Module 6 Instructional Analysis for DL

Section 4: Instructional Objectives and Development Plan Developing instructional goals and objectives is one of the most critical aspects of instructional planning for distance learning. While establishing instructional objectives is conducted prior to learner, context, and content analysis, this step also can be conducted after those analysis phases for modifying or improving existing programs. Developing Instructional Objectives Developing instructional objectives involves writing objective statements in several sub domains based on different types of learning content such as: Behavioral domain Cognitive domain Psychomotor domain Affective domain Writing Behavioral Objectives A behavioral objective is a precise statement to indicate that an employee has mastered the knowledge and skills specified in a task. Behavioral objectives usually consist of two essential parts and two optional parts. Essential Parts: Start with an action verb that describes the performance required by the employee. Follow the action verb with the subject content reference that describes the content treated. Examples To define performance objectives. To develop an instructional plan for HTML class. To operate Windows 95 system. During the course of developing performance objectives, selecting appropriate action verb to describe the behavior becomes difficult part of writing objectives. To develop performance objectives in the cognitive domain, a list of verbs that express behaviors on each of the six levels in Bloom's taxonomy can be used. Observable Verbs for the Bloom's Cognitive Domain Level  Verbs Knowledge arrange  define  duplicate  label  list  match  memorize  name  order  recognize  relate  recall  repeat  reproduce Comprehension classify  describe  discuss  explain  express  identify  indicate  locate  recognize  report  restate  review  select  sort  tell  translate Application apply  choose  demonstrate  dramatize  employ  illustrate  interpret  operate  prepare  practice  schedule  sketch solve  use Analysis analyze  appraise  calculate  categorize  compare  contrast  criticize  diagram  differentiate  discriminate  distinguish  examine  experiment  inventory  question  test Synthesis arrange  assemble  collect  compose  construct  create  design  formulate  manage  organize  plan  prepare  propose  set up  synthesize  write Evaluation appraise  argue  assess  attack  choose  compare  defend  estimate  evaluate  judge  predict  rate  score  select  support  value Optional Parts: Two additional parts may be used to describe other parameters as part of the performance requirement. A. Level of achievement The performance standard or criterion indicates the minimum acceptable performance. Examples To describe the six steps of strategic HRD planning in proper order. To troubleshoot compute problem with a correct solution rate of 90%. To provide guest service with a rating of 4.0 out of 5.0 from guest service index. B. Conditions of performance Conditions are resources necessary for establishing evaluation requirements and for specifying the conditions under which the evaluation will take place. Examples Using the local map of the area, reach Post 1 in 30 minutes. Based on the illustrated case, identify three learning and nonlearning needs, respectively. Within a ten-minute period, set up a tent. * Terminal objective vs. Enabling objective A major objective for a topic or task is called a terminal objective. It describes the overall learning outcomes expressed originally as the general purpose for a topic. The enabling objective that describes the specific behaviors that must be learned or performed to achieve the terminal objective. Examples Topic: The automobile distributor Terminal objective: To service a distributor Enabling objective: 1. To identify the four main parts of a distributor 2. To remove and clean the distributor cap 3. To remove and clean the rotor 4. To clean and install breaker points 5. To set breaker points Good Objective Characteristics Describes a major skill performance. Starts with action verb. Is measurable and observable. Is a clear, concise, and precise statement. States a single performance, not a combination of outcomes. Describes an outcome, not the working process. Writing Cognitive Objectives Both behavioral and cognitive objectives specify performance as outcomes. Cognitive objectives, however, must contain two parts to role as complete objectives: a statement of the general performance objective and one or more samples of the specific types of performance that will indicate mastery of the objective. Examples Interprets a graph. 1. Determines the group that sold the most. 2. Determines the groups that were below average. 3. Determines the year with the greatest number of sales. Conducts effective meetings. 1. Prepares an agenda prior to the meeting. 2. Arranges the room for effective communication. 3. States the intended outcomes at the beginning of the meeting. * Behavioral Objective vs. Cognitive Objective While behavioral objectives become the end rather than the means for evaluation, cognitive objectives overcome this problem by first stating a general objective to communicate the intent. Behavioral objectives are particularly well suited for mastery performance where the employee must demonstrate specific behaviors to advance to the next level. Cognitive objectives are well suited for describing higher levels of performance, such as interpersonal skills, negotiation skills, and strategic planning skills. Writing Learning Objectives for the Psychomotor Domain Psychomotor objectives rely on the same four objective parts (action verb, subject content reference, level of achievement, conditions of performance), but the emphasis is on the level of achievement and conditions to perform a task. Some examples of psychomotor objectives are:   Given five rounds of ammunition, the person will shoot each round from 50 feet so that each hits within a 7-inch circle. Given five rounds of ammunition, the person will score a total of 30 points while firing from a distance of 50 feet. Given a malfunctioning light bulb, the person will correctly replace the bulb in 1 minute. One issue in writing psychomotor objectives is time. Time may be difficult to determine since it can be a condition or a criterion. Two interpretations are possible: If the time factor is used to measure the performance, then it is a criterion for the objective. If the time factor is used to set a maximum time limit and there is another criterion, then time is a condition. Writing Learning Objectives for the Affective Domain The affective objectives are relatively difficult to observe and measure because they represent attitudes, feelings, and appreciations. To resolve this issue, one method of developing affective objectives is to specify behaviors indirectly by inferring from what the evaluator can observe. To accomplish this, the objective must to be divided into two parts: First, identify the cognitive component or thought that describes the attitude. Second, identify a behavior that when observed would represent the attitude. Some examples of affective objectives   If the learning objective is to develop a positive relationship with company clients, evidence of accomplishment can be shown if the employee does the following: Is prompt for appointments with clients Calls each client by name, is courteous, and speaks in a friendly tone. Shows an interest in the client as a person by talking about matters, other than business, that are mutually interesting. Spends extra time with a client, as necessary. Provides requested information promptly. If the learning objective is to develop a courteous guest service manner, evidence might include the following: Every time the employee sees a guest, smiles and offers an appropriate hospitality greeting.  Speaks to every guest in a friendly, enthusiastic and courteous tone and manner.  Answers guest questions and requests quickly and efficiently. Anticipates guest needs and resolve guest problems.  There are two categories of affective objectives. According to Mager (1984): Approach tendencies relate to affective objectives exhibiting a positive attitude toward a subject or a situation. Avoidance tendencies occur when the employee's attitude is considered negative toward a subject or a situation. Based on the affective objectives examples, you can see the scheme behind the development of affective objectives is similar to that of developing cognitive objectives. It states a general purpose and then provides specific examples of behaviors that indicate the practice of the objective. Here is a list of affective verbs you can use to develop affective objectives.   acclaim agree argue assume attempt avoid challenge cooperate defend disagree dispute engage in help is attentive to join offer participate in praise resist share volunteer Developing Instructional Development Plan Once an instructional designer completes all necessary steps in instructional analysis and instructional objectives development, he/she now needs to move on to creating an instructional development plan composed of the following components: Instructor name Course and module title Target learners Expected time (duration) for study for each module Instructional objectives Learning framework Evaluation plan Content development tools Delivery methods Technical requirements Course and Module Title In creating an instructional development plan, course and module titles are placed at the head part of the plan. Good course and module titles are succinct and abstract in nature to represent the main ideas of the learning content. If you need, you can use the second level titles for sub sections of the learning module. Target Learners For target learners, specify the major types of learners who will take the distance learning program along with their geographical information. Some examples might be college students in rural area of Oklahoma State, fulltime workers at Oklahoma City, etc. Expected Time for Study It is advised to include the expected duration of learners' average study time in the plan so the learners are prepared in terms of time management. Instructional Objectives Clear and measurable learning objectives guide distance learners to follow through their learning paths within a learning module. Also, instructional objectives become good criteria to assess learners' learning from the distance learning program. Learning Framework The learning framework is developed by reflecting upon the selected instructional principles and strategies to promote learners' learning throughout the distance learning program. This also guides what kinds of learning activities and interactions should be utilized to augment learners' learning. Sometimes, this phase is called as learning sequencing to illustrate the process of learning for a distance program. Examples of learning framework are: Simple level: pretest -> synchronous lecture -> posttest Intermediate level: pretest -> asynchronous lecture -> group discussion -> assignment completion -> posttest Advanced level: pretest -> independent learning through case studies and web searching -> synchronous lecture -> asynchronous group activity -> individual project -> posttest Evaluation Plan Evaluation plan describes what aspects of learning need to be measured throughout the distance learning program. One approach to develop evaluation plan is using two approaches of formative and summative evaluation. In formative evaluation, we want to assess any weaknesses of the program to modify the tryouts or improve the ongoing program to the next level. This can be conducted before and during the process of learning. In summative evaluation, we measure to what extent learners achieve the instructional objectives along with their satisfaction level from the learning experiences. Kirkpatrick's Four Level Evaluation model is a good framework to conduct the summative evaluation. Details of the evaluation method will be discussed at the later part of this semester. Content Development Tools In order to develop learning content for a distance program, the instructional development plan also needs to specify which content development tools will be used. Some examples are web page development software such Dreamweaver, Frontpage, Nvu, etc. Also, other software tools need to be decided for graphics development, video editing, and sound editing if they are necessary for content development of the distance learning program. Delivery Method and Schedule Selection of delivery methods for the distance learning program is critical part of the instructional planning. In deciding the delivery methods, you need to find first which delivery and learning management systems are available at the institutional and organizational level. Once identified, you need to analyze the major features of the delivery systems along with the rationale to choose the system compared to other systems. For planning purpose, it is also advised to include instructional delivery schedule (e.g., daily, weekly, monthly, etc.). Technical Requirements Deciding the types of equipment and/or software that are minimum to take the distance learning program is also important. Examples includes hardware requirements (CPU speed, RAM size, hard drive capacity, monitor screen size/resolution, CD/DVD drive), web browser, plug-ins for web content display, headphone, microphone, etc. This is the end of learning module 6. You have the following assignments for this learning module. Readings: chapter 2 Quiz 3 Assignment 5 Due date: June 2 Previous