Instructional Design Writing Objectives

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Instructional DesignWriting Objectives

• Frederick C. Blum MD
• Department of Emergency Medicine
• West Virginia University
• November 1999

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The Question!

• Why are you here?

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What is Learning?

• How can you observe learning?

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Definition of Learning

• A planned change in behavior with some degree of
  permanence
• Mike Gallery

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Why have a plan?

• If you dont know where you are going, how will
  you know if you get there.

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Curriculum

• an intention or plan that will determine a
  learning outcome

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End Result?

• In the end, we want to prepare the student to
  perform a job.

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What is performance?

• The achievement or some result(s).
• There are several types
• Individual Performance
• Group Performance
• Organizational Performance

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Individual Performance

• Motivation
• Attitudes
• Knowledge
• Ability
• Aptitude
• Skills

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Job Performance

• Open Systems Theory
• Changes in environment will effect all parts of
  the system
• If you change one part you will automatically
  change the others.

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Job Performance Problem

• Instructional design isnt always the best or
  most cost-effective solution to human performance
  problems.

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Non-instructional solutions

• Feedback methods
• Job Aids
• Reward Systems
• Organizational Redesign
• Student selection practice

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Feedback Methods

• Quality/quantity
• Incidental/intentional
• When to use?
• Deficiency in knowledge, skill, or attitude.
• Could do it in the past
• Skill is used often

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Feedback Methods

• Types
• Coaching
• Wall charts
• Memorandums
• Performance appraisals
• Customer Surveys

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Job Aids

• Stores info external to user
• Guides performance
• Used in real time
• Provides stimuli to user
• Reduces access to memory

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Job Aids

• When to use?
• When consequences of errors are great
• Procedures complicated
• Types
• Checklists
• Algorithms
• Procedure manuals

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Reward Systems

• Tying performance to positive consequences.
• Should be
• Intentional
• External
• Standardized

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Student Selection

• Matching people to jobs by virtue of education,
  experience,attitudes, and abilities.

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Organizational redesign

• Mainly effects job context/environment

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Educational Plan

• The Curriculum

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Historical Problems with the Curriculum

• Perception by faculty as busy work
• Crediting agencies expectations unclear
• Not practical
• Questionable utility
• Bears little relationship to reality

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So Why Have One?

• Crediting agencies requires it
• Student uses
• Focus and direction
• What should I learn during this rotation?
• What should I read during this rotation?
• Where should I be at this stage in my training

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Curriculum Uses

• Faculty Uses
• Sets guidelines for evaluation of students
• Sets expectations for teaching
• Program Director
• Assures exposure to critical components by
  graduation
• Documentation of competency

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Curriculum Components

• Goals
• Objectives
• Implementation methods
• Evaluation
• Feedback

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Goals

• How are these determined?

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Goals

• What are the ideal set of behaviors that a
  student has when the instruction is completed. (
  Where are we going?)
• What set of behaviors does the student have now?
  ( Where are we starting from?)
• How will we get there? ( The curriculum)

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Needs Assessment

• A need is a performance gap separating what
  students know, do, or feel, from what they should
  know, do, or feel

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Methods to collect information

• Interviews
• Direct observation
• Performance measures
• Questionnaires
• Task Analysis

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More Methods

• Focus Groups
• Nominal group techniques
• Delphi procedure
• CISD
• Competency assessment
• Exit interviews

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Assessing Learners

• All learners are not alike
• Types of data
• Demographic data
• Physiologic data
• Experience
• Learning style
• Aptitude

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Assessing Learners (cont.)

• Types of data (cont.)
• Knowledge
• Attitudinal
• Values
• Organizational culture
• Life cycle stage
• Career stage

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Environmental Assessment

• Developmental environment setting in which
  instruction is to be prepared
• Mission
• Philosophy/values
• Structure
• Resources

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Environmental Assessment

• Delivery Assessment
• Learner involvement
• Learner Affiliation
• Instructor support
• Task orientation
• Competition
• Innovation

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Environmental Assessment

• Application Environment
• Peer cohesion
• Supervisor support
• External influences
• Co-workers
• Job stress
• Pay

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Job/Task Analysis

• Individual components required to perform a job
  or task
• Holding them up to our mirror

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Curriculum Components

• Goals
• Objectives
• Implementation Methods
• Evaluation
• Feedback

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Goals vs Objectives

• Goals
• Broad
• General
• Objectives
• More specific
• Observable, measurable

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Goals

• Help frame the overall plan of instruction
• Not too general, not too specific
• Examples
• The student will understand the approach to the
  poisoned patient
• The student will have a basic understanding of
  the instructional design process

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Objectives

• They must be observable and measurable.
• They must focus on the learning outcome you
  desire to achieve.
• They must enable you to achieve the learning
  goals you have set.

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Objectives

• Why have objectives?
• To provide direction to instruction.
• To provide guidelines for assessment.
• To convey instructional intent to others.

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Objectives

• Focus on intended learning outcome. (What
  behavior do we wish to change)
• Focus on student behavior and not teacher
  behavior
• to increase students reading ability
• comprehends assigned reading material

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Objectives

• Focus on product instead of process.
• gains knowledge of basic principles
• Applies basic principles to new situations

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Objectives

• Not simply a list of content
• principles of electricity
• applies basic principles of electricity
• Does not include more than one outcome in each
  goal or objective.
• uses experimental procedures to solve problems
• knows the scientific method and applies in
  effectively

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Objectives

• Selecting the proper level of generality

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Objectives

• You must also decide what level of learning you
  expect from the student for any general goal.

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Objectives

• Human performance
• Motivation
• Attitude
• Knowledge
• Ability
• Skills

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Educational Domains

• Cognitive domain
• Knowledge
• Ability
• Affective domain
• Motivation
• Attitude
• Psychomotor domain
• skills

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Taxonomy of Educational Domains

• Developed by educators to identify all possible
  educational outcomes and classify them in a
  hierarchical pattern.
• Arranged from simple to complex
• Each category includes learning at lower level.
• There is frequent overlap

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Cognitive Domain

• Bloom 1956
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Cognitive Domain

• Knowledge remembering previously learned
  material
• Illustrative verbs
• Defines, describes, identifies, labels, lists,
  matches, names, outlines, selects, states.
• Example
• State the textbook's definition of shock

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Cognitive Domain

• Comprehension ability to grasp the meaning of
  material
• Illustrative verbs
• Converts, defends, distinguishes, estimates,
  extends, generalizes, gives examples, infers,
  paraphrases, predicts, rewrites, summarizes

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Cognitive Domain

• Application ability to use learned material in
  new and concrete situations.
• Illustrative verbs
• Changes, computes, demonstrates, discovers,
  manipulates, modifies, operates, predicts,
  prepares, produces, relates, shows, solves, uses.

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Cognitive Domain

• Analysis ability to break down material into
  component parts so that its organizational
  structure may be understood.
• Illustrative verbs
• Breaks down, diagrams, differentiates,
  discriminates, distinguishes, illustrates,
  infers, outlines, points out, relates, selects,
  separates, subdivides.

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Cognitive Domain

• Synthesis ability to put parts together to form
  a new whole.
• Illustrative verbs
• Categorizes, combines, compiles, creates,
  devises, designs, explains, generates, modifies,
  organizes, plans, rearranges, reconstructs,
  relates, revises, rewrites, summarizes.

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Cognitive Domain

• Evaluation ability to judge the value of
  material for a given purpose.
• Illustrative verbs
• Appraises, compares, concludes, contrasts,
  describes, discriminates, explains, justifies,
  interprets, relates, summarizes, supports

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Affective Domain

• Receiving willingness to attend to a stimuli.
• Responding active participation
• Valuing worth or value a student attaches to an
  object, phenomenon, or behavior
• Organization - comparing relating and
  synthesizing values
• Characterization by Value the individual has a
  well organized value system that controls
  behavior.

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Psychomotor Domain

• Perception
• Set
• Guided response
• Mechanism
• Complex overt response
• Adaptation
• Origination

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Developing a set of educational objectives

• Do the objectives indicate learning outcomes that
  are appropriate to the instructional area.
• Do they represent all logical learning outcomes
• Are they attainable by these students
• Are they in harmony with the philosophy of the
  school etc
• Are they in harmony with the basic principles of
  learning

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Basic principles of learning to consider

• Readiness
• Motivation
• Retention
• Transfer value