform desired skills.
• Verbatim recall of facts from a list is a
  lower-level measure of learning.
• Specific measure used should generate valid
  results.

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The Match Cognitive Learning

• Central to most instructional programs
• How do we measure cognitive learning?
• Objective Tests
• Multiple Choice
• True/False
• Matching
• Constructed-Response Tests
• Short Answer
• Essay
• Problem Solving

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The Match Psychomotor Learning

• Examination of overt actions that can be directly
  observed.
• How do we measure psychomotor learning?
• Direct Testing
• Analysis of Naturally Occurring Results
• Rating Behavior through Direct Observation
• Checklists
• Authentic Tests

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The Match Affective Learning

• Feelings, values, and beliefs are very private
  matters that cannot be measured directly. They
  are inferred through words and behavior.
• How do we measure affective learning?
• Observation and Anecdotal Records
• Assessment of Behavior
• Attitude Survey
• Interview

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Validity and Reliability

• Validity
• The test measures what it is supposed to measure.
• Reliability
• The test produces consistent results whenever it
  is used.

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The Role of the Self-Check

• Successful learning is enhanced when individuals
  receive feedback on how well they are learning as
  instruction takes place.

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Sequence of Content

• Text Chapter 6
• Manual Unit III, Lesson 3

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Questions to Consider

• How should I structure, name, and describe my
  occupationally specific training program?
• Can sequencing the content improve the learners
  understanding?
• When do I determine the sequencing of the content?

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Specific Objectives

• Write a program description.
• Identify program content by instructional units.
• Sequence instructional units.

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Program Description

• A program description provides an overview of the
  content and activities, including who will
  benefit.

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Naming Instructional Units

• Use the gerund (or ing) form of the verb.
• Use general topic name.
• Other

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Sequencing Instructional Units

• Learner-Related Sequencing
• World-Related Sequencing
• Concept-Related Sequencing
• Content Expertise Sequencing
• Task Expertise Sequencing

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Sequencing Objectives

• Chronological
• Topical
• Whole to part
• Part to whole
• Known to unknown
• Unknown to known
• Step by step
• Part to part to part
• General to specific