learning objective

Examples of learning objective in the following topics:

• Learning Objectives

  • A Boundless content module has a three-part structure: a learning objective, supporting text, and assessment items.
  • All Boundless learning objectives begin with a verb describing a concrete action, like "explain," "list," or "calculate."
  • The learning objectives are tagged with a Bloom's level based on the first word of the learning objective.
  • Every Boundless learning objective begins with a verb from the Bloom's level appropriate to the concept it is a part of.
  • Recognize the role of learning objectives, including their Bloom's levels, in Boundless content

• Assessment Items

  • Each Boundless concept has associated assessment items that test the concept's learning objective.
  • These tiers, numbered from one to six, describe increasing levels of conceptual depth for a learning objective.
  • A given learning objective may have assessment items at the Bloom's level associated with it as well as at levels below it (e.g., a learning objective at Bloom's level 3 might have associated assessment items at levels 1, 2, and 3).
  • Assessment items for a given learning objective will be at the same Bloom's level as the learning objective as well as at every level below it.
  • Explain the role of assessment items in testing a Boundless learning objective

• Creating Learning Objectives

  • A learning objective is a short statement of the goals and objectives that students should know or be able to put into practice after a lesson.
  • A learning objective is a short statement of the goals and objectives that students should know or be able to put into practice after a lesson.
  • Large-scale learning objectives will be articulated in a teacher's curriculum guide, but it is up to each individual teacher to formulate learning objectives for individual lesson plans.
  • Teachers must find a way to disaggregate a large-scale learning objective (of the sort found in a curriculum guide) into a number of individual objectives.
  • In the middle of the twentieth century, a committee chaired by Benjamin Bloom created a well-known taxonomy of learning objectives.

• Modular Content

  • Boundless courseware is comprised of individual modules, each with a three-part structure: a learning objective, supporting digital content, and a set of assessment items.
  • The learning objective is the core of any given content module.
  • The supporting material includes the explanation and examples required for a student to be able to achieve the associated learning objective.
  • Each concept has assessment items associated with it that test its learning objective.
  • The questions are aligned to the depth of knowledge required to achieve the learning objective, so that a conceptually deeper learning objective would have more questions associated with it to test the wider span of comprehension levels involved.

• Gamification in Education

  • Game-based learning blends learning with gamified elements.
  • Gamification is used for various applications and processes designed to improve user engagement, and return on investment, data quality, timeliness, and learning.
  • One objective of gamification in education is to enhance learning objectives.
  • Gamification may provide more efficient opportunities for both surface and deep learning.
  • Critics of gamification of educational content warn that  gamification is only effective when aligned to instructional goals and objectives.

• Implementing Cognitive Tools

  • Identify learning goals or objectives – Clearly defined goals will enable students to comprehend the purpose of the activity and the desired outcomes.
  • Select projects for students to achieve goals or objectives – By analyzing learning goals and objectives, teachers can locate many projects based upon state objectives, research lesson plan ideas on the Internet, consult colleagues, and design their own.
  • Select cognitive tool/s – Cognitive tools should facilitate the attainment of the learning goals and objectives.
  • The tools should be appropriate to the learning environment, learning styles of students, appropriate for students' technological skills, and facilitate the desired outcomes of the objectives.
  • Implement the learning experience and cognitive tool/s – Most teachers invest time in planning and assuring learning activities can be executed.

• Introduction

  • When instructional designers consider the affective domain, they frequently think only in terms of a student's motivation to learn.
  • As Smith and Ragan (1999) have pointed out, "any 'cognitive' or 'psychomotor' objective has some affective component to it (if at no deeper level than a willingness to sufficiently interact with learning resources to achieve the learning)" (p. 250, parentheses in original).
  • Even when they are not explicitly stated, attitude objectives are pervasive in school work (Smith & Ragan, 1999).
  • In each of the following examples, affective learning outcomes are linked to explicit cognitive goals.
  • In some cases, attitude learning is the main objective of instruction.

• Learning Outcomes

  • Thus objective assessment and assessment of objectives have entirely different meanings.
  • Although the achievement of objectives is usually assessed this need not necessarily rely on objective assessment.
  • Therefore the term learning outcome is replacing objective in some educational organizsations.
  • One can equate aims to intended learning outcomes and objectives to measured learning outcomes.
  • Although terms like learning outcome, objective, and aims are often use interchangeable, it is important to note that many educational professionals make a distinction between the terms.

• Learning By Design: What is it?

  • Learning by Design emerges from the constructionist theory that emphasizes the value of learning through creating, programming, or participating in other forms of designing.
  • The design process creates a rich context for learning.
  • Learning by Design values both the process of learning and its outcomes or products.
  • The essence of Learning by Design is in the construction of meaning.
  • Designers (learners) create objects or artifacts representing a learning outcome that is meaningful to them.

• Personalized Learning

  • Personalized Learning is the tailoring of pedagogy, curriculum, and learning environments to meet the needs of individual learners.
  • Personalized learning is the tailoring of pedagogy, curriculum, and learning environments to meet the needs and aspirations of individual learners.
  • Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.
  • However, it may provide learners the opportunity to learn in ways that suit their individual learning styles and multiple intelligences.
  • Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning.