SEMINAR ON EDUCATIONAL OBJECTIVES AND LEARNING EXPERIENCES
Submitted to Submitted byMrs. Annamma Jacob Geena GeorgeAssociate Professor Ist year M.Sc. NursingJosco College of Nursing Josco College of NursingEdappon Edappon
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15)INTRODUCTION
DEFINITION OF EDUCATIONAL OBJECTIVES
STEPS IN FORMULATION OF EDUCATIONAL OBJECTIVES
LEVELS OF EDUCAIONAL OBJECTIVES
ELEMENTS OF EDUCATIONAL OBJECTIVES
BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES
DEFINITION OF LEARNING EXPERIENCES
GENERAL PRINCIPLE FOR SELECTING LEARNING EXPERIENCES
OBJECTIVES OF LEARNING EXPERIENCES
CHARACTERISTICS OF LEARNING EXPERIENCES
AREA TO BE SELECTED FOR LEARNING EXPERIENCE
LEVELS OF LEARNING EXPERIENCE
ROLE OF INSTRUCTOR IN SELECTION OF LEARNING EXPERIENCE
SUMMARY
BIBLIOGRAPHY
INTRODUCTION Education is a process which brings about changes in human behavior. Every individual should have access to a type of education that permits maximum development of his potentials and capabilities. So, in any educational programme it is essential that the educational objectives are clearly stated to achieve the teaching learning process is effective.
DEFINITION Educational objectives are the desirable outcomes of intended actions through the mode of action. D. ELAKKUVANA The results sought by the learner at the end of the educational programme J.J.Gilbert Educational objectives are the learner centered or behavior centered and subject centered. J.C. AGGARWAL
STEPS IN FORMULATING OF EDUCATIONAL OBJECTIVES According to Ralph Tyler, there are nine essential tasks or steps in the formulation of educational objectives, they are:- Identify the needs of the learner Identify the needs of the society Study the suggestion of the experts Formulate the philosophy State the objectives gathered from various sources in a proper way. Formulate the theory of learning Screen the objectives through educational philosophy and educational psychology and select the appropriate ones. Defines the objectives clearly in terms of content State the educational objectives in terms of behavioral outcomes or change.
LEVELS OF EDUCATIONAL OBJECTIVES:-Educational objectives can be written for the following two common levels:1) Institutional Objectives Institutions such as universities, colleges, professional institutions, schools and other organizations offering educational programs, write very few broad and all inclusive objectives. Such objectives serves as a guide to the administrators who manage educational programs. 2) General Instructional Objectives General objectives are the intended outcome of the instructions that have been stated in general terms to encompass a set of specific learning outcomes------ Grounlund and Linn 1990
ELEMENTS OF EDUCATIONAL OBJECTIVES1) Relevant:- Relevant means, appropriate suitable and connected to the purpose. The specific outcome of learning should represent the real learning need of the learner. They should be relevant to the institution.2) Logical:- Logical means correctly reasoned consistency and capable of correct reasoning. Specific outcome must have internal consistency. Ideas presented in the specific outcome learning should not oppose one another.3) Explicit:- Explicit means clear, less interpretation and stated in detail.4) Feasible:- Feasible means possible, manageable and convenient.5) Observable:- Observable means watch, take notice of and examine and note. In order to ascertain the extent of enhancement or acquisition of a particular skill by the learner, one should be able to see and take note of.6) Measurable:- Measurable means ascertain quantity by comparison with a fixed unit and estimate by some standard or rule. If learning achievements cannot be measured, then the tutors/ instructors may tend to believe that they have accompanied the goal and achieved the educational objectives.
BLOOM's TAXONOMY OF EDUCATIONAL OBJECTIVES Prof. Benjamin.S.Bloom of university of University Chicago(USA) is considered to be a pioneer in preparing taxonomy of educational objectives. Bloom was the editor of the first volume of Taxonomy of Educational Objectives (1956) produced by an American Committee of College and university Examiners. Bloom presented his taxonomy related to cognitive domain(1956), Karathwohle related to affective domain(1964), and the Harrow related to Psychomotor domain (1972). The taxonomy was developed by BLOOM to achieve the desired educational goals.
DEFINITION OF TAXONOMY According to Tanner, Taxonomy system is a designed one to clarify the intended behavior of students as a result of participating in some set of instructional experience and used to obtain evidence on the extent to which such behavior are manifested.- The committees are identified three domains of educational activities or learning COGNITIVE :- Mental skills (knowledge) AFFECTIVE :- Growth in feelings or emotional areas (Attitude) PSYCHOMOTOR :- manual or physical skills (Skills)
LEARNING DOMAINSCognitive domainThe cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place. The six levels of cognitive domain are listed below:- Knowledge :- It is defined as the remembering of previously learned material. It represents the lowest level of learning outcomes in the cognitive domain.Action Verb:- Define, state, list, name, write, outline, recall, recognize, label, underline, select, measure, describe, identify etc.
Examples:- 1) Define Nursing2) List the qualities of a Nurse3) Write the types of hospital4) Label the part of stomach5) Identify the different comfort measures in a hospital6) Describe the functions of a stomach
Comprehension:- It is defined as the ability to grasp the meaning of material. The learning outcomes go one step beyond the simple understanding of material and represent the lowest level of something.Typical Verb:- Justify, indicate, illustrate, formulate, classify, convert, contrast, explain etc.Examples:-1) Classify the skeleton system2) Identify the importance of nutrition3) Explain the role of a nurse in health education4) Convert 40 degree Celsius into Fahrenheit5) Formulate a diet plan for a diabetes client6) Write the types of Vitamins
Application:- It is the ability to use learned material in new and concrete situations. Learning outcomes in this area requires a higher level of understanding than those under comprehensionVerbs used:- Assess, choose, find, demonstrate, construct, compute, perform, discuss, prepare, produce, relate etc.Examples:-1) Demonstrate the bed making procedure2) Assess the nutritional status of an infant3) Construct an attitude scale on smoking4) Compute the knowledge on smoking with selected demographic variables5) Prepare a lesson plan on ill effects of smoking.
Analysis:- It refers to the ability to breakdown material into its component parts so that its organizational structure may be understood. Learning outcomes here represents a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the material.Action Verbs:- Analyze, identify, conclude, differentiate, select, separate, compare, criticize, breakdown etc.Examples:-1) Distinguish between guidance and counseling.2) Identify the warning signs of Meningitis3) Differentiate between gastric and peptic ulcer4) Criticize the home management of ORS5) Resolve the problem and give suggestion
Synthesis:- At this level the learner is expected to combine various parts to form of a whole. Learning outcomes in this area stress creative behavior with major emphasis on the formulation of new patterns or structures.Verbs used are develop, plan, built, create, design, organize, revise, formulate, establish, assembleExamples:-1) Revise the anatomy of heart2) Develop a clinical rotation plan
ATTIUDE OR AFFECTIVE DOMAINThe affective development of learning concerned area are characterized by emotional which includes attitudes, beliefs and values. Attitudes are positive or negative feelings about certain things and consists of both cognitive and affective aspects. LEVEL 1. Receiving:- At this level learner is sensitive to the existence of something and progresses from awareness to controlled or selection attention. It is difficult to tell when a learner is receiving or attending to something, so the best indicator is verbal behavior.Typical Verbs: asks, choose, selects, replies etc.Examples:- Asks right question during history collection LEVEL 2. Responding:- This is concerned with active response to the learner. The range is from reacting to a suggestion through experience a feeling of satisfaction in responding.Verbs: assist, complies, answers, helpsExamples: Assist the patient in carrying out activities of daily living
LEVEL 3. Valuing:- Objectiveness at this level indicate acceptance and internalization of the values or attitudesVerbs : Initiates, Invites, joins, justifies etcExample: Initiates to build IPR with client's in the home/ hospital set ups
LEVEL 4. Conceptualization:-Conceptualization is added to stability and consistency. It is the relationship between a value and the ones already held or new is involved.Verbs: build, develop, formulate, defend, modify, relate, prioritize, reconcile, arrange, compare Example: The nursing student formulate judgments about nursing responsibilities relative to extraordinary means of maintaining life in a critically ill patientCompare between hot fomentation and cold compress
LEVEL 5. Organization:-This level is concerned with the ability to organize values to arrange them in appropriate order.Verbs: alters, arranges, combines, modifies etc
LEVEL6. Characterization:-This is the highest level of learner's value system which has become their philosophy of their lifeVerbs: acts, displays, listens, discriminates etcExample:- Displays confidence in caring terminally ill clients.
PSYCHOMOTOR DOMAIN LEVEL 1. Impulsion:-This level tends to act on mental impulses, that are concerned with the perception of sensory system that guides actions and ranges from awareness of translation into action.Verbs:- detect, choose, identifyExample:- Detect early signs of decubitus ulcer
LEVEL 2. Imitation:-This level refers to limitation of an action performance. When the learner is exposed to an observable action, he begins to make convert imitation to that action.Verbs:- begins, moves, reacts, shows, starts etcExamples: Reacts promptly to emergency situations
LEVEL 3. Manipulation:-At this level the learner is capable of performing an act according to instruction rather than only by observation, as in the case at the levels of imitation. This level is also called as guided response.Verbs:- Carry out, perform, calculate etc.Example:- Performing bed making as demonstrated by the teacher.
LEVEL 4. Co-ordination:-At this level skill is carried out smoothly within a reasonable time frame to achieve co- ordination. Here co-ordination is emphasized by establishing an appropriate sequence, by achieving harmony or an internal consistency among different acts.Examples:- Performs Medication administrations correctly
LEVEL5. Control:-Here the skills are internalized to such an extent that the students can adapt them to cater for special circumstances.Verbs:- Adapts, alters. modifies, reorganizes etcExamples:- Modifies sterilization technique according to the article to be sterilized.
LEVEL 6. Habit Formation:-At this level an act is performed automatically without involvement of consciousness. Verbs:- Walk, swing, hold, swallow etcExample:- Walks slowly without support
SELECTION OF LEARNING EXPERIENCES
Definition of Learning Experience:- Learning experience is defined as deliberately planned experiences in selected situations where students actively participates, interact and which results in desirable changes in behavior of the students. Learning experiences refers to the interaction between the learner and the external condition in the environment to which the learner can react.
GENERAL PRINCIPLES OF SELECTING LEARNING EXPERIENCES
1) All learning needs should be in relation to the selected objectives.2) Learning activities should be in relation to those real life situations where the students are expected to practice after being qualified.3) Selection should be in a manner that there is an effective integration between theory and practice.4) Reactions sought must be within the range of possibility for the students concerned. 5) The same learning experience will result in several outcomes and several learning experiences may bring out the same outcome.6) Learning experience should be selected in such a way that learners are constantly motivated.7) Learning experiences should be planned and organized in such a way that the student's get meaning out of each experience and the students should see the relationship between past and present experiences and focus on the future needs.8) Learning is enhanced by utilizing a wide variety of teaching learning methods.9) Students will learn effectively if the experiences are satisfactory to them.10) Learning experience should be considering the students ability to undergo the desired changes in behaviour.11) Learning experiences selected should not be beyond the particular stages of development of the students.12) Learning experiences selected should be according to the needs of the students and every student should be given similar learning experience.13) Learning experiences selected should provide same or equal chances for all students.
OBJECTIVES OF LEARNING EXPERIENCE1) Imparting the knowledge:- Knowledge which has imparted in a way so as to facilitate effective learning on the part of the pupils.2) Preparation:- A child has to be prepared to receive new knowledge.3) Presentation:- The teacher has to select the subject matter according to the needs, abilities and mental level of the pupils. The teacher has to introduce lesson and announce aims clearly, proceeds to present new knowledge makes the actual commencement of the learning4) Comparision of Association- The facts or ideas presented should be compared or associated with one another. It enhances the process of assimilation and sharpens mental facilities of children and involves high mental process than more memorizing and recollecting.5) Generalization:- When mind has comprehended a new place of knowledge and compared it with the old, it arrives at the general ideas and formulating some laws or principles especially in an inductive lesson.6) Application:- When a rule, formula or principle has been involved, it should be tested and verified by applying it to new situation. The ability to apply knowledge in the form of generalization to new problem situations explicitly as well as implicitly, helps the individuals to identify and explain the relevant principles.7) Acquisition of Skills:- Skills include a wide range of activities like capabilities, physical habits etc. Example:- Conduction of labor, bed making
CHARACTERISTICS OF LEARNING EXPERIENCE1) Learning experience should allow the students learn by doing.2) Learning experience should create new interest among students.3) Learning experience should satisfy the needs of the time.4) Learning experiences selected should bring out the multiple outcomes in children.5) Learning experiences should help students to acquire needed knowledge, skill and attitude.6) It should be helpful in gathering information7) All learning experiences which are planned and selected should be helpful o the students in attaining the educational objectives.
AREA TO BE SELECTED FOR LEARNING EXPERIENCESRelevant area from which topics have to be selected:-- Nursing foundation/ fundamental of nursing/ theory and practice of nursing, evolution, history, issues, perspectives trend in nursing.- Values in nursing quality in nursing care, heritage and mission of nursing, human relations in nursing.- Health and environment- Sciences basic to nursing- Fundamentals of nursing, microbiology, anatomy, philosophy, Behavioural sciences- sociology, psychology- Different clinical nursing specialties viz., community medicine, psychiatry medicine, surgery, pediatric, pathology, obstetrixs.- Communication- Role of nursing in health care delivery system.- Nursing administration and management system.- Nursing education- Nursing Research
LEVELS OF LEARNING EXPERIENCES1) Direct Experience Immediate sensory contact with the actual object. It is useful educative experiences where the learner will have the opportunity to see, handle, and taste, touch, and felt, smelled. It gives first hand information.e.g., Lab practice and demonstration2) Vicarious Experience Create the actual situation through rearrangement of reality. We can bring the world to the classroom.e.g., Model, specimen, film, T.V., radio, pictures, records and photographs.3) Symbolic Experience These are offered through verbal symbols. In teaching- learning process, the content and the objectives of education are symbolized by circles, and activities of insructor and learner by rectangle. In each relationship between trainee and content, different kind of learning takes place at the same timeROLE OF INSTRUCTOR IN SELECTION OF LEARNING EXPERIENCE1) The teacher has to prepare relevant instructional objectives (general and specific) for the tasks.2) Principles of learning have to be kept in mind while planning learning experience.3) Arrange the content in accordance with the planning.4) List teaching points, student's abilities to be developed, decide on teaching methods.5) Arrange and organize elements of topics, skills in to effective learning experience.6) From specific objectives identify abilities to be developed.7) Choose learning aids based on the student abilities and specific objectives.8) Suitable references have to be referred9) Provide learning experiences, evaluate and verify achievement of the objectives.10) Interpret result of evaluation for remedial work.11) Estimate the time to be taken to teach the topic.SUMMARYEducation is a process, the chief goal of which is to bring about change in human behaviour. Every individual should have access to a type of education that permits maximum development of his potential capabilities. Every task is done for particular purpose, it becomes easy to achieve it when we know its objectives or goal as well. In any educational programme to be effective, the purpoe and objectives are to be clearly stated.
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