Week 6: Domains of learning and writing Learning Objectives

1. Writing behavioural/performance/learning objectives follows the convention of Audience, Behaviour, Condition and Degree.

2. Performance objectives are sorted terminal and enabling objectives in the curricular map.

3. The horizontal line that indicates the prior knowledge is drawn across the curricular map.

4. The curricular map is the output of needs assessment following the Innovations model and Problem model and serves and the input to learning design authoring (LDA). The curricular map is serves as the input to LDA irregardless of whether needs assessment is performed under the Discrepancy Model or Innovation Model.

5. Following the innovations model, instructional/learning designers also list /flowchart the steps of a task under the goal but they do not identity problematic steps in the list /flowchart because there is not need to do that.

6. The following two behavioural/performance/learning objectives are wrongly written:

· The CNM student understands the communication theory.

· The mechanical and electrical engineer can design and calculate an air-conditioning design and BTU load independently.

7. The verbs "understand" or "know" cannot be used in behavioural/performance/learning objectives.

8. Cognitive Domain -- Given the colour wheel, the art student can choose colour blends for the poster design.
Affective -- The Yong Siew Toh Conservatory student appreciates the 3rd movement of Bach in D minor.
Cognitive -- The FASS student can design a 2X2X2 between subjects experimental design.
Psychomotor -- The ballet student can execute an arabesque 90% of the time.

9. Affective, cognitive and psychomotor are the three domains of learning