Objective Formulation and Wrap-up of High-level Design EDU 553 – Principles of Instructional Design Dr. Steve Broskoske This is an audio PowerCast. Make sure your volume is turned up, and press F5 to begin. Audio will not begin until slide #4.
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Objective Formulation and Wrap-up of High-level Design EDU 553
Principles of Instructional Design Dr. Steve Broskoske This is an
audio PowerCast. Make sure your volume is turned up, and press F5
to begin. Audio will not begin until slide #4.
Slide 3
Outline Writing Objectives Putting Together the High Level
Design Document Review and Next Steps
Slide 4
Writing Objectives
Slide 5
The Basis for Objectives Review essential knowledge and tasks.
Group the task analysis into clusters. Write an objective for each
goal statement. Write objectives for additional essential
information. As you formulate objectives, you may end up revising
your task analysis diagram (and your content outline). ID is a
dynamic process!
Slide 6
Writing Performance Objectives Audience Who is the learner?
(Focus on the individual learner.) Behavior What specific
observable, measurable behavior will be performed? Condition Under
what specific conditions will the behavior will be performed?
Degree What percentage/degree of accuracy will the behavior be
performed? (Sometimes by the nature of the task this is
self-evident.)
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Writing Performance Objectives In general, ensure that the
objectives specify observable behaviors. State what the learner
will do to demonstrate learning, not what the instructor will do to
provide the instruction.
Slide 8
Writing Performance Objectives When describing behavior in
objectives, avoid the use of verbs such as: Understand, know,
appreciate, believe, feel. Use verbs such as: Adjust, assemble,
build, calculate, categorize, choose, circle, count, demonstrate,
describe, discuss, explain, identify, label, list, match, operate,
provide, sort, state, summarize, write.
Slide 9
Example Given a one page document to edit that uses three
different acronyms, the 8th grade student will demonstrate the
proper use of acronyms by spelling out the acronyms the first time
they are used in a technical document with 100% accuracy. Audience?
The 8th grade student. Behavior? Demonstrate the proper use of
acronyms by spelling out the acronyms the first time they are used
in a technical document. Condition? Given a one page document to
edit that uses three different acronyms. Degree of acceptable
performance? 100% accuracy.
Slide 10
Example Given a periodic table, sophomore students will
identify a given element as a metal or non-metal with 90% accuracy.
Audience? Sophomore students. Behavior? Identify a given element as
a metal or non-metal. Condition? Given a periodic table. Degree of
acceptable performance? 90% accuracy.
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Base Objectives on Blooms Taxonomy Knowledge Ability to
recognize and recall information. Memory. Comprehension Ability to
translate, explain, or interpret knowledge. Comprehension.
Application Apply knowledge to address new situations. Analysis
Scrutinize information knowledge and explain its significance.
Synthesis Form new ideas. Evaluation Offer opinions and make value
judgments.
Slide 12
Writing Assessment Items Remember, the Dick and Carey model of
Instructional Design calls for writing assessment items at this
point. Focuses instruction.
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Writing Assessment Items
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Putting It All Together
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Our Final Project High-level design document for an
instructional module. Computer-based training instructional
module.
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High-level Design Document Create a professional-looking
document to present and sell your training module. Create a
document with 5 sections, each one beginning on a separate page.
Place the design document in a folder/binder.
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High-level Design Document Executive summary. One to two-page
overview. Needs assessment. Introduce problem. Learner analysis.
Analyze learners, and implications for training. Task analysis.
Analyze task, to show thoroughness of training. Objective
formulation. Indicate what training will accomplish.
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Executive Summary Create a one to two-page summary that
provides all of the essential information for a busy executive who
might not read the entire document.
Slide 19
Needs Assessment Describe the need for training (the problem).
Choose an analysis strategy: Discrepancy, input-output,
cost-benefit analysis. Research and present data: Test scores,
results of a survey, institutional records, comparative data.
Slide 20
Learner Analysis Define your audience. Describe the
characteristics of audience. Describe strengths. Describe
weaknesses. List areas of potential difficulty.
Slide 21
Task Analysis Illustrate and describe the task to be learned in
the document. Determine the major tasks and subtasks or components
of the subject matter content. Organize the components and
represent their relationships in some way.
Slide 22
Objectives List several objectives for the training, using the
ABCD method. Build objectives on Blooms Taxonomy, from lower levels
to higher. 1 or 2 objectives at the knowledge level, 1 or 2 at the
comprehension level, and 1 or 2 at the application level.
Slide 23
Review and Next Steps Design Document Executive summary. Needs
assessment. Learner analysis. Task analysis. Objective formulation.
Prototype Computer-based training module based on the design
document. Rest of semester. First half of semester.