Writing and utilizing quality learning objectives a nebraska perspective
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Writing and Utilizing Quality Learning Objectives: A Nebraska Perspective. Clyde Ogg, University of Nebraska-Lincoln Extension. Nebraska History. Adapted existing training manuals for use in Nebraska. Used learning objectives if present --- Didn’t write our own objectives.

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Writing and Utilizing Quality Learning Objectives: A Nebraska Perspective

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Writing and utilizing quality learning objectives a nebraska perspective

Writing and Utilizing Quality Learning Objectives: A Nebraska Perspective

Clyde Ogg, University of Nebraska-Lincoln Extension


Nebraska history

Nebraska History

  • Adapted existing training manuals for use in Nebraska.

  • Used learning objectives if present --- Didn’t write our own objectives.

  • Loosely based training programs on manual content.

  • Lead agency wrote exam questions.


Problems with this approach

Problems with this approach

  • Difficult to organize training activities, programs and other resources.

  • Difficult to communicate to learners what they must know to pass exams.

  • Difficult for learner to know when they are ready to take exams.

  • Difficult for lead agency to write questions balanced with manual content.


Ron says

Ron says…

  • State learning objectives in behavioral or performance terms:

    • Describes what the learner will be DOING when demonstrating his achievement of the objective.

    • Communicates the instructional intent of the person selecting the objective.

    • Must measure performance in terms of the goals.


Ron says use these action verbs

Write

Recite

Identify

Differentiate

Solve

Construct

List

Compare

Contrast

Select

Ron says… Use these action verbs


Ron says don t use these

Know

Understand

Really understand

Grasp the significance of

Be aware of

Learn

Enjoy

Believe

Have faith in

Appreciate

Become Familiar with

Ron says… Don’t Use These!


Ron says test the learning objective

Ron says… Test the Learning Objective

  • Is the performance accepted as evidence of goal achievement?

  • What is the learner doing when they have achieved the goal?


Nebraska examples

Nebraska Examples

  • Identify the management strategies used to control weeds.

    • Is the performance accepted as evidence of goal achievement?

    • What is the learner doing when they have achieved the goal?


Nebraska examples1

Nebraska Examples

  • Become aware of some of the state’s threatened and endangered species and where they occur.

    Better:

  • List the threatened and endangered animal species in Nebraska that are most vulnerable to injury from pesticides.


Nebraska examples2

Nebraska Examples

  • Know how to respond to pesticide emergencies.

    Better:

  • List the three Cs of spill management.

  • Define each component of the three Cs of spill management.


Nebraska examples3

Nebraska Examples

  • Use the formulas and tables in this chapter to calibrate application equipment.

    Better:

  • List the steps of calibrating granular pesticide application equipment.

  • Solve the calibration problems listed in this chapter.


Nebraska examples4

Nebraska Examples

  • Describe common types of pesticide application equipment used in the turf industry.

    Better:

  • Compare drop and rotary granular spreaders.

  • List the components of a pesticide sprayer used in the turf industry.


Nebraska examples5

Nebraska Examples

  • List common insect pests that attack turf and ornamental plants.

    Better:

  • List three insect pests that attack turf and ornamental plants while in the larval stage.


Where does nebraska go from here

Where does Nebraska go from here?

  • Cleanup existing learning objectives.

  • Add additional objectives over time.

  • When manual is up for revision create objectives based on a job analysis.

  • Work with lead agency to ensure exam questions are based on learning objectives.


Long term nebraska plans

Long term Nebraska plans

  • Create a formal written process for the job analysis, learning objective and manual writing, and exam question creation.

  • Job analysis will be coordinated by PSEP and will include industry, educational, and regulatory representatives.

  • Learning objectives and manual text will be written by PSEP staff.

  • Exam questions will be written by lead agency.


Where do you go from here

Where do YOU go from here?


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