Why is writing objectives so important?
This will be a review for many of us but perhaps much more different once seen from the angle of ONLINE instruction and instruction that is designed for adults.
Objectives are focused on the learner, more specifically on the product that a learner will produce (output), and what the learner will need to demonstrate to realize the product (output). It would be useful to share the benefits of realizing these objectives and their learning products (outputs) by stating their possible application (outcome) but you will already be doing that when you present the importance of your module in the "introductory description" section.
We could debate whether we are really most interested in writing one of the following - aims, objectives, outcomes or outputs. Perhaps by defining how each of these is different we would understand this better but for now, let's settle for using the term common to most educators - objectives.
Objectives are important to making any instruction effective.. but they take on added meaning in an online environment. Why you may ask?
- Objectives focus your learner on what it is they should be learning
- Nothing unusual here but when teaching traditional school aged students, we typically confine this kind of work to curriculum design, syllabus and lesson plans - all maters that are typically not shared with students
- In contrast, when teaching adults, we owe it to them to share the objectives of our work. Why? Because adults typically want .. even demand .. the answer to the question "WIIFM" (what's in it for me?) before committing already precious time and energy to yet something else - in this case, learning something via your module - and objectives quickly give them an answer to that question
- So you should expect your learners to very carefully scan over your module's objectives before, during and after their commitment to learning from it
- Objectives focus you, the module designer, on what you hope someone will learn
- Your objectives guide you in the design of your module, on just what it is you want to deliver to your students
- In effect by stating the objectives, the design of the course - it's purpose, it's methods - become more clear and transparent to the learner
- I liken it to a carefully crafted social event - one that is designed by you the host for an upcoming guest. As a host, you are inviting someone to take a path of learning that you hope has been designed in a way that is meaningful enough for them to stay and pursue.
- your end of the bargain is to design instruction that delivers what you state in your objectives
- the student's end of the bargain is to follow your "proposed route", to trust your design of that route to help them realize a set of "desireable" objectives
- It is also my hope that the student will be an equally fine and appreciative guest .. reciprocating your generosity in time and energy to design and deliver the module by providing you with constructive feedback on how well you have accomplished this task, and what you could still do improve it .. so that you too can learn from your efforts. (more on that in another topic)
What kinds of objectives should I write?
In short, each objective should be written in a way that ensures they are clearly understood by the learner and are meaningful to them.
Current best practice for realising this is to write what are called SMART objectives.
SMART is an acronym for
- S = specific
- This means clearly spelling out a behaviour to use that will be needed to realize a "tangible" learning product
- i.e. create a screencast
- M = measurable (some people opt to use "manageable" or "meaningful" here
- This means defining more clearly the nature of the learning product
- i.e. create a screencast with narration that is between 1 min and 3 min in length
- A = achievable
- This means realizing something that the learner can reasonably be expected to achieve
- i.e. create a screencast with narration that is between 1 min and 3 min long using one of three pre-selected online screencasting tools
- R = relevant
- This requires thinking about the "why" of your module and how useful both the learning process and learning product will be to your learner.
- i.e. create a screencast with narration that is between 1 min and 3 min long using one of three pre-selected online screencasting tools to demonstrate to students how to perform a useful task on the computer
- T = time bound
- This notes the need to complete the module within a certain time period or/ to a certain standard or/ to a certain frequency or/ to a certain percentage
- This would typically be determined by the module's place as part of a broader course or program which may have more clearly defined start and finish dates.
- Because of the relatively self directed nature of your module, you're not likely to have a need for this. The possible exception might be if you opt to ask a learner to do a series of similar learning products as a requirement to demonstrate "mastery" in which case you may want to put a time limit on it to motivate and ensure the student completes the "series".
Another approach to writing objectives is to ensure that they address all 4 items listed below
- Audience: who? the learner, the student, etc.
- Behavior or Performance: specific verbs? write, locate, define, identify, repair, etc.
- Conditions: given tool to be used (if any)? - calculator, toolbox, information, lecture, etc.
- Success Criteria and Degree: quality? 100% accuracy, 80% of the time.
How do I write objectives so that they are "desirable"?
- Key here is to make them relevant to the learner's context
- Nothing worse than learning about something that is not entirely relevant to a learner. They won't be around for long if it isn't relevant. For example, learning how to start in car in below freezing temperatures is not likely to be an online tutorial of much interest to almost all of us living and working in the Arabian region.
- Nothing better than learning about something that is relevant to you the learner .. especially if you can identify where and how it could be quickly put to work to realize something you didn't know how to do before.
- standards based
- Part of making objectives desirable, is also about having them based on standards. These standards may be local, regional, national or international in scope. Whatever the case, the standards give credibilty and value to the learning skill. Standards indicate that a set of skills or accomplishments are being recognized and encouraged .. not just by you .. but by others as well.
- Standards in EFL instruction? I haven't found any clearly stated. Best practices in EFL instruction now that is another matter. These may be a useful substitute. "Best practices" .. are typically not yet standards but they do indicate growing acceptance for an approach which could be defined more clearly in the future to become an agreed upon "standard".
- While it may not be always possible, writing objectives that are both relevant to the learner's context and that are based on broadly supported standards or best practices, is highly desirable.
- Note that I am currently investigating the relevance and viability of using international standards in ICT identified by ISTE - more on this as it becomes available.
Your task
- to write SMART objectives for your module
- to write these same objectives so that they are desirable (relevant and based on "best practices")
- to post these for your learners to clearly see
- to invite feedback from your students to ensure that they are clearly understood, relevant and useful to them (best accomplished via the use of an online form of your choice (Google forms, Survey monkey, etc.)
Resources
ASU Online Instructional Design team. (n.d.). Objectives Builder. TeachOnline. Retrieved July 20, 2014, from http://teachonline.asu.edu/objectives-builder/
Community Matters (UK). (n.d.). Question: What are outcomes, outputs, aims and objectives? How do they fit together? Community Matters (UK). Retrieved from http://www.communitymatters.org.uk/content/532/What-are-outcomes-and-outputs
FIU Online. (n.d.). Chart - SMART objectives. Retrieved from http://online.fiu.edu/images/faculty_syllabusdevelopment_learningobjectives_smart.jpg
Florida International University Online. (n.d.). Writing Quality Learning Objectives. FIU Online. Retrieved from http://online.fiu.edu/faculty/syllabusdevelopment/learningobjectives
How to Write a SMART Goal. (2012). Retrieved from http://www.youtube.com/watch?v=0Mi9_XEXQqc&feature=youtube_gdata_player
ISTE. (n.d.). ISTE - Standards for Teachers. ISTE. Retrieved from http://www.iste.org/standards/standards-for-teachers
Learning House. (2011, November 2). 3 Tips for Writing Measurable Objectives. The Online Learning Curve. Retrieved from http://www.learninghouse.com/blog/publishing/3-tips-for-writing-measurable-objectives
SMART Goals. (2010). Retrieved from http://www.youtube.com/watch?v=md-yXkcUXkc&feature=youtube_gdata_player
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