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Nuts and Bolts: Do Your Learning Objectives Match Strategies and Outcomes?
by Jane Bozarth July 5, 2011 Column Talking is easy. Presenting bullet points is easy. Figuring out how to reach the other domains to provide psychomotor practice or to elicit an emotional response is your challenge in developing ef f ective eLearning. T he problem with most learning objectives is that they tend not to relate to anything anyone will actually be able to do in this world. Roger Schank, Lessons in Training, Learning, and eLearning. Editors Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens. T he learning objectives of your program will drive the design. What are the desired perf ormance outcomes? It can be hard to keep these in sight when caught up in designing. And it can be challenging to develop objectives that support real-world perf ormance. Academic objectives, such as, T he participant will list, def ine, describe. . . are easy to write, and theyre easy to teach to (lecture, bulleted slides), and theyre easy to test (matching, multiple choice). But is any learning taking place that will be of any use in the workplace? Ive never had a boss ask me to list anything.
Blooms Taxonomy
Im guessing that readers involved in training and instructional design have at least a passing knowledge of Benjamin Blooms taxonomy of objectives, which describes learning in terms of level of abstraction. If you envision Blooms ideas as a ladder moving up through levels of sophistication, the lowest level, remembering, addresses only recall and provides training that asks learners to do little more than recite a series of steps in a process or memorize some def initions of terms. T he remaining climb up the ladder would include, in order, understanding, applying, analyzing, evaluating, and, f inally, creating. (T his is an extremely truncated explanation, meant as a quick reminder f or those with a background with Bloom; I encourage those unf amiliar with his work to Google about f or more.)
Restate
Deeper understanding
Predict Describe
Translate
customer Given choices, rank order phrases used to def use angry customer, f rom most ef f ective to least ef f ective
Given simple scenario, utilize f ourstep process in def using angry customer Given brief description of angry customer, practice using def using phrases in a skill practice or role play
Given complex scenario, break into component parts to identif y underlying f actors Given script of unsuccessf ul customer interaction, identif y phrases or words that made the situation worse
Evaluating Debate Contrast Distinguish Compile Pull together Accumulate Creating Judge Choose course of action Evaluate data
Given complex scenario, work to identif y root of customer complaint and utilize f our-step process in def using customers anger
Opportunity to self correct Provide practice Encourage ref lection Facilitate transf er
Given complex less-structured scenario, use f our-step process to generate own ef f ective response to angry customer
Some material adapted f rom Bozarth, J. (2008) Better than Bullet Points: Creating Engaging eLearning with PowerPoint. San Francisco: Pf eif f er.