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Writing Instructional Objectives

Writing Instructional Objectives
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Author(s): Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
Copyright: 2005
Pages: 14
Source title: Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners
Source Author(s)/Editor(s): Kim E. Dooley (Texas A&M University, USA), James R. Lindner (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
DOI: 10.4018/978-1-59140-485-9.ch007

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Abstract

In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first considerations after determining the needs of your audience, the potential learners, and the content to be delivered is to formulate instructional objectives. Instructional objectives are written by the instructor to guide the design process, and must consider distance education delivery strategies and principles of adult learning. Often these objectives will be negotiated with the learner so that they will meet their individual needs (e.g., learning contracts). Keeping in mind that learners have diverse learning needs and preferences, it is important to understand the three major domains of learning: cognitive, affective, and psychomotor. Helping you to do so are guideposts to ensure that the instructional objectives are written so that they measure the intended outcomes. How do you write instructional objectives that are specific and measurable? Why is this important?

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