Goals

=Goals =

Overview
The topic of instructional goals has been studied from a variety of perspectives, covering wide swathes based on discipline, mode of learning and communication, tactical v. strategic modeling, and levels of understanding. All of these aspects of learning must be taken into account when defining appropriate and measureable learning objectives.

Performance Objectives
The creation of performance objectives, whether they be terminal objectives or enabling objectives, serve to connect the analysis portion of the ISD process to the structure and hopeful outcome of the final learning product. Although a variety of specific methods deal with the hierarchy and specific wording of instructional objectives, in concise terms, they serve to explain the desired end behaviors and/or skills that will be exhibited or learned at the end of the learning experience. These objectives are a summation of the learning process, an indication of a successful learning outcome. These objectives will not only serve to structure the content of the course, but ideally any necessary learner evaluation will be based on the knowledge and behavior outcomes of the objectives.


 * Good example || Poor Example ||
 * "Solve problems effectively by skillfully executing the entire service recovery process" || "Explain the importance of being a good employee" ||
 * "Identify customer preferences and anticipate their needs based on observable clues" || "Demonstrate the purpose of this instructional course" ||

Bloom's Taxonomy
This diagram (courtesy of apa.org) shows a helpful cross-section of verbs across the five levels of Bloom's Taxonomy. The diagram also differentiates between products and activities within the taxonomy.



Objective Domains
The domains of objectives are present within Bloom's Taxonomy (although these ideas are displayed in similar terms in other models) as a means of predicting the successful learning outcome behavior. In other words, the targeted domain of learning will anticipate the form in which the learner will manifest their obtained knowledge; cognitive with synthesis and recall, affective with emotional response, and psychomotor with physical reaction or interaction.


 * <  ||< Cognitive ||< Affective/Interpersonal ||< Psychomotor ||
 * < Good example ||< "Learn how students use iPods, laptops, SMARTboards, and book production technology to publish an alphabet picture book celebrating the town where they live." [|Using Technology Tools to Discover and Celebrate Community from center.uoregon.edu] ||< "Engage language students in learning as they present their own photo story! " [|Me Voilà! Elementary Students Proudly Present Their Photo Story from center.uoregon.edu] ||< "Fifth grade students demonstrate how to create graphic images and use those images in desktop publishing applications to communicate a message." [|No Bugs 4 U: Graphic Design for Elementary Learners from center.uoregon.edu] ||
 * < Poor example ||< "Discover ways to integrate Photoshop Elements in the elementary curriculum." [|Photoshop Elements Projects for Kids! from center.uoregon.edu] ||< "Participants completed a pre- and post-survey that measured their use of technology resources and their level of technology confidence." [|Exploring How Teacher Candidates Use Technology Resources in Methods Coursework from center. uoregon.edu] ||< "By the end of the workshop, each participant will have learned basic CSS skills that will give them the ability to create professional-looking web-sites." Controlling Website Layout and Design with Cascading Style Sheets from aect.org ||

Reference
Assessment Cyberguide for Learning Goals and Objectives. APA Online. 08 October 2008. <http://www.apa.org/ed/new_blooms.html). Brown, A. & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River: NJ: Pearson.