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I’m trying to wrap my head around how learning objectives became the de facto approach to learning design (in particular in elearning). Almost all training and learning design begins with a “learning objective” – a clear, concise statement of what the learner will be able to do after exploring the content. Most resources for developing learning objectives include a lengthy list of appropriate verbs useful in crafting the objective. These verbs, coupled with specific criterion, conditions, and standards, are central to writing “good” objectives.
Is there another way? Do we have the wrong view of designing? Instructional designers assume that learning will occur in a course-based format. Yet our learning occurs in a rich environment of diverse experiences – email, conversations, communities, workshops, tutorials, seminars, etc. If instructional designers remain focused on the narrow subset of designing for courses, they will quickly usher themselves into irrelevance.
Via Dr. Susan Bainbridge
I learn as I experience. "Our learning occurs in a rich environment of diverse experiences – email, conversations, communities, workshops, tutorials, seminars, etc". As I prepare to deliver lessons, as a lecturer, I closely engage with the contents of lesson. Why don't make students do the same. Make them closely engage with lessons in a rich environment of diverse experiences – peer instruction, group presentations, dialogues, debates, etc