How to Write Learning Objectives with Bloom's Taxonomy

Summary

In this video, Tim Slade from the e-Learning Designers Academy explains the importance of writing clear and measurable learning objectives in instructional design. He emphasizes that well-crafted learning objectives define the training's scope and success criteria, using action, condition, and standard to structure them effectively. Slade also differentiates between terminal and enabling objectives, and highlights how Bloom’s Taxonomy can guide the creation of specific and observable outcomes. Overall, the video provides practical tips for creating actionable learning objectives to ensure training success.

Takeaways

• 😀 Learning objectives are essential to define what training seeks to achieve and measure its success.
• 😀 Writing learning objectives may not be exciting, but it's crucial for effective instructional design.
• 😀 A well-written learning objective includes three elements: an action, a condition, and a standard.
• 😀 The action in a learning objective defines what the learner will be able to do after completing the training.
• 😀 The condition describes the situation or circumstances under which the learner will perform the action.
• 😀 The standard measures how well the learner will perform the action or to what extent they will achieve the goal.
• 😀 Terminal learning objectives describe the overall, high-level goals of the training program.
• 😀 Enabling learning objectives break down terminal objectives into smaller, more specific tasks or skills.
• 😀 Bloom's Taxonomy helps select appropriate action verbs to reflect different levels of learning complexity.
• 😀 Instead of vague terms like 'understand,' use actionable verbs like 'demonstrate' or 'apply' to focus on performance.
• 😀 Learning objectives should be created during the design phase of the ADDIE model, after the needs analysis.

Q & A

Why are learning objectives important in instructional design?

Learning objectives are crucial because they define the specific and measurable outcomes that a training program seeks to achieve. Without clear objectives, it is difficult to gauge the success or scope of the training, making it harder to determine whether learners have achieved the intended outcomes.

At what point in the instructional design process should learning objectives be created?

Learning objectives should be created during the design phase, after completing the needs analysis in the ADDIE process. This is the time when you scope the project, define what the training should cover, and set the objectives for what learners will achieve.

What are the three key elements of a well-written learning objective?

A well-written learning objective includes three elements: an action (what the learner will be able to do), a condition (under what circumstances the action will take place), and a standard (the level of proficiency or success expected).

Can you provide an example of a learning objective and explain its components?

An example of a learning objective is: 'After completing this training, sales employees will be able to demonstrate effective sales strategies when interacting with new customers while increasing sales by 10% and maintaining a satisfaction score of 80% or more.' The action is 'demonstrate effective sales strategies', the condition is 'when interacting with new customers', and the standard is 'increase sales by 10% and maintain a satisfaction score of 80% or more'.

What is the difference between terminal and enabling learning objectives?

Terminal learning objectives describe the overall goal of the training program at a high level, while enabling objectives break down the terminal objective into more specific skills or behaviors. Enabling objectives are used to outline the smaller tasks needed to achieve the broader terminal objective.

How can Bloom's Taxonomy help in writing learning objectives?

Bloom's Taxonomy provides a hierarchical model that helps instructional designers write learning objectives at varying levels of complexity. By using action verbs corresponding to different levels of cognitive skills, instructional designers can ensure that objectives focus on performance rather than just knowledge acquisition.

What is the main issue with learning objectives that focus solely on knowledge?

The main issue is that focusing only on knowledge outcomes (e.g., 'understand the steps of a process') doesn't ensure that learners can apply or demonstrate those steps in a practical scenario. It's more effective to focus on actionable outcomes that demonstrate a learner’s ability to perform tasks.

Why is it important to make learning objectives measurable?

Measurable learning objectives are crucial because they allow you to assess whether the training has been successful. Without clear metrics or standards for performance, it becomes impossible to evaluate the effectiveness of the training or whether learners have achieved the desired outcomes.

What role do action verbs play in learning objectives?

Action verbs are essential because they specify observable behaviors that learners should be able to perform after completing the training. These verbs help create clear and actionable objectives that focus on performance, such as 'demonstrate', 'apply', or 'evaluate'.

What should you consider when writing multiple learning objectives for a training program?

When writing multiple learning objectives, it's important to ensure that they are specific enough to clearly define what learners will be able to do, under what conditions, and to what standard. They should provide a comprehensive guide to the skills or behaviors being taught, ensuring that all necessary learning outcomes are addressed.