Most clients have a specific outcome in mind for learners when they initiate an e-learning project. So how do you make sure learners reach the desired learning destination? By creating clear ...
Published 11 years ago
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I'm working on a prerequisite "knowledge"-oriented tutorial right now for our Level 1 software class. The three-day class is where they will actually learn how to 'do' everything. The prerequiste tutorial is meant to give them some foundation knowledge on the architecture before they start class. I'm having trouble coming up with actionable objectives. It really is some stuff the trainer wants them to "know" and "understand" before they come learn how to apply it in the software. They want to save some class time. Do you have any tips on creating something effective and not just an info dump for something that is very info-oriented?
- Hi Heather - Have you tried a list of action verbs to help the development process? I find they help me clarify objectives to make them much more specific than I could without them. I like Bloom's Taxonomy Action Verbs. It is clean and simple - so clear and easy to follow. Unfortunately the Google link is anything but - so just do a search for "Bloom's Taxonomy Action Verbs" or "action verbs for learning objectives" and try some out. Hope this helps.
- Hi Heather! A lot of people encounter this situation when designing a new course. The goal is to begin the performance-based part of training with participants who share a common skill level in the basics. In setting measurable learning objectives around base knowledge such as the architecture, consider focusing on lower-level skills. For example: recite the parts of the architecture, recall the purpose of each part of the architecture, etc. For participants who can 'do' that already, consider learning objectives around mid-level skills, such as: chart the workflow for [xyz process using the architecture], list common failures that occur [in the xyz process they charted], explain underlying causes of common failures in [doing xyz with the architecture], describe how to recover from [xyz failure]. Once the base knowledge can be demonstrated, you're ready to move on to designing the performance-based part of your course, which is what most people think of as the 'doing.' Does that help? Good luck!
