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E Learning Objectives
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
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Introduction to e-learning and instructional design, outlining the presentation's structure.
E-learning is technology-mediated learning, focusing on digital interaction and support.
Discusses the benefits: self-paced, cost-effective, consistent, and easy to manage.
Introduction to the ADDIE model, a systematic instructional design process.
Analysis involves identifying learning problems, audience needs, and project constraints.
Design phase specifies learning objectives and develops storyboards and prototypes.
Focus on creating the content and materials based on the design specifications.
Implementation involves executing the plan and delivering materials to students.
Evaluates effectiveness through formative and summative assessments, ensuring quality.
Instructional objectives guide learners on expected outcomes post-instruction.
Outlines essential attributes for effective learning objectives: specific, measurable, timed.
Discusses refining content and assessing student capabilities before setting objectives.
Advocates assessing student knowledge levels and content gaps before framing objectives.
Learning objectives include description, conditions, and criteria for evaluation.
Uses specific examples to articulate abilities students should gain after the course.
Specifies conditions under which students will demonstrate their learned skills.
Sets criteria for evaluating students' performance based on Bloom's taxonomy.
Explains the six categories of Bloom's taxonomy, essential for creating learning objectives.
Engages participants with a practical task to write objectives for teaching math.
Clarifies the distinction between goals and objectives in course planning.
Reiterates the differences between broad course goals and specific learning objectives.
Offers guidelines for drafting effective learning objectives in educational settings.
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E Learning Objectives
- 1. E-learning – IDGuidelines 06/09/09 Justina Sharma - Team leader Presented by Justina Sharma
- 2. Table of Contents 1. e-Learning 1.1 What is e-Learning? 1.2 Benefits of e-Learning 1.3 e-Learning Development Process 2. Instructional design 2.1 What is Instructional Design? 2.2 Instructional Design Process 3. Writing effective objectives 3.1 Objectives 3.2 Goals 3.3 Bloom’s taxonomy Justina Sharma - Team leader 06/09/09
- 3. What is e-learning? e-Learning is a technology mediated learning either from a distance or in physical classroom setting (computer assisted learning). e-learning is the learning process created by interaction with digitally delivered content, services and support. Justina Sharma - Team leader 06/09/09
- 4. Benefits of e-LearningSelf-paced Cost effective Faster Consistent Anywhere, anytime training Easy updation Increased retention Easily manageable Justina Sharma - Team leader 06/09/09
- 5. E-learning process ADDIEmodel (Systemic design of instruction) – Re-modeled by Dick and Carey (1996). Justina Sharma - Team leader 06/09/09
- 6. E-learning process Analysis:(Audience and content) During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. Justina Sharma - Team leader 06/09/09
- 7. E-learning process Design:(Strategy design) A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here. Justina Sharma - Team leader 06/09/09
- 8. E-learning process Develop:The actual creation (production) of the content and learning materials based on the Design phase. Justina Sharma - Team leader 06/09/09
- 9. E-learning process Implement:(Integration & Delivery) During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated. Justina Sharma - Team leader 06/09/09
- 10. E-learning process Evaluation:(course feedback & maintenance) This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary. Justina Sharma - Team leader 06/09/09
- 11. Learning Objectives “ An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction (course)” Stating clear course objectives is important because: Objectives guide the content materials and the teaching methods You can use objectives to make sure you reach your goals Students will understand expectations Assessment and grading is based on the objectives Justina Sharma - Team leader 06/09/09
- 12. Learning Objectives - Rules Specific Measurable Timed Short observable 06/09/09 Justina Sharma - Team leader
- 13. Learning Objectives- Prerequisites Refined content Development of an instructional strategy Selection of mode of delivery Student assessment and evaluation Expected learning outcomes Justina Sharma - Team leader 06/09/09
- 14. Learning Objectives - Analysis Before framing the objectives, you have to analyze; the student Knowledge level Understanding of the subject Level of competency to be delivered the content Level of content Gap analysis Content flow Justina Sharma - Team leader 06/09/09
- 15. Learning Objectives- Components A learning objective has three major components 1. A description – able to do 2. A conditions – under which the student will perform 3. A criteria – evaluating performance 06/09/09 Justina Sharma - Team leader
- 16. Learning Objectives- Description Describe the ability developed by the student after this course. By the end of this course, you will be able to; After completing this course, you will be able to; Given a set of data, you will be able to; Given a motorbike, you will be able to; Use YOU, to relate the content to the learner. By the end of this course, you will be able to; Create e-learning objectives Recognize the good and bad Calculate tax 06/09/09 Justina Sharma - Team leader
- 17. Learning Objectives- Condition Provide a condition to evaluate the efficiency acquired by the student By the end of this course, you will be able to; Create e-learning objectives for the given course Recognize the good and bad from the civil society Calculate tax for any professional Can also use… Given a raw content,….. 06/09/09 Justina Sharma - Team leader
- 18. Learning Objectives- Criterion Create e-learning objectives for any given content adhering to Bloom’s taxonomy Recognize the good and bad from the civil society based on the Vedas Calculate tax for any individual following the Indian government norms 06/09/09 Justina Sharma - Team leader
- 19. Objectives- Bloom’s Taxonomy06/09/09 Justina Sharma - Team leader S No Category Description 1 Knowledge Ability to recall previously learned material. 2 Comprehension Ability to grasp meaning, explain, restate ideas. 3 Application Ability to use learned material in new situations. 4 Analysis Ability to separate material into component parts and show relationships between parts. 5 Synthesis Ability to put together the separate ideas to form new whole, establish new relationships. 6 Evaluation Ability to judge the worth of material against stated criteria.
- 20. Test corner Writean objective for the following: You have to teach basic math to 4 th standard students. Sub-divide them into levels as required. Write at least 4 objectives using the bloom’s key terms. 06/09/09 Justina Sharma - Team leader
- 21. 06/09/09 Justina Sharma- Team leader
- 22. Course goals Itfocuses on preparing yourself, your course, and your students for a constructive learning community. Goals are similar to objectives, but goals are elaborate and detailed. They specify the long term achievement of the course. Provide a single goal for every course, until it is highly necessary to add few more to them. 06/09/09 Justina Sharma - Team leader
- 23. Goals and Objectives06/09/09 Justina Sharma - Team leader
- 24. Tips Include onlyone general learning outcome in each objective Use only first person Write as many objectives as you can to clearly specify what you want to convey. Do not use the terms learner, the student Do not write more than two goals. Try to freeze it into one, until there is a true necessity for the second. Address the Student or learner when you work with the syllabus doc. 06/09/09 Justina Sharma - Team leader