Learning Objectives Doris R. Brodeur, Ph.D. Massachusetts Institute of

Learning Objectives Doris R. Brodeur, Ph.D. Massachusetts Institute of Technology [email protected] November 2003

Today’s Learning Objectives As a result of today’s session, you will be able to: – Describe ways to use objectives to improve learning – Write measurable learning objectives – Classify learning objectives – Appreciate the importance of communicating expectations to students

A Learning Framework Learning Curriculum Pedagogy Learning Environment Assessment

A Learning Design (Wiggins & McTighe, 1998) Stage Key Design Questions Curriculum: Identify desired outcomes What is worthy and requiring of understanding? Pedagogy: Plan teaching and learning experiences What learning experiences and teaching promote understanding? Which ones inspire? Assessment: Determine acceptable evidence What is evidence of understanding? Design Design Criteria Considerations Alumni and industry perspectives Professional standards Program strengths Faculty expertise Enduring ideas Discipline-based work Uncoverage of misconceptions Will engage students Attainable, measurable Research-based Leads to desired repertoire of learning outcomes and teaching strategies Engaging Reflective Self-adjusting Feasible Categories of outcomes Of continuing interest Continuum of Important information assessment methods Critical to scope Match of outcomes and Discipline-based work methods Feasible

Related Terms Educational goals Educational aims Educational objectives Student learning outcomes Intended learning outcomes Learning targets Assessment targets

Why use learning objectives? (Gronlund, 2000) To provide a focus for instruction To provide guidelines for learning To provide targets for assessment To communicate expectations to learners To convey instructional intent to others To provide for evaluation of instruction

Effective statements of learning objectives . Focus on skills and abilities central to the discipline and based on professional standards Are general enough to capture important learning, but clear and specific enough to be measurable Focus on aspects of learning that will develop and endure but that can be assessed in some form now.

Effective statements of learning objectives . Are student-focused Focus on the learning resulting from an activity, or course, or program Reflect the institution’s mission and the values it represents Are in alignment at course, academic program, and institutional levels Focus on important, non-trivial aspects of learning that are credible to the public

Exercise: Use the 8 criteria on the previous slides to evaluate the learning objectives for your course. Give an example of an objective that meets most of the criteria. If you did not bring your objectives, use the samples that follow. Evaluating Learning Objectives

Sample Learning Objectives Calculate lift and drag for blimps and airfoils. Use lift and drag calculations to evaluate aerodynamic vehicle performance. Design an internal structural configuration for simple trusses, beams, columns, and shafts in order to meet specified leading and deformation criteria. Explain at a level understandable by a nontechnical person how jet propulsion works. Create models of inviscid, steady fluid flow over simple profiles and shapes.

Sample Learning Objectives (cont.) Explain the division of the resistance of a ship into its components. Distinguish emissions from combustion characteristics. Create interactive 3-D models of products and environments using VRML. Analyze and evaluate different planning techniques. Solve a system of linear equations using Gaussian elimination. Solve a system of linear equations using matrix inverse and matrix calculations.

Sample Learning Objectives (cont.) Draw conclusions about the solvability of a system of linear equations using determinant and rank of a matrix. Solve geometric problems concerning lines and planes using vectors. Choose a basis for the plane or the space suitable for a specific geometric problem. Judge if proposals to modification or proposals to new uses are a) possible, b) suitable, and c) outstanding.

Sample Learning Objectives (cont.) Conduct a heat balance over a conventional steam power plant. Analyze the relationships among the properties, structures, heat treatment, and load for metals. Be aware of typical properties and applications for common kinds of alloys. Analyze the factors which cause metals to disintegrate in humid environments. Use energy principles to determine the stress and deformation states of structures comprised of one-dimensional elements (beams, columns, and rods).

Writing Learning Objectives (Mager, 1975) The skill or behavior -- what the learner will be able to know, do, have an opinion about, etc. The condition(s) -- the environment, tools, situation in which the learner will perform The criteria -- the limits or range of an acceptable response, i.e., how well does the learner have to perform?

Exercise: Examine the learning objectives for your course. Give an example of the – Skill or behavior – Condition(s) – Criteria Identify the parts of an objective in the sample learning objective distributed to you. Writing Learning Objectives

Classifying Learning Objectives with Bloom’s Taxonomy Cognitive domain (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956) Affective domain (Krathwohl, Bloom, & Masia, 1964) Psychomotor domain (Simpson, 1972)

Taxonomy of Educational Objectives: Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation Faktakunskaper Förståelse Tillämpning Analys Syntes Värdering

Sample Objectives in the Six Levels of the Cognitive Domain K: Identify and define a system, its behavior, and its elements. (CDIO 2.3.1) C: Explain the links between engineering theory and practice. (CDIO 2.5.4) A: Use prototypes and test articles in design development. (CDIO 4.4.1) A: Analyze the strengths and weaknesses of the design team. (CDIO 3.1.1) S: Formulate solutions to problems using creativity and good decision making skills. (CDIO 3.1.2) E: Appraise operational systems and recommend improvements. (CDIO 4.6.4)

Taxonomy of Educational Objectives: Affective Domain Receiving Responding Valuing Organization Characterization by a Value System

Sample Objectives in the Affective Domain Recognize the ethical issues involved in using people in scientific experiments. (CDIO 2.2.3) Demonstrate the courage to act on principle despite adversity. (CDIO 2.5.1) Value the importance of hard work, intensity, and attention to detail. (CDIO 2.4.2) Commit to a personal program of lifelong learning and professional development. (CDIO 2.4.6)

Taxonomy of Educational Objectives: Psychomotor Domain Perception Set Guided Response Mechanism Complex Overt Response Adaptation Origination

Sample Objectives in the Psychomotor Domain Use appropriate nonverbal communications, e.g., gestures, eye contact, poise. (CDIO 3.2.6) Create interactive 3-D models of products and environments using lightweight metals. (CDIO 1.3) Determine the stress and deformation states of structures using the appropriate physical tools and measures. (CDIO 1.3)

Use learning objectives to . Communicate expectations to students at the start of a course or program (syllabus) Decide the best ways to teach the subject matter (teaching) Decide the best ways for students to acquire the intended knowledge, skills, and attitudes (learning) Plan ways for students to demonstrate their knowledge, skills, and attitudes (assessment)

Review Today’s learning objectives: – – – – Describe ways to use objectives to improve learning Write measurable learning objectives Classify learning objectives Appreciate the importance of communicating expectations to students Classify each learning objective and identify the key parts of the objective. Estimate your progress toward achieving each of today’s learning objectives.

References Bloom, B. S., Englehatt, M D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I -- Cognitive domain. New York: Wiley. Gronlund, N. E. (2000). How to write and use instructional objectives, 6th ed. Upper Saddle River, NJ: Merrill. Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II -Affective domain. New York: Wiley.

References (cont.) Mager, R. F. (1975). Preparing instructional objectives. Palo Alto, CA: Fearon. Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Vol. 3. Washington, DC: Gryphon House. Stiggins, R. J. (1997). Student-centered classroom assessment, 2nd ed. Upper Saddle River, NJ: Merrill. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.