Explore the Learning Objectives for ISM!
- Developing Learning Objectives
- Writing Learning Objectives
- ISM Learning Objectives
- ISM Undergraduate Curriculum Map
- Learning Outcomes
Developing Learning Objectives*
Writing learning objectives at the higher levels of Bloom’s taxonomy – Apply (develop, show, use), Analyze (categorize, combine, compare, examine, test), Evaluate (justify, conclude, critique, evaluate, interpret, support, recommend) – improve transfer of course material to the students’ future careers in the following three ways:
- Engagement: Requires students to do more than simply remember and understand data. Students must work with the data – classify, categorize, and compare. They must make decisions.
- Active Role: Requires more detailed responses from students requiring students to play an active role in the process.
- Repetition — Used to start discussions among students. When students discuss a topic, they are exposed to the information again.
- Retrieval — Students often “expose” each other to applications or facets that they had not previously considered. This facilitates transfer of learning because the students makes additional associations in their mind with the information. There is a greater likelihood that they will consider the information to be important.
- Experience — Requires students to correlate the information to their previous experiences.
- Feedback — Students receive corrective or confirming feedback during a discussion. Feedback is one of the most powerful mechanisms for learning. When receiving feedback, students may be called upon to assess, defend, explain, consider, propose, and possibly argue. These help the students see the way in which what is learned can be used.
Developing well-written learning objectives capitalize on Thorndike’s laws in the following ways:
- Law of Effect: Well-written objectives help the instructor create relevant activities. Relevant activities increase the likelihood that students will successfully complete the assessments based on the objectives.
- Law of Readiness: Well-written objectives increase the likelihood that students perceive the objectives as relevant and valuable.
- Law of Exercise: Well-written objectives increase the likelihood that the students will find the information useful and will therefore use the information outside of class.
* This section paraphrased / was written / based upon Marianna Ridley's blog post of Febuary 20, 2014 and can be found at ... https://mariannaridley.wordpress.com[fa icon="chevron-up"]