How Content Type Affects Learning Objectives
The type of content you are presenting affects the way you word your learning objectives. For example, if you are teaching a concept, for example, about xrefs, the learning objective might we worded as "define the key characteristics of xrefs." Note that the objective still starts with an action verb even though the content being delivered is conceptual in nature.
The following table lists the five basic types of content that you will be delivering in your sessions: facts, concepts, procedures, principles (guidelines), and processes, and suggests appropriate action verbs for objectives for each type of content. The list of verbs is by no means exhaustive.
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Content Type |
Description |
Appropriate Action Verbs |
|
Fact |
Unique piece of information |
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|
Concept |
A set of objects, symbols, ideas, or events that:
|
|
|
Process |
A series of events or actions that explains how a system works or how a set of procedures relate to each other |
|
|
Principle |
A set of guidelines to accomplish a task effectively, efficiently, or safely, or a series of evaluations following a task |
|
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Procedure |
A series of specific steps to accomplish a specific task |
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Do not use weak or ineffective verbs such as understand, comprehend, or explain. Be specific as to what you want students to be able to do after they leave your presentation.