Learning Objectives

Learning objectives usually take few lines in a course syllabus or in a lesson plan, but properly composed and clearly stated learning objectives can influence the flow of the learning process greatly.

First of all, learning objectives help to vector learners in the right direction. They state what a learner can be able to do and what he is supposed to know upon a completion of a certain stage of the learning process. At the same time they direct an instructor in his or her planning, thus keeping the teaching process focused on achieving learners’ goals.

Although objective writing process may seem quite obvious, in fact an instructor should constantly keep several things in mind: what should learners Know? what can learners actually do and what Skills should they have? what attitude towards the learning process and its results should learners reflect and how are they Affected? In other words learning objects depend on at least 3 parameters (SKAs). 

To be considered clear and effective, in other words “SMART”, learning objectives should satisfy a number of requirements. They must be 

• Specific (learners realize what is expected from them).
• Measurable (the teacher can say if objectives are achieved or not).
• Achievable (it is possible for learners in their particular situation to say “Done!” and put a huge check next to the objective). 
• Relevant (objectives are related to the course in general and learners can understand why they need to achieve this objective).
• Timely (the timeframe given to achieve the objective is reasonable).

Acronym SMART occurred back in 1981. In today’s world being SMART is not enough, learning objectives are becoming SMARTER: we should always keep in mind that learning process, and thus objectives we set for our learners, must be Engaging and Rewarding as well.