1. Learning Objectives for CIT Reference http://tlt.its.psu.edu/suggestions/research

2. Why learning objectives?  The purpose of objectives is to communicate  Objectives guide teaching, learning and assessment;  Objectives guide the content materials;  Students will understand expectations;  Students are expected to do differently (behavioural change) as a result of what has been learned.

3. What are learning objectives?  Measurable;  Short-term;  Observable student behaviours;  Indicating the desirable behavioural changes in knowledge, skills or attitudes to be gained

4. Ex:Write your learning objective  Refer to the handout – class work Judge the objectives by your own professional sense whether they are “ specific ”. Comment and rewrite on those not “ specific ”.

5. Goals (Aims) or Objectives Goals (Aims) Objective 1 Sub-objective 1.1 Sub-objective 1.1.1 Sub-objective 1.1.2 Sub-objective 1.2 Sub-objective 1.3 Sub-objective 1.4 Objective 2Objective 3

6. Ex: Goal or Objective?  Give the example of …  Select the appropriate storage device  Type 40 Chinese characters  Appreciate different ways of solving problems  Have confidence in using IT  Enjoy programming Students are able to

7. Three types of learning objectives  Cognitive (intellectual thinking) Information, knowledge, understanding, comprehension, application analysis, synthesis and evaluation of the subject matter  Affective (feeling) Attitudes, values, feelings, emotions and interest  Psychomotor (doing) Manipulating skills, physical skills http://www.nwlink.com/%7Edonclark/hrd/bloom.html

8. Ex: What types they are?  From the list of goals or objectives of CIT, find out those of affective.  Are there any of psychomotor?

9. Meaning of “ specific ” in writing learning objectives (ABCD method)  Audience - who are your learners?  Behaviour - what is expected?  Condition - under what circumstances or context will the behavior be performed?  Degree - how much will be accomplished, how well will the behaviour need to be performed, and to what level? http://tlt.its.psu.edu/suggestions/research/Write_Objectives.shtml

10. Ex:Write a specific objective Domain Audience Behaviour Conditions Degree (ability)

11. Action or behavioural verbs  Words that describe observable actions, or the creations of observable products  Words that categorise different levels of learning objectives that the students are expected to achieve http://www.nwlink.com/%7Edonclark/hrd/bloom.html

12. Different levels of action verbs (behaviours) for learning objectives  Example: To construct a program … To construct a subprogram such that … To insert a statement to complete the given program such that … To fill in commands/words to make a valid program statement …

13. Ex: Develop some special action verbs (behaviours) for CIT

14. Learning objectives tied with student activities  Different levels of learning objectives define the scope and kinds of student activities a hierarchy of learning (Adapted from Dwyer (1991)) https://courses.worldcampus.psu.edu/public/faculty/studentactivities.html

15. Tie with activities http://www.adprima.com/examples.htm Level of LearningStudent activities FactsSelf-check quizzes, etc. ConceptsHave students show examples/non- examples, student generated flowchart, etc. Rules/PrinciplesDesign projects and prototypes, simulations, etc. Problem-solvingCase study, small group discussion, critical thinking, teamwork, etc.

16. Learning objectives tied with assessment  Match the level of objective with corresponding learning activities and assessment instruments (Adapted from Dwyer (1991))

17. A mismatch  The instructional activities mismatch the level of objective and assessment instrument. (Adapted from Dwyer (1991))