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SEMINAR ON

EDUCATIONAL
OBJECTIVES AND
LEARNING
EXPERIENCES

Submitted to

Submitted by

Mrs. Annamma Jacob

Geena George

Associate Professor

Ist year M.Sc. Nursing

Josco College of Nursing

Josco College of Nursing

Edappon

Edappon

INDEX
SR. NO

1)

CONTENT

INTRODUCTION

2)

DEFINITION OF EDUCATIONAL OBJECTIVES

3)

STEPS IN FORMULATION OF EDUCATIONAL


OBJECTIVES

4)

LEVELS OF EDUCAIONAL OBJECTIVES

5)

ELEMENTS OF EDUCATIONAL OBJECTIVES

6)

BLOOM'S TAXONOMY OF EDUCATIONAL


OBJECTIVES

7)

DEFINITION OF LEARNING EXPERIENCES

8)

GENERAL PRINCIPLE FOR SELECTING LEARNING


EXPERIENCES

9)

OBJECTIVES OF LEARNING EXPERIENCES

10)

CHARACTERISTICS OF LEARNING EXPERIENCES

11)

AREA TO BE SELECTED FOR LEARNING EXPERIENCE

12)

LEVELS OF LEARNING EXPERIENCE

PAGE NO

13)

ROLE OF INSTRUCTOR IN SELECTION OF LEARNING


EXPERIENCE

14)

SUMMARY

15)

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 OBJECTIVES


1) 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 DOMAINS
Cognitive domain

The 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 Nursing
2) List the qualities of a Nurse
3) Write the types of hospital
4) Label the part of stomach
5) Identify the different comfort measures in a hospital
6) 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 system
2) Identify the importance of nutrition
3) Explain the role of a nurse in health education
4) Convert 40 degree Celsius into Fahrenheit
5) Formulate a diet plan for a diabetes client
6) 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 comprehension
Verbs used:- Assess, choose, find, demonstrate, construct, compute, perform, discuss,
prepare, produce, relate etc.
Examples:1) Demonstrate the bed making procedure
2) Assess the nutritional status of an infant
3) Construct an attitude scale on smoking
4) Compute the knowledge on smoking with selected demographic variables

5) 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 Meningitis
3) Differentiate between gastric and peptic ulcer
4) Criticize the home management of ORS
5) 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,
assemble
Examples:1) Revise the anatomy of heart
2) Develop a clinical rotation plan

ATTIUDE OR AFFECTIVE DOMAIN


The 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.
o 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
o 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, helps
Examples: 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
attitudes
Verbs : Initiates, Invites, joins, justifies etc
Example: 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 patient
Compare between hot fomentation and cold compress

o 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 life
Verbs: acts, displays, listens, discriminates etc
Example:- 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, identify
Example:- 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 etc
Examples: 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 coordination. 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 etc
Examples:- 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 etc
Example:- 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 EXPERIENCE


1) 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 learning
4) Comparision of AssociationThe 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 EXPERIENCE


1) 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 information
7) 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 EXPERIENCES


Relevant 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 EXPERIENCES


1) 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 demonstration
2) 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 time

ROLE OF INSTRUCTOR IN SELECTION OF LEARNING


EXPERIENCE
1) 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 referred
9) 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.

SUMMARY

Education 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.

BIBLIOGRAPHY:-

1) J.C. Aggarwal, "Essentials of Educational Technology", Vikas Publishing, 2nd edition, Chp ,
Pg 106-120
2) D.Elakkuvana Bhaskara Raj, Nima Bhaskar, "Textbook of Nursing Education", EMMESS
Medical Publishers, 1st edition Pg 95-108, Pg 352-355
3) B.T. Basvanthappa, "Nursing Education", Jaypee Publishers, 2nd edition, Pg 415-420
4) Susan.B.Bastable, "Nurse as educator". Jones and Bartlet Publishers, 2nd edition, Pg 320-338
5) I. Clement, "Textbook on Communication and Education Technology", EMMESS, 2nd
edition, Pg 131-137
6) J.C. Aggarwal, "Principles, Methods and Techniques of Teaching", Vikas
Publishing House, 2nd Edition, Pg no:-120-127
7) K. Sampath, A. Pannerselvam, S. Santhanam, "Introduction to Educational
Technology" ,Sterling Publishers, 5th edition, Pg no 28-32
8) Loretta. E. Heidgerken, "Teaching and Learning in Schools Of Nursing",
Konark Publishers, 3rd edition, Pg no:-525-527
9)Eshita Chanda, "Introduction to Nursing Education", S.Vikas and Company,
1st Edition, Pg no:- 124-125
10) www.authorstream.com
11) www.edualberta.com
12) www.slideshare.com

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