Week 6 - Domains of Learning and Writing Learning Objectives

I am sure many of us have written down goals for the new year, or what is better known as resolutions.

About a quarter of a year has past, and it is time for me review those resolutions. And when I did, I found out that I could hardly measure many of those goals.

According to Mager, some of these resolutions were formulated in generalities, which are often too abstract.

If you have ever attended those seminars that teaches goals setting, you would have known about setting goals the S.M.A.R.T. way:

S= Specific
M=Measurable
A= Attainable
R= Realistic
T= Time frame

And being able to measure your goals are not really important as goals are merely broad statements and are often have different degrees of understanding to different people.

The translation of goals into objectives is one job that requires the careful use of words so that these objectives will not fall into the categories of being fuzzy.

When considering objectives, it is also important to first note the types of learning outcome that is to be achieved, then zoom into the specific levels as objectives may not be achieved at every level. At different levels, different objectives are achieved.

Through the lecture, the 3 different learning domains have been taken apart and looked into individually. But I feel that at certain point in time, these 3 domains of learning do in fact coincide with one another.

For example, it might not be possible for the cpgnitive learning to take place if there is no willingness to receive the knowledge. In the course of attaining and accepting particular values, it is also important for the knowledge and certain facts to be comprehended or applied.

For example, when trying to accept and develop a preference for Christian Theology and teachings, it is very important to first know certain facts such as the birth, persecution, crucifixion and resurrection of Jesus Christ.

As such, it is also important to look at the models from the big picture perspective so as to develop an integrated instructional strategy where the individual objectives are mapped with suitable fit.