People pay thousands of dollars to learn these. Here, it is delivered in a very clear and easy to learn approach..... for free! Thanks Devlin! Learning Objectives... checked!
Thanks for your videos! I've been an instructional designer in higher ed for just 3.5 months (but a teacher in higher ed for 13 years). I've recently had to help faculty write learning objectives. Without any instruction on how to write them, yes, they often write "understand X, "learn Y," and "know Z." I will be sharing your video with them to reduce my own explaining.
Hi Jane, you're welcome! Those are very common mistakes (even among less-trained instructional designers). I hope that this video will help the SMEs get it right on the first try :)
I've started following your work recently and it's so helpful in defining the learning path to be an instructional designer. You've taken great pains to curate resources and set up a learning center. Congratulations on the wonderful work and keep these coming! They are very educational and engaging.
Dear Delvin, I'm a teacher and this has helped me understand by new school's way (this way!) of writing LOs, I realise that previously, I've been wrting the task. I love that you say LOs AREN'T for the audience , but we have to show the students. This has helped enormously. Thank you!
This is my son's face, but my name is Lyn and I am in my Masters program writing my very first lesson plan and I have to say thank you thank you thank you this was so helpful!!
@@DevlinPeckYT as expected, there was a lot on the test about bloom, Kirkpatrick, objectives, etc. brand your stuff toward health and safety professionals with the CIT designation lol.
I just want to say thank you. I am a 13 year teacher looking to leave education and had zero clue where to start. Your checklist relieved a lot of my frustration and put me on an actual path. I am so determined to use this summer to put together a job winning portfolio and hoping with self teaching this summer I may land an ID job instead of returning to the classroom.
You’re so welcome, Lori, and I’m glad to hear that the checklist helped. ID is full of opportunity right now, and we’re looking forward to helping you make the transition 😃
Lori, how is your portfolio going? Have you applied to any ID opportunities yet? I’m a teacher doing the same. Looks like I’m a few months behind you, so wanted to know your progress.
@@cruseturnerliteracy6159 Feel free to join us in the community to get more perspectives from people who are just a couple months ahead :D. If you're not already in there, at least: www.devlinpeck.com/id
Thanks Devlin. I thought I could skip this video since I'm familiar with writing objectives and Bloom, but I'm glad I watched it. Lots of helpful info.
I know this is an old video but thank you! I've got to learn how to write objectives for unpacking school standards but wasn't really taught how. You're a life saver.
This is a really great overview and reminder-thank you. I would argue that showing the objectives to the audience can be really powerful when done right. People like to have a clear reason as to why they are doing something and what they will get out of it. As part of my M.Ed. thesis I focused on how teacher transparency effects student uptake. Almost all the research I found in the literature pointed to sharing more of this kind of "teacher stuff" with students was beneficial to learning.
Thanks for sharing, Amanda! And yes, definitely good to orient us to the learning experience, but that may not mean presenting formal learning objectives to the audience 😃. And we would love checking out some of those studies if you have any on hand.
@@DevlinPeckYT i was taught as a trainee teacher to always show classroom objectives to students at the start of each class. But this video provided me with another side of the coin. I mean these kids dont really have school at the forefront of their brains so why risk losing the limited attention span on objectives.
@@iwanmuzaki8049 I'm glad that this video helped! I remember being a student with those objectives on the board and my eyes would glaze over. If we can give context in a way that's more conversational, then it will likely go much further than sharing formal learning objectives (which are intended for the designer, not the learner).
Watching your video as I study this guide for tomorrow's presentation having the education course really tough. Thank you for this guidelines, It really helps me to guide my learning objective using the 1st level of bloom's taxonomy incase I have common errors.
This was very helpful and I love the examples. We have to start writing objectives at work using Blooms Taxonomy. I feel really good about being able to do this. Even better, I see why it is helpful to do this.
A few tips - 1. The "With 90%Accuracy" isn't appropriate for most learning objectives. That language was developed for teachers who fill out state and federal forms for students in Special Education Programs. 2. An activity, such as a discussion, can be a wonderful learning objective. There are so many goals related to discussion, sharing, listening, etc. 3. The starting point for writing objectives actually begins with a school or industry standard, e.g. the "Common Core Standards" for k-12 schools, or The Joint Commission Standards for hospitals. 4. Following deconstructing the standard, the next step is to write the assessment(s). This will enable you to write objectives and instruction aligned with the assessment, which is aligned with the skills and concepts associated with the standard.
@@shalluluther9245 Thanks so much. There's a lot of it on the channel already and more coming soon :D. Feel free to join us in the community as well if you're not in there already: www.devlinpeck.com/id.
Bloom said that his book was the most cited yet the least read. This video is a good example of that. Bloom's taxonomy is not meant for writing learning objectives. It's a critical tool for assessment. The L&D industry is on such poor foundations because we don't insist on evidence when learning for ourselves.
Thanks a ton for your videos Devlin! They are so so helpful! I just noticed that your watermark hides your minimized video during slide presentation, you could maybe put it on the left or change the position of the watermark? Just a suggestion. :D Keep doing the amazing work! :)
You're welcome! I'm glad you're enjoying the content :D. And I don't think I can change the location of the watermark but I really appreciate the suggestion!
@@DevlinPeckYT Hey Devlin - I really enjoyed this video, really well presented and informative, I'm definitely walking away with some useful points! I just wanted to also mention that I noticed the watermark obscuring your face cam video, as Shreya mentioned. I think she was suggesting you might consider moving the face cam to a different corner, so it's not obscured by the watermark. ^^ anywho - subbed :)
Suggestion: Please identify the performance, condition, and criteria on the examples. I was not able to identify them and was confused when I thought one of the above was missing. If a missing component is acceptable, can you explain why?
Writing Training/eLearning Objective vs. Training/eLearning Expectations: - What is the difference or are they the same? - Do you use the same Bloom's taxonomy process for writing training expectations? - When creating a training participant guide, do you write the Objective & learning on the document or just verbalize it? - Do you you include those on the participant guide. I know these may sound silly, but I am a Customer Service new hire training/Quality Assurance. Everything I do from training, articulate (arise & storyline) are all self taught. I am using your videos to help me write better training modules for both in person and remote (moved in to remote learning due to covid). I am also looking into the field of instructional design, due to my love of writing training materials. Can you please provide some insight or direction?
Good questions! I have not heard much about eLearning expectations, but I imagine you're referring to setting the expectation for the audience. This should likely be more informal than learning objectives that you would write to guide your design. Check out Gagne's 9 events! I have a video on that and it discusses setting expectations for the learning experience.
Hey Devlin, thank you for the video. A genuine question about the last quiz objective on the customer service soft skills job aid. While I understand that address is a concrete way of framing the task, is there a reason you did not use something along the lines of "Use the Soft Skills Job Aid to solve customer queries with 80% accuracy"? since both, the level of activity (application/analysis) and condition (using the job aid) appear critical to success of the task?
You have made my learning easier to understand rather than me reading my book for my class. One question though, my instructor told me not to use percentage but to say “9 out of 10” why would that be? Appreciate your response
Great video really recently subscribed to your channel enjoying it thus far thank you! You mentioned when noting objectives from the lower order of the hierarchy we might want to stay clear from the Understand verb, please direct me to your reason
Good question, and you’re welcome! It’s hard to evaluate whether or not someone “understands” something. For example, how will we know if someone understands WW2? Better objectives may be “identify the year in which ww2 started” (because then we can directly evaluate that with a multiple choice question). Quick response but hopefully it helps a bit!
Ensure that all elements of the learning experience align with clear, measurable, and meaningful objectives by using Bloom's Taxonomy to select appropriate action verbs, incorporating performance criteria and conditions for robust objectives, avoiding common mistakes like using unmeasurable language or confusing activities with objectives, and setting realistic expectations for learner outcomes.
Do you have any videos or resources that speak on how to transfer these learning goals or learning objectives to survey questions? To evaluate the effectiveness of a course? Thanks!
I will be back to finish this. Going back to work. Quick question, Would this help for nursing school? I been reading its a whole different level of studying. 😅 This makes me very nervous. I have until June to find a study techniques.
Hi. I am getting a lot of useful guidance from your videos thanks. I note your point on Bloom being best for designing learning for cognitive tasks. I have a question: where there is a mix of cognitive and more action-based tasks for a learner to master, what are your thoughts on using action mapping to guide the overall design? It seems like you can use the "Bloom lens" within an action mapping process where the task is more cognitively based e.g. where an employee needs to locate a relevant organisational policy. Is that something you've encountered?
For sure, John. I think that learning design is just as much of an art as it is a science :D. Locating the relevant policy definitely sounds like an observable action...if we were watching that person, we would be able to see whether or not they located the policy successfully. However, of course there are some things they will need to "know" in order to locate it successfully.
@@DevlinPeckYT Or perhaps to use both because I can write Learning Objectives according to action map goals right? What do you think about that? I'm just a little bit confused what is the best thing to go with.
Are there criteria that are commonly used to define a successful outcome? In your example, you used 90% accuracy. Is that a typical bar for criteria? Or how would an ID identify success criteria?
Hi Megan! I think you'd only need that piece if it was relevant for the performance outcome...like if the user needed to score a certain % on a specific test. I don't see it used a lot in practice. I'd only use it if it was relevant to the real-world context in which it would be performed (not just choose something arbitrarily)
Great video as usual Devin. Question: is this something you use along side action mapping or is this a whole other way of approaching the project? Still exploring the field 😁
Devlin -- not sure there's common agreement on your first common mistake. Learners need to understand what the expectations are, so showing them the objectives (formally stated or not) seems like it would be critical. Most of the SME's I've worked with over the years require these statements be included both up front and as part of a lesson summary. Thoughts? Also, how do you handle the touchy-feely objectives, where the goal is more or a conceptual understanding, or learning how to think logically about a process or policy. Thx.
Hello hello! Yes, I suggest giving the needed context informally. Formal ID objectives (those used by the ID to design the experience) should not be put in front of the audience. Also, regarding the SME requirements...you're the expert in learning! If the SMEs require that you do things to make the learning experience worse, then it may be more of an exercise in relationship management (or A/B testing with your audience and getting raw data to make the decision with your SMEs) I would steer clear of touchy-feely objectives if you're using them to design a learning experience. They will not do much to help your design process.
The thing that scrambles my brain with objectives is this.....If I take a backwards design approach, and start by forming my objectives prior to thinking at all about the activities that align with objectives, sometimes it feels odd to list condition and criteria. I'm not sure I'm articulating this thought...but basically my question is, how do you list condition and criteria in advance of the design process? It seems that by listing criteria and condition you're forced to settle on activities. Second question, if you'll indulge me further - is it normal/common/expected for objectives to change during design/development? My utopian world would say "no, that shouldn't happen." But so far in my first development role, it happens a lot.
Good question. It depends on the role. Some ID / curriculum dev positions are identical (I’d say that’s the norm...especially in the corporate context). If developing an online class to sell, then an ID can definitely help with this, but traditional corporate ID will probably miss the mark for most paid online courses. Good IDs will know how to research the audience and determine what they really need to help them solve the problems they’re facing, and these IDs (or curriculum devs) can really make a transformative course. However, if the ID is used to developing mandatory corporate training, then the paid online course may feel a little stale and not super practical. Happy to discuss further 😃
Good suggestion, Atul! My background is in designing and developing eLearning, so the objectives I've written are for cognitive domain. I will add the others to my list for possible future content :)
I came accross this video tonight! By the end of the lesson, students will be able to read a book... is learning Outcome not Learning objective please dont mislead teachers.
![I.N "HALLUCINATION" | [Stray Kids : SKZ-PLAYER]](http://i.ytimg.com/vi/n5B5q1Hwt_U/mqdefault.jpg)
Grab the FREE interactive "Become an ID" checklist: www.devlinpeck.com/become-an-id-checklist
People pay thousands of dollars to learn these. Here, it is delivered in a very clear and easy to learn approach..... for free! Thanks Devlin! Learning Objectives... checked!
Happy to help!
I have been a teacher for years and I have never seen such a fantastic explanation of Bloom's Taxonomy. Thank You Devlin Peck!
Thanks Dillon! I appreciate the positive feedback :)
Can i tell u
Thanks for your videos! I've been an instructional designer in higher ed for just 3.5 months (but a teacher in higher ed for 13 years). I've recently had to help faculty write learning objectives. Without any instruction on how to write them, yes, they often write "understand X, "learn Y," and "know Z." I will be sharing your video with them to reduce my own explaining.
Hi Jane, you're welcome! Those are very common mistakes (even among less-trained instructional designers). I hope that this video will help the SMEs get it right on the first try :)
I've started following your work recently and it's so helpful in defining the learning path to be an instructional designer. You've taken great pains to curate resources and set up a learning center. Congratulations on the wonderful work and keep these coming! They are very educational and engaging.
You’re welcome!! I’m glad that you’re enjoying the content and I really appreciate the support 😃. More to come!
Dear Delvin, I'm a teacher and this has helped me understand by new school's way (this way!) of writing LOs, I realise that previously, I've been wrting the task. I love that you say LOs AREN'T for the audience , but we have to show the students. This has helped enormously. Thank you!
You’re welcome! I’m glad that it has been helpful 😃
This is my son's face, but my name is Lyn and I am in my Masters program writing my very first lesson plan and I have to say thank you thank you thank you this was so helpful!!
Hi Lyn! I am happy to help :D. Thanks for watching!
I just wanna keep thanking you for creating these amazing content free of cost for us. Stay happy!
My pleasure! Glad you're getting value from the content :)
Love the `out in the field` approach! We tend to write objectives mechanically, often simply doing it all wrong! Thank you for that video.
Thanks Magdalena! Happy to help 😃
I sit for the CIT exam tomorrow and I’m refreshing some things by viewing your videos. Thanks!
You’re very welcome! Good luck!
@@DevlinPeckYT I passed!
@@tylerpaynecitsts4309 congrats!!
@@DevlinPeckYT as expected, there was a lot on the test about bloom, Kirkpatrick, objectives, etc. brand your stuff toward health and safety professionals with the CIT designation lol.
@@tylerpaynecitsts4309 haha glad to hear that it helps that audience 😃
I just discovered your channel... EXCELLENT!!!! The best way to start Instructional Design.
I liked the quiz time, I was able to realize how an activity can be taken as a learning objective. Thanks again!
Thanks Nikokeza! Glad that it helped :D. And yes, very good to distinguish between the two.
I just want to say thank you. I am a 13 year teacher looking to leave education and had zero clue where to start. Your checklist relieved a lot of my frustration and put me on an actual path. I am so determined to use this summer to put together a job winning portfolio and hoping with self teaching this summer I may land an ID job instead of returning to the classroom.
You’re so welcome, Lori, and I’m glad to hear that the checklist helped. ID is full of opportunity right now, and we’re looking forward to helping you make the transition 😃
Lori, how is your portfolio going? Have you applied to any ID opportunities yet? I’m a teacher doing the same. Looks like I’m a few months behind you, so wanted to know your progress.
@@cruseturnerliteracy6159 Feel free to join us in the community to get more perspectives from people who are just a couple months ahead :D. If you're not already in there, at least: www.devlinpeck.com/id
This is great information - I especially enjoyed being able to test my skills with your examples!
Thanks so much! I'm glad that you enjoyed the knowledge check :D
Thanks Devlin. I thought I could skip this video since I'm familiar with writing objectives and Bloom, but I'm glad I watched it. Lots of helpful info.
Thanks Esther!
I have been studying ID as my course of PhD. Your videos are really helpful for me for understanding.❤
Happy to hear that! Congrats on pursuing your PhD!
Thank you for sharing your Ideas...it's so helpful for us. Happy to be here in your Channel.
We're happy to see you here :D. Thanks for the support!
By chance this video came up. Crisp and clear explanation . Thank you
Glad you stumbled upon it right when you needed it! Thanks for watching :)
Thank you for this, Mr. Peck. This is a part of our lesson in Teaching Principles. Plus you have such a good looking visage.
Thanks for checking out the video, Claide 😊
I know this is an old video but thank you! I've got to learn how to write objectives for unpacking school standards but wasn't really taught how. You're a life saver.
This is a really great overview and reminder-thank you. I would argue that showing the objectives to the audience can be really powerful when done right. People like to have a clear reason as to why they are doing something and what they will get out of it. As part of my M.Ed. thesis I focused on how teacher transparency effects student uptake. Almost all the research I found in the literature pointed to sharing more of this kind of "teacher stuff" with students was beneficial to learning.
Thanks for sharing, Amanda! And yes, definitely good to orient us to the learning experience, but that may not mean presenting formal learning objectives to the audience 😃. And we would love checking out some of those studies if you have any on hand.
@@DevlinPeckYT i was taught as a trainee teacher to always show classroom objectives to students at the start of each class. But this video provided me with another side of the coin. I mean these kids dont really have school at the forefront of their brains so why risk losing the limited attention span on objectives.
@@iwanmuzaki8049 I'm glad that this video helped! I remember being a student with those objectives on the board and my eyes would glaze over. If we can give context in a way that's more conversational, then it will likely go much further than sharing formal learning objectives (which are intended for the designer, not the learner).
Devlin this is great work!
Wow... this is such an amazing channel! I'm so glad I stumbled to this.
Thanks Sinmerina! We're glad you found your way here as well :D
Searched everywhere but couldn't understand what is the real purpose of using Bloom's taxanomy... well done.... video was on point....
Thanks friend :) I'm glad that it helped!
Big fan! Have a lot of respect for what you do....
Thanks so much! I appreciate that 😃
Great video Devlin. Thank you for it. Easy to comprehend and to follow up in real life.
You’re very welcome! Thanks for watching, Ruben 😃
"Edutainment Akram Qulandri"
(Entertaining videos of education).
Nice explanation Dear Sir
Thank you so much! I appreciate you :D
Really great quiz at the end! I decided to watch this even though I already have a decent handle on Bloom's from my teaching days. Good refresher!
Thanks Jessie! Tuesday's video about writing tips for IDs has some quizzes as well :D. Stay tuned.
Watching your video as I study this guide for tomorrow's presentation having the education course really tough. Thank you for this guidelines, It really helps me to guide my learning objective using the 1st level of bloom's taxonomy incase I have common errors.
You're very welcome, Giane. I am glad that the content is helping. Best of luck on your presentation!
Your channel is such a great discovery! Thanks!
You’re welcome! Glad that you found your way here 😊
Wow. Thank you so much. I just knew your channel. It's really good bro, keep it up! I feel like taking a university course. Well done mate
You’re so welcome! I appreciate the support 😃
Amazing lesson, super useful! Only that's Anderson's taxonomy, who revised Bloom's!
Thanks Susanna! Glad that it was helpful 😃
Thak you @Devlin Peck. Great information.
Succinct! Love this! Great refresher vid. for teachers, educators or even student-teachers out there! 😊
Thanks so much! Glad that you enjoyed it and I appreciate the support 😃
Immense gratitude to you for these brilliantly insightful videos! :)
Thanks Mridu! Glad that you’re enjoying them 😃
Amazing content Devlin. Thank you!
Glad you enjoyed it! Thank you for watching :)
Great refresher! Loved the quiz at the end!
Thanks Melissa!
Wooooow this is super helpful! I have been training for over 6 years and never used this approach. I culprit of understand😅
Thanks for watching!
This was very helpful and I love the examples. We have to start writing objectives at work using Blooms Taxonomy. I feel really good about being able to do this. Even better, I see why it is helpful to do this.
Thanks Janis! I'm glad that this video was helpful. Best of luck with the objective-writing journey. It can be a lot of fun.
Well done, Sir! Thank you!
You’re welcome! Thanks for watching 😃
Very informative. Will certainly use content to enhance my presentation.
Thanks Wayne. Happy to help :D
A few tips -
1. The "With 90%Accuracy" isn't appropriate for most learning objectives. That language was developed for teachers who fill out state and federal forms for students in Special Education Programs.
2. An activity, such as a discussion, can be a wonderful learning objective. There are so many goals related to discussion, sharing, listening, etc.
3. The starting point for writing objectives actually begins with a school or industry standard, e.g. the "Common Core Standards" for k-12 schools, or The Joint Commission Standards for hospitals.
4. Following deconstructing the standard, the next step is to write the assessment(s). This will enable you to write objectives and instruction aligned with the assessment, which is aligned with the skills and concepts associated with the standard.
Thanks for sharing your perspective on learning objectives with us, Brian! We appreciate it :D
This was great! Really easy to understand and apply.. Thank you so much
You're so welcome! Thanks for checking it out, Shallu. I appreciate the support.
@@DevlinPeckYT you're welcome... Looking forward to learn more from your content.. All the best with your work
@@shalluluther9245 Thanks so much. There's a lot of it on the channel already and more coming soon :D. Feel free to join us in the community as well if you're not in there already: www.devlinpeck.com/id.
Thanks for this courses
Well-done Devlin.
Thank you :)
Awesome video, really helpful!!!
Thanks Thomas! Happy to help 😃
Thank you for the video, Devlin, it was super super helpful!
You’re very welcome! I’m glad to hear that it was helpful 😊
Bloom said that his book was the most cited yet the least read. This video is a good example of that. Bloom's taxonomy is not meant for writing learning objectives. It's a critical tool for assessment. The L&D industry is on such poor foundations because we don't insist on evidence when learning for ourselves.
Thanks for sharing your perspective on this, Michael! If you have any suggested reading, I am sure the community will appreciate it 😃
Absolutely loved this. Thank you so much for this wonderful information
Thanks Michelle! You’re very welcome 😊
Thank you for this watching for a guidance to do my task. And it really helped me❤️
You’re so welcome! Glad to hear that it helped 😊
Great video Devlin.
Glad you enjoyed it :)
This is great! Thanks Devlin.
You're welcome! Thanks for checking it out :)
Quite useful one. Thanks for this video 👌👌👌
You’re welcome! Thanks for watching 😃
This is really great ...I am learning how to understand how this Bloom's taxonomy work..I hope to chat more with you . thanks
Thanks Dorothy! I’m glad that you’re enjoying the content 😊
Thanks a ton for your videos Devlin! They are so so helpful!
I just noticed that your watermark hides your minimized video during slide presentation, you could maybe put it on the left or change the position of the watermark? Just a suggestion. :D
Keep doing the amazing work! :)
You're welcome! I'm glad you're enjoying the content :D. And I don't think I can change the location of the watermark but I really appreciate the suggestion!
@@DevlinPeckYT Hey Devlin - I really enjoyed this video, really well presented and informative, I'm definitely walking away with some useful points! I just wanted to also mention that I noticed the watermark obscuring your face cam video, as Shreya mentioned. I think she was suggesting you might consider moving the face cam to a different corner, so it's not obscured by the watermark. ^^ anywho - subbed :)
Well done 👏 job i really like it 👍
Thank you so much to explain very nicely 😀 simple way
Thanks Anum! I'm happy to help :)
@@DevlinPeckYT I need your help more
@@anumkhan9733 Feel free to ask any questions here in the comments 😊
thankyou so much for this video its amazing
You're so welcome! Thanks for watching :D
Bloom's taxonomy is my good to for writing objectives. Both the "old" and "new" version work.
Definitely a good reference for writing objectives. Thanks for sharing.
Thanks 😊 yes its very helpful i really need this
You're welcome! Glad that you found your way here :D
@DevlinPeck thank you for this information is it possible for you to create this entire matter keeping in mind the education, pedagogy.
Suggestion: Please identify the performance, condition, and criteria on the examples. I was not able to identify them and was confused when I thought one of the above was missing. If a missing component is acceptable, can you explain why?
Dude u good, saying that as a ID ma self, but your content is on par,
Thanks Chuma!
Writing Training/eLearning Objective vs. Training/eLearning Expectations:
- What is the difference or are they the same?
- Do you use the same Bloom's taxonomy process for writing training expectations?
- When creating a training participant guide, do you write the Objective & learning on the document or just verbalize it?
- Do you you include those on the participant guide.
I know these may sound silly, but I am a Customer Service new hire training/Quality Assurance. Everything I do from training, articulate (arise & storyline) are all self taught. I am using your videos to help me write better training modules for both in person and remote (moved in to remote learning due to covid). I am also looking into the field of instructional design, due to my love of writing training materials.
Can you please provide some insight or direction?
Good questions! I have not heard much about eLearning expectations, but I imagine you're referring to setting the expectation for the audience. This should likely be more informal than learning objectives that you would write to guide your design.
Check out Gagne's 9 events! I have a video on that and it discusses setting expectations for the learning experience.
Hey Devlin, thank you for the video. A genuine question about the last quiz objective on the customer service soft skills job aid. While I understand that address is a concrete way of framing the task, is there a reason you did not use something along the lines of "Use the Soft Skills Job Aid to solve customer queries with 80% accuracy"? since both, the level of activity (application/analysis) and condition (using the job aid) appear critical to success of the task?
You have made my learning easier to understand rather than me reading my book for my class. One question though, my instructor told me not to use percentage but to say “9 out of 10” why would that be? Appreciate your response
I’m glad that this video was helpful, Alyssa 😃. And I’m not sure! Did your instructor give any more context when they said that?
Great video really recently subscribed to your channel enjoying it thus far thank you!
You mentioned when noting objectives from the lower order of the hierarchy we might want to stay clear from the Understand verb, please direct me to your reason
Good question, and you’re welcome! It’s hard to evaluate whether or not someone “understands” something. For example, how will we know if someone understands WW2? Better objectives may be “identify the year in which ww2 started” (because then we can directly evaluate that with a multiple choice question). Quick response but hopefully it helps a bit!
Ensure that all elements of the learning experience align with clear, measurable, and meaningful objectives by using Bloom's Taxonomy to select appropriate action verbs, incorporating performance criteria and conditions for robust objectives, avoiding common mistakes like using unmeasurable language or confusing activities with objectives, and setting realistic expectations for learner outcomes.
Thank you so much sir.
Love your videos!!
Thanks so much! :D
Do you have any videos or resources that speak on how to transfer these learning goals or learning objectives to survey questions? To evaluate the effectiveness of a course? Thanks!
I will be back to finish this. Going back to work. Quick question, Would this help for nursing school? I been reading its a whole different level of studying. 😅 This makes me very nervous. I have until June to find a study techniques.
Thank you so much for a very concise explanation of applying bloom's taxonomy within the frame of 17 minutes. Did I pass?
You’re welcome! And yes, you pass 😃
Hi. I am getting a lot of useful guidance from your videos thanks. I note your point on Bloom being best for designing learning for cognitive tasks. I have a question: where there is a mix of cognitive and more action-based tasks for a learner to master, what are your thoughts on using action mapping to guide the overall design? It seems like you can use the "Bloom lens" within an action mapping process where the task is more cognitively based e.g. where an employee needs to locate a relevant organisational policy. Is that something you've encountered?
For sure, John. I think that learning design is just as much of an art as it is a science :D. Locating the relevant policy definitely sounds like an observable action...if we were watching that person, we would be able to see whether or not they located the policy successfully. However, of course there are some things they will need to "know" in order to locate it successfully.
great... interesting!
You’re welcome! Thanks for checking it out 😊
I am from India I have an exam so I came here to watch the video, I came here to study, I want to learn English, where are you from?
In terms of order, do you write Learning Objectives first or do you create an action map?
Good question! I usually do one of the other. Action mapping when I had a say in it, and learning objectives when using a more traditional approach
@@DevlinPeckYT Or perhaps to use both because I can write Learning Objectives according to action map goals right? What do you think about that? I'm just a little bit confused what is the best thing to go with.
It was totally amazing
Thank you!
Are there criteria that are commonly used to define a successful outcome? In your example, you used 90% accuracy. Is that a typical bar for criteria? Or how would an ID identify success criteria?
Hi Megan! I think you'd only need that piece if it was relevant for the performance outcome...like if the user needed to score a certain % on a specific test. I don't see it used a lot in practice. I'd only use it if it was relevant to the real-world context in which it would be performed (not just choose something arbitrarily)
@@DevlinPeckYT Helpful, thanks!
Great video as usual Devin. Question: is this something you use along side action mapping or is this a whole other way of approaching the project? Still exploring the field 😁
Thank you, and great question! I use action mapping instead of writing objectives with bloom’s. So I view it as an either / or 😃
@@DevlinPeckYT Thank you! Makes sense.
Question....could this work with someone learning coding/computer programming
Devlin -- not sure there's common agreement on your first common mistake. Learners need to understand what the expectations are, so showing them the objectives (formally stated or not) seems like it would be critical. Most of the SME's I've worked with over the years require these statements be included both up front and as part of a lesson summary. Thoughts? Also, how do you handle the touchy-feely objectives, where the goal is more or a conceptual understanding, or learning how to think logically about a process or policy. Thx.
Hello hello! Yes, I suggest giving the needed context informally. Formal ID objectives (those used by the ID to design the experience) should not be put in front of the audience.
Also, regarding the SME requirements...you're the expert in learning! If the SMEs require that you do things to make the learning experience worse, then it may be more of an exercise in relationship management (or A/B testing with your audience and getting raw data to make the decision with your SMEs)
I would steer clear of touchy-feely objectives if you're using them to design a learning experience. They will not do much to help your design process.
The thing that scrambles my brain with objectives is this.....If I take a backwards design approach, and start by forming my objectives prior to thinking at all about the activities that align with objectives, sometimes it feels odd to list condition and criteria. I'm not sure I'm articulating this thought...but basically my question is, how do you list condition and criteria in advance of the design process? It seems that by listing criteria and condition you're forced to settle on activities. Second question, if you'll indulge me further - is it normal/common/expected for objectives to change during design/development? My utopian world would say "no, that shouldn't happen." But so far in my first development role, it happens a lot.
THE QUIZ WAS GREAT!! Got the first one WRONG haha
Could I ask you, is ID synonomous with curriculum development like creating an online class to sell on your website or online-class platforms?
Good question. It depends on the role. Some ID / curriculum dev positions are identical (I’d say that’s the norm...especially in the corporate context).
If developing an online class to sell, then an ID can definitely help with this, but traditional corporate ID will probably miss the mark for most paid online courses. Good IDs will know how to research the audience and determine what they really need to help them solve the problems they’re facing, and these IDs (or curriculum devs) can really make a transformative course. However, if the ID is used to developing mandatory corporate training, then the paid online course may feel a little stale and not super practical. Happy to discuss further 😃
Thank you.
You're welcome! Thanks for watching :)
Thanks ❤️
You’re welcome 😊
❤️
Need help making objectives in MTB/ MLE
I'm not familiar with this, Jainab!
Bloom's Taxonomy is also rightfully criticised. Learning doesn't happen in a pyramid-like way.
Thanks.
Any time!
How to solve objective easily ... I am a student... How to prepare Mdcat test kindly tell.
Hi! Hopefully this video was able to help 😃. Maybe I can do a full video on writing multiple choice questions
InshaAllah azawjal ...thank you ...its my test next month ...and I am very tense ..I will gonna decide my future ..😊
Why mention only the cognitive domain? What about psychomotor and affective domains? They are more important than cognitive domain.
Good suggestion, Atul! My background is in designing and developing eLearning, so the objectives I've written are for cognitive domain. I will add the others to my list for possible future content :)
Can you assist by giving some verbs to use
The verbs off to the side of bloom’s pyramid itself are a good starting place 😃
Kindly tell how to prepare Mdcat mcqs
Hi! I’m not familiar with this, sorry
Its a medical test ...test of mcqs 😩
What is difference between learning objectives and learning outcomes?
Some people get caught up in the semantics, but I’ve heard them used interchangeably. They’re essentially the same thing 😊
hi Devlin. can you give me feedback on My objectives
Hi! Feel free to share them in our community space and I’m sure we’ll be able to help 😃 www.devlinpeck.com/id
More later?
Get rid of "be able to" in the objective. It should simply be ..... students will,....
Thanks for the suggestion 😊
Hey you have knowledge about how we make learning objectives
@@Sandeepkaur-yv2jv some
@@marcmontague1291 okay from which country are you belong???
@@Sandeepkaur-yv2jv somewhere in North America but not in America.
Please send comments sir eagerly awaiting for your response also
Hi! Do you have a question for us?
@@DevlinPeckYT sir I want to know whether in your country have adopted in teacher education syllabus?
I have to say 90% of the objectives that I have been using for my students in college were wrong!
Some of these things are not obvious if you're not trained in them. Hopefully this video helped :)
I came accross this video tonight!
By the end of the lesson, students will be able to read a book... is learning Outcome not Learning objective please dont mislead teachers.
Thanks for watching! If you want to dive in deeper this video might be helpful:
ruclips.net/video/jtvWXsPjNdk/видео.htmlsi=jKYwWgoYVb4XonX_