Understanding Educational Objectives

SparkPlug Agility's Understanding Educational Objectives (EO) course is a self-paced online learning experience that examines the writing, interpreting, and analyzing Educational Objectives.  This course introduces students to the modern revision of Bloom's Taxonomy of Educational Objectives (Anderson and Krathwohl).  It also shares concepts and techniques of how to write objectives, drawing on the research from the Comprehensive Framework for Instructional Objectives (Hannah & Michaelis).

EO is the first online offering in SparkPlug Agility's new 'Train of Thought' series, focused on developing stronger trainers and coaches through servant leadership and better understanding of student needs. It is a prerequisite for the Trainer Immersion Program (TRIP), a live course exploring techniques to design and develop high quality learning.  This course is included free with your TRIP registration.

Who Should Take This Course?

  • Instructors and professors from all of the major agile governing bodies (Scrum Alliance, ICAgile, Scrum.org, PMI, SAFe, and more) as well as those focused on internal instruction.
  • Current and aspiring professional trainers looking to improve their course design.
  • Authors and caretakers of outcomes and objectives for a certification body.
Self-Paced Online Course -
Coming Soon!

Course Outline

The Case for Objectives 
Instructors have a need for a common language to compare lesson plans and assessment devices. Students will learn the benefits they gain by using educational objectives to communicate their thoughts.

The Four Questions to Ask
Instructors are often faced with designing their learning experiences in response to a set of objectives determined by an outside organization. By asking four important organizing questions, trainers can gain a deeper understanding of these objectives.

Objective Concepts
This portion of the course expands on the concepts of educational objectives, looking at their structure and specificity. We will also explore what objectives are NOT, including potential problems and misuses.

Bloom's Revised Taxonomy (Overview)
Instructors gained a valuable tool in the 1950's with the introduction of Bloom's Taxonomy of Educational Objectives. In the years that followed, other, more student-focused frameworks and research emerged. This portion of the course provides an overview to the revision of the framework serving as a basis for the upcoming modules on each dimension.

The Knowledge Dimension
This portion of the course focuses on the types and subtypes of the Knowledge Dimension from the revised Blooms Taxonomy for Educational Objectives. Students are introduced to the four major types of Knowledge and their accompanying eleven subtypes, comparing and identifying the characteristics of these concepts.

The Cognitive Process Dimension
This portion of the course focuses on the categories and processes associated with the Cognitive Processes from the revised Blooms Taxonomy for Educational Objectives. Students are introduced to the six major categories and accompanying nineteen Cognitive Processes, comparing the characteristics and identifying the distinctions and differences between them.

Using the Taxonomy 
Using the framework as an analytical tool for instructors and administrators allows both parties to have a productive dialogue of the current state and potential improvements for instruction. Students explore several case studies to view the taxonomy in use through real world educational examples to gain a better understanding of how to use the framework.

Comprehensive Framework for Instructional Objectives (Overview)
In the years that followed the introduction of Bloom's Taxonomy of Educational Objectives, significant progress occurred during a "golden age" of research and exploration. Students will explore a helpful alternative to Bloom's Taxonomy in the Comprehensive Framework for Instructional Objectives. This guide to planning and evaluation provides students with a valuable viewpoint on these concepts, and is further illustrated in four sub-modules that explore the building blocks of:

  1. Data Gathering - basic abilities that students use to generate data and build a knowledge base in all subjects and at all levels of instruction.
  2. Intellectual Processes - thinking or cognitive activities that occur based on student behavior and examination of what they have produced.
  3. Skills - cognitive and psycho-motor activities that students are expected to master and are found in virtually every subject of instruction.
  4. Attitudes and Values - describes interests, appreciation, adjustments, and attitudes and values that the school seeks to encourage and develop in their students.

Writing Goals and Objectives
This portion of the course shares a step-by-step approach that Instructors can use to author complete and specific educational objectives. This allows them to plan effective instruction for their students and justification for their administration.  

Evaluation and Analysis  Taking the viewpoint of the governing body or administration, this module explores techniques that can be used to assess and analyze lesson plans and learning experiences designed to meet a provided set of educational objectives.