Discussion Responses (peer)

Below are 2 post from classmates to our discussion forum. please respond to these post. you can add to their ideas, react, agree/disagree etc.. each response should be approximately 150 words Peer 1 In your experience, how well have course designers applied the discipline of objective-writing? Although my experience is limited, course designers have applied the discipline of objective writing fairly well. With that, I can think of an instance when a course designer made a common mistake. The written objectives were excessively detailed and included ambiguous wording. Course designers should try to make them as concise as possible (Rothwell et al.,2016) What do you see as being the most challenging part of objective writing? In my opinion, the most challenging part will be using appropriate wording. When describing objectives, a course designer should not use phrases such as “understand,” “demonstrate familiarity with,” or “know” should usually be avoided because they are vague (Rothwell et al.,2016). I also believe it may be difficult to state objectives in performance terms. How could the revised Bloom taxonomy be useful? The Bloom taxonomy can be useful because it is a classification scheme. Instructional designers can classifying performance objectives by identifying the level of the domain that they are trying to reach (Rothwell et al.,2016). This process should aid in writing objectives. What are your personal insights and takeaways from this chapter? My biggest takeaway from this chapter is there is a difference between performance objectives and goals. Another takeaway is that writing objectives is a complex process that includes many factors. There are also tools that can be used when organizing instructional programs to aid in the process. References Rothwell, W., Benscoter, B., King, M., & King S. (2016). Mastering the instructional design process (5th ed). Hoboken, NJ: John Wiley & Sons Peer 2 In my past experience, objective-writing has been poorly done or almost non-existent. Most of the time I see objectives written as instructional and organizational goals, but never written out and thought out in terms of of objectives that state what the learner should be able to accomplish when finished with the course. I can easily see the most challenging thing about writing objectives being writing the statements to be just that - objective statements and not goals of the training. Also, keeping them succinct and not relating them to the satisfaction of the instructor or manager (Rothwell et al, 2016). The biggest takeaways from this chapter for me were distinguishing between instructional/organizational goals and objectives and how to take the results of a task analysis and transform them into performance objectives. According to Rothwell et al (2016), goals differ from objectives because goals are "warm fuzzies" that are ideal expectations of what instructors would like to see learned after a course, when objectives are set expectations of what will be learned and skills will useable after a course. The other big takeaway from this chapter was Rothwell et al (2016) explaining how you should/can take the competencies from the results analysis and pick them apart to decide the instructional purpose, classify the learning task, and then analyze the learning task - then creating your performance objective statements. References Rothwell, W. J., Benscoter, G., King, M., & King, S. B. (2016). Mastering the Instructional Design Process: A Systematic Approach. New York, NY: John Wiley & Sons.