Week 6- Domains of Learning and Writing Learning Objectives

This week, discussion on how to conduct a task and instructional analysis was conducted.

In Instructional Design, it is under both the frameworks of Analysis-Evaluation and Evaluation-Design

3 Domains of Learning was introduced:

Cognitive (knowing and thinking) to increase learners knowledge

Affective (feelings and attitude) to change learners attitude

Psychomotor (doing) to increase learners physical skills

We were also taught how to write Behavioral / Performance Learning Objectives. They are split up into ABCD, namely:

Audience, Behaviour, Condition and Degree.

Action verbs that are provided for Learning Objectives include:

state, define, name, write, recall, recognise, list, label, reproduce, identify (if you want them to know)

appreciate, select, indicate, illustrate, represent, formulate, explain, classify, comprehend (if you want them to comprehend)

and so forth, list in this website: http://www.ukcle.ac.uk/resources/reflection/table.html

Verbs like know, comprehend and understand are not allowed in the Blooms Taxonomy. As they are only allowed in goals.

An example provided of the Learning Objectives was:

Using the Simpson’s formula (condition), the Quantity Surveyor (audience) can estimate (behaviour) the volume of granite stock with 95% accuracy (degree).

For affective learning, 4 types of attitudinal outcomes were covered:

Levels of learning:
Receiving (or Attending)
Responding
Valuing
Organisation
Characterization by a Value Complex

Action verbs suitable for attitudinal outcomes are namely: Emphasize,Encourage, Confront,Celebrate,Repent,Resolve

Action verbs for psychomotor outcomes are, for example : Spread, Skip,Turn,Rotate,Kick,Act,Row

Week 5 - Conducting Needs Assesment

Week 5

Needs Assessment is introduced in this lecture, where aspects of Analysis and Evaluation are covered in the Instructional Design framework.

3 Steps of Needs Assessment is introduced, where

STEP 1- Going through the 3-Face Model of

Problem model, Discrepancy model and Innovation model.

STEP 2: Analyzing the Goal of Discrepancy and Innovation

STEP 3: Output of analysis or Evaluate Step 1 and Step 2.

The Problem Model, Discrepancy Model and Innovation Model are introduced in the Needs Assesment

In a Problem Model, firstly, you need to determine whether the solution to the performance / achievement can be solved by learning.

Then you need to determine whether instruction for desired performance /achievement goal is offered. If the answer is no, proceed to the Innovations model. If yes, then you proceed to the Discrepancy model.

Week 4- Learning Design Authoring

In this lecture, Learning Design was introduced, as an alternative to instructional design.

A few basic components of a Learning Design involve

Tasks that learners have to do(symbolized by a square)

Resources that aid learners in their task (symbolized by a triangle)

and

Supports that occur from the teachers implementing it, also providing feedback (symbolized by a circle))

The need to design learning is to place the onus back to the learner , comparison of the old ptolemic view of the curriculum of ideas moving around task and activities, to that of the more dynamic copernican view of task and activities moving around the principal idea. It also provides and improvement over Instructional Design.

Instructional Design is introduced, with the acronym ADDIE, indicating different parts of Analysis, Design, Development, Implementation and Evaluation .

However, drawbacks of Instructional Design are stated, in which it:

- Assumes that all outcomes can be predetermined.

- Is rigid and sometimes takes too long to complete.

- Authenticity of analysis result hinges on the
appropriateness of the methods used and their applications.

- Hard to implement and are expensive.