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Writing Course Objectives |
Learner-Centred Objectives
Focus on learning outcomes rather than teacher or instructional goals: rather than phrase objectives in the form of "what this course will do" or "the topics this course will cover" the focus should be on what students will accomplish, and what knowledge and skills they will demonstrate.
Topic Centred: This course will instill an understanding of the scientific method.
Learner Centred: The learner will distinguish between valid and
invalid conclusions.
Representing Various Domains
Using Bloom's Taxonomy [knowledge, comprehension, application, analysis, synthesis, evaluation] is one way to frame your objectives. Aim for a distribution of objectives, with a disposition to the higher domains.
Example
Awareness - Students are aware of emerging technologies (intelligent interfaces, speech recognition, gesture, multimedia) and applications (computer-supported co-operative work).
Conceptual understanding - Students understand a variety of design and evaluation methods, and the role of experimental research in HCI.
Directed application - Students can prototype user interfaces with a contemporary software toolkit. They can conduct a malfunction analysis, construct a design rationale, design analogies and icons, and prepare high-quality user support materials.
Realistic problem-solving - Students can make effective design decisions under resource constraints. Students can work in a team environment, managing roles and resolving conflicts.
Performance vs Knowledge
Performance objectives stress what the student will be able to do at the end of the course, as opposed to what they will know. Writing performance objectives is one way to create an active learning environment in your course.
Creating objectives which stress "knowing" make it all too easy and tempting to create an environment in which "telling" or knowledge transmission, is the primary mode of learning. Be wary of objectives which create a passive learning environment. Often "recognize," "explain," or "describe" are translated into "make students memorize."
Instead, find activities in which performance of certain functions requires the application or utilization of certain knowledge. This results in more active, and thus more effective, learning.
Knowledge: Become aware of the resources available for [domain x]
Performance: Evaluate and critique a set of online resources you
discovered for [domain x].
Knowledge: Identify and explain the properties of physical objects.
Performance: Construct models which exploit a specific property
of a physical material.
Knowledge: Explain the principles of the Charter of Rights
Performance: Create arguments using the Charter of Rights as a
foundation.
Also, focus on the product of learning as opposed to the process. Words
like acquires, develops, accumulates, all emphasize
what will happen during the process of moving toward a learning objective,
while words such as applies take as a given that this knowledge
has been acquire if it can be used successfully.
Performance actually places knowledge in context, which increases learning
and recall, establishes a rationale for students, and elevates motivation.
If it is difficult to think of a valid situation in which the knowledge
would be applied, that may indicate the value of that particular content
should be reevaluated.
Level of Generality
Between four and ten main objectives is a typical number for most courses. Objectives are too specific if they define specific learning tasks:
Students will be able to construct a for-next loop.
Objectives are too broad if they do not differentiate the unique components of the course:
Students will learn proficiency in programming.
The ideal would be descriptions of general classes of behavior:
Students will be able to apply basic programming structures in the construction of a working program.
Sub-Objectives
If you wish to create learning objectives that are more detailed, one
option is to break down a course's main objectives into sub-objectives.
1. Designs and conducts an experiment.
1.1 Forms a hypothesis
1.2 Describes each component to be used in the experiment.
1.3 Describes the factors in selecting components.
1.4 Determines the dependent variable.
1.5 Determines the independent variable.
1.6 Designs and describes the procedure to be followed.
1.7 Interprets and presents the results.
Evaluating Your Objectives
1. Are the objectives appropriate to your domain?
2. Is there a balance of objectives from the different domains of learning?
3. Are the objectives in accordance with learning theory?
4. Are the objectives attainable within the course period?
5. Are the objectives in synch with your department's goals and philosophy?
