Week 6

As usual, as a start, I'll attempt doing an overview of where we are at currently. Using ADDIE as processes of Learning Design, Week 6 can be said to cover on Evaluation and Design OR Evaluation and Analysis. Week 6 is also still at the Planning stage of E-learning process. To digress a little bit, the purpose of planning is to ensure that the use of technology in e-learning is padegogically informed.

All right, so what was learned in Week 6? Basically, it is an extension of both the Discrepancy Model and Innovation Model. In the case of the former, we learned how to write learning objectives that can narrow/ close the gap(s) between "the optimal" and "the actual". In the case of the latter, we learned how to write learning objectives of the new goals. After writing the learning objectives, we need to sort them/ present them as a Curricular Map (will explain this subsequently after explaining "Domains of Learning").

Writing learning objectives

I shall talk about the steps in going about writing learning objectives for the Discrepancy Model particularly (will explain why Innovation Model is left out in a minute). Since we have established that instruction is present for the Discrepancy Model, we can start with task listing (using the instruction that is already created, of course). In other words, we list the various tasks that a learner has to do in order to complete the activity successfully. E.g. To be a good taxi driver, there is a list of responsibilities to fulfil. The reason for leaving out the Innovation Model is due to the fact that instruction is not present, hence difficulty in doing task listing.

After doing task listing, identify tasks that are problematic (i.e. tasks that cannot be completed successfully). For each of these problematic tasks (i.e. practise safe-driving), write the individual learning objectives that will enable a learner to complete the task in question successfully (i.e. maintain a safe distance from other vehicles, brake early and gently...etc.). After that, delete duplications of learning objectives before sorting them/ presenting them as a Curricular Map.

Learning goals and learning objectives

I would like to highlight the difference between learning goals and learning objectives. The former can be loosely defined as "broad statements of design intent" which constitutes action verbs such as "know", "comprehend" and "understand". E.g. To know safe driving habits.

Learning objectives, however, are made up of sentences which constitute action verbs that are more specific such as "arrange", "label" and "recall". E.g. To state seven passenger pick-up spots correctly. Besides that, learning objectives can follow a guide of ABCD (a form of mnemonics strategies?), which stands for "Audience", "Behaviour", "Condition" and "Degree" respectively. E.g. Given videotaped presentations of patients responding to stressful stimuli (condition), the second year medical student (audience) can distinguish (behaviour) between those who exhibit normal responses, and those who display psychotic responses (degree). It is important to note that not all learning objectives need to follow the ABCD guide (i.e. a learning objective that contains A, B and C but not D).

Domains of learning

Before sorting learning objectives or presenting them as a Curricular Map, it is relevant to know about the Domains of Learning. Three kinds were learned during lecture, namely Cognitive, Affective and Psychomotor. For each domain of learning, it is important to recognise that there are various levels of outcomes of learning.

Cognitive

This domain of learning has to do with knowing and thinking/ increasing learner's knowledge. E.g. solving a mathematical problem.

Bloom proposed six levels of outcomes of learning, namely, in ascending order, "Knowledge", "Comprehension", "Application", "Analysis", "Synthesis" and "Evalution". To digress a little, learning does not necessarily need to proceed according to this ascending sequence.

Gagne proposed another view of outcomes of learning, including "Verbal Information (facts)" and "Intellectual Skills", amongst others. Under "Intellectual Skills", there are varying levels of outcomes of learning such as "Discriminations", "Concepts", "Rules (procedures)" and "Higher-Order Rules (principles). More details of these outcomes of learning are discussed in Week 7 and 8.

Affective

This domain of learning has to do with feelings and attitudes/ changing learner's attitudes. E.g. to be encouraged to do volunteery work, to appreciate classical music or to understand sculpture as a form of fine arts.

Krathwohl proposed five levels of outcomes of learning, namely, in ascending order, "Receiving", "Responding", "Valuing", "Organisation" and "Characterisation". An example from the lecture is learning Falun Gong. When one is willing to hear about Falun Gong (Receiving), one then advances to trying it out (Responding), followed by justifying it as something good (Valuing), followed by developing a new personal meaning out of it (Organisation) and lastly, adopting a new way of life or outlook (Characterisation).

Psychomotor

This domain of learning has to do with doing things (associated with the body)/ building learner's physcial skills. E.g. learning to dance or swim.

Harrows proposed five levels of outcomes of learning, namely, in ascending order, "Perception", "Set", "Guided Responses", "Mechanism" and "Complex Overt Response". An example from the lecture is learning to ride a bicycle. When one observes how others balance themselves and ride on their own bicycles (Perception), he is convinced to learn and starts to mount a bicycle (Set). He then finds himself a friend who is willing to help by holding and pushing him (Guided Responses). After that, he rides the bicycle without assistance, although he is still wobbly and sometimes his feet have to make contact with the ground in order to maintain balance (Mechanism). In the end, he can finally balance very well and ride the bicycle smoothly, even going as far as to be able to ride it with the front wheel up (Complex Overt Response).

Curricular map

Having understood Domains of Learning and the various levels/ outcomes of learning of each domain, we are well into the way of sorting learning objectives/ presenting them as a Curricular Map.

The key idea is to sort the learning objectives into different levels according to the outcomes of learning of each domain. An example is what we did in Activity 2 during the lecture, namely "rank the following performance objectives". Thereafter we establish the relationships between these learning objectives by using arrows to join them, e.g. subordinate (lower level than), coordinate (same level as) and superordinate (higher level than). At the same time, learning objectives are sorted into terminal objectives (pointed by arrowhead) and enabling objectives (where the arrow in question originated from). It is essential to avoid too many learning objectives at any one level.

The rationale of sorting learning objectives/ presenting them as a Curricular Map is to inform parties involved in the learning activity (trainers, learners, dominant coalition within an organisation... etc.) about what are going to be taught and the ways in going about them. In this way, a so-called "big picture" can be seen and parties involved can be kept focused on the learning activity.

It is important to note two things. Firstly, a trainer does not necessarily need to teach and fulfil the learning objectives from the bottom (subordinate/ enabling) of the Curricular Map first before advancing to those at the top (superordinate/ terminal). He is free to conduct the learning activity in any way which he deemed as appropriate. Secondly, the level of Prior Knowledge should be specified on the Curricular Map, by drawing a horizontal line across. This simply means that all learning objectives which fall below the line will not be taught by the trainer.

Ending off with a good tip

A good tip for sorting without the hassle of drawing and altering the Curricular Map on a paper is to make use of post-it notepads (courtesy of Alfred). Write one learning objective on each sticky sheet and sort the learning objectives on a big flat surface. A "flowing" Curricular Map is instantly formed, where you can easily change the arrangement of the learning objectives by adjusting the sticky sheets around. My group tried it for Assignment 3 and it was indeed effective! :)