Internet Learning Volume 3, Number 1, Spring 2014 | Page 17

Internet Learning
the selection of instructional materials and
instructional strategy, and they are used to
develop assessment instruments.
When instructor-experts approach
the collaborative environment without
learning objectives or with learning objectives
that are not measureable or well written,
a discussion of terminal and enabling
objectives is an effective tool for beginning
the process or revising existing objectives.
This approach is clearer and more direct
than other methods, such as providing
framed statements using Bloom’s Taxonomy-aligned
verbs.
Rosenberg, M. (2012, July 12). Marc my
words: Why I hate instructional objectives
[Web log message]. Retrieved from http://
www.learningsolutionsmag.com/articles/965/marc-my-words-why-i-hate-instructional-objectives
Rossett, A. (2012, July 12). Why I LOVE
instructional objectives [Web log message].
Retrieved from http://www.learningsolutionsmag.com/articles/968/
References
Acevedo, M. (2013). Beyond understanding:
Working with faculty to compose exemplary
objectives. Concurrent session presented at
the 5th Annual QM Conference on Quality
Assurance in Online Learning. October
1–4.
Aleckson, J., & Ralston-Berg, P. (2013).
Mindmeld: Micro-collaboration between
eLearning designers and instructor experts
(1st ed.). Madison, WI: Atwood Publishing.
Dick, W., Carey, L., & Carey, J. (2009). The
systematic design of instruction (7th ed.).
Upper Saddle River, NJ: Merrill.
Gagné, R. (1977). The conditions of learning
(3rd ed., p. 291). New York, NY: Holt, Rinehard
and Winston.
Mager, R. F. (1962). Preparing instructional
objectives. Palo Alto, CA: Fearon Publishers.
Merrill, M. D. (2013, October 17). My hopes
for the future of instructional technology
[Webinar]. Retrieved from http://cc.readytalk.com/play?id=2xrvdz
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