Instructional Design @ OLI

Learning Objectives

By the end of this page, you will be able to:

1. Identify my working process
2. Determine if my working process is a good fit to your team

Getting to know the audience is the first step. Audience of the course dictates the type of information that we need to supply. Key information of the audience includes their age, their prior knowledge before coming to this lesson, and their most out-standing problem that they bring to the lesson.

Like the ones listed at the top of this page, learning objectives communicates expectations to both the students and the course authors about the content they will be learning. Learning objectives are often structured to hit multiple stages of the Bloom’s Taxonomy, the specific stages of Bloom will be determined based on the need of the students.

The assessments are the next steps to be written. When writing out assessments, I often hold this in mind “What are the necessary questions to ask students so I know they have fully understood the Learning Objectives? What are the evidences that I need to see to convince myself that students have achieved the needed level of understanding?”

While this is where the real “instructions” comes in, it comes comparatively late in the process. With the guidance of Learning Objectives and Assessments, I simply lay out the information that students need to perform well in the Assessment stage.

Evaluation is the step where students have finished navigating their way through the course. It’s my turn to take data from students interaction, reflect and iterate on the course that is being sent to students. Common data I rely on includes grades of students, learning curves for learning objectives, time consumed for students during an assessment, and the feedback provided by students on their satisfaction with the course.