Developing Learning Objectives Scenario Assignment
For this assignment we were directed to reflect on the information presented in the module regarding Bloom’s Taxonomy and how learning objectives should be developed based on the context of the situation presented. After reviewing the two scenarios provided and the situations described, we were to determine an appropriate goal, develop learning objectives to align to the goal, and provide a brief summary of actions steps we would address with a subject matter expert (SME).
Scenario #1
For the past ten years, KawKan has been using a lean manufacturing approach in the assembly of their motorcycles. Over that decade, business has remained strong, but operational costs have continued to increase despite increased sales every year. Management
has considered the idea it might be time to switch from the Lean process to a more robust continuous improvement model. Since the company is immersed in the practice of Lean manufacturing model, the management team is not familiar with the basic elements in the continuous improvement model. Management has asked you to prepare a presentation outlining the continuous improvement process and how implementing it can improve the overall manufacturing output. The designated contacts for this project include the director of supply chain management and the director of continuous improvement for production.
Your Role
Assume the role of an instructional designer developing an outline for a training resolution. Correctly identify the goal description, the learning objectives, and SME actions steps for this project.
Goal description: For KawKan to successfully transition from a Lean manufacturing process to a continuous improvement model for the purpose of reducing operational costs and improving manufacturing output of their motorcycles
Learning objectives/outcomes
Prerequisite: already know the Lean Manufacturing Model
At the conclusion of this activity, participants will be able to…
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Describe (understand) the steps of the continuous improvement process to team members, supervisors, and line staff.
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Discuss (understand) testimonial and successful transition of Tawny
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Motors, Inc., with employees.
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Compare (understand) data from both models when designing a transition plan for line supervisors and employees.
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Analyze (analyze) differences and similarities between the two models when deciding how to reorganize current processes.
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Explain (evaluate) the advantages and disadvantages of each model to
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team members, supervisors, and line staff.
Potential Subject Matter Experts/Define their role in the project:
SME #1 - Director of supply chain management
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will provide data gathered from Lean model as regards operational costs and current status of company sales
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will help define a plan for transition from the Lean model to the continuous improvement model
SME #2 - Director of continuous improvement for production
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will provide explanation, description, and detail regarding the continuous improvement model
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will provide testimonial and data from other companies that have successfully made the transition
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will provide detail regarding cost of transition and projected benefit to the company
Using Bloom's Taxonomy to Guide Learning Objective Development
Successful learning design combines learning theory with instruction systems design processes. A fundamental step in the process is to streamline course or module objectives to such a degree that alignment with measurement criteria is seamless and intuitive. When writing objectives most learning designers turn to Bloom's Taxonomy proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides learning into 6 distinct stages, Remember, Understand, Apply, Analyze, Evaluate, and Create, and states that the learning for each level depends upon the learning from the previous level.
Instructional designers refer to these stages as they develop specific objectives and skills that they want to the learner to achieve or master. This amazing graphic made by Jessica Shabatura accurately demonstrates the foundational hierarchy of Bloom's Taxonomy.
The first level is Remember and this involves memory or the recall of terms and facts. The second level is Understand which means the learner knows what the message means well enough that the learner can explain it to someone else. And so the learner is able to interpret and translate. The third level is Apply. At this level, the learner can take that knowing and apply it to solve a problem. The fourth level is Analyze which means that the learner can break that knowing down into parts and analyze the parts and their roll in a problem. This learner may also be able to facilitate understanding of inter-relationships between the parts. The fifth level is Evaluate which means the learner can assess or judge the value of the knowing based on criteria and recommend a solution, critique, or overall judgement. The sixth level is Create which means the learner can bring together varied knowing to form solutions to organize, plan, construct, and create new concepts and constructs.
Each level of the Bloom's Taxonomy has specific verbs aligned to it. When designing lesson objectives, these verbs will inform which level of Bloom's the learner will be working in. There are amazing tables and lists of appropriate verbs available online. Here is one.
Steps to Write a Learning Objective
Step 1: Set a goal.
It is very important to realize that in instructional design goals are distinct from learning objectives. A goal is an overarching mission for the training or event, whereas, learning objectives are specific individual outcomes for the learner in their movement towards goal completion.
For example: The goal is to learn how to write a 3-paragraph essay.
Step 2: What is the task?
What is the noun or thing you want students to learn? There could be, and likely are, more than just one task for the learner to achieve. Each task should be defined as a separate learning objective.
For example: one task could be to learn how to write an introduction paragraph, another to write a body paragraph, and a third to write a conclusion paragraph. Note that each of these could be further broken down into individual tasks.
Step 3: Identify the level of knowledge you want.
This is where you will refer to Bloom's Taxonomy. Select a level that the learner will need to achieve and then pick a verb related to that level that is observable.
For example: If the level to achieve is Understanding, then an appropriate verb to use might be associate, define, explain, summarize or describe.
Step 4: Add additional criteria.
The criteria should indicate how or when the outcome will be observable.
For example: Describe the three paragraphs of a standard essay when teaching a friend.
Tips
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Objectives are outcomes not actions that lead to the outcome
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Objectives should align with organizational goals or mission
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Avoid using these terms, always, ever, each, all, never
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Objectives should not be negative focusing on what an organization does not want done, but rather the focus should be on what can be achieved.
Sources
Using Bloom's Taxonomy to Write Effective Learning Objectives.” Teaching Innovation and Pedagogical Support, 27 Sept. 2013, tips.uark.edu/using-blooms-taxonomy/.
Smith, Tracy, et al. “Writing Measurable Learning Objectives.” Teach Online, 9 July 2019, teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/.
“The Easy Guide to SMART Goals and Objectives.” Cognology, 28 Aug. 2020, www.cognology.com.au/learning_center/howtowritesmartobj/.