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Vol. 4, No. 5      April 22, 2008    

DSA’s The 2008 Learning and Performance Strategies Conference, June 17-18-19, Monterey, CA
Bringing  new life to learning experiences you create and manage


Are you challenged with "less is more" (less time-more work)? Are you in a creative rut? Are you aware of all the many tools available to you in learning and performance?

Join us for this truly unique event emphasizing the creativity in learning and performance, including cognitive apprenticeship, problem-based learning, goal-based scenarios, and real world authentic learning activities and creative learning approaches using Web 2.0 approaches.

The conference will be packed full of practical ways to stimulate your creativity and offer you new design skills to take back home.

" I will be able to use at least one concept from each of the sessions I attended. The topics for the sessions were very pertinent to my needs. I had a great time. Thanks for outdoing yourselves yet again."
Sherri Admire, Wachovia Dealer Services

"Excellent in design, speakers, topics and superb administration. ROI wise, I am confident that it more than paid for itself just from day 1. Thanks for everything. See you next year."
Bob Kee, Gerdau  Ameri Steel

Instructional Design Fundamentals 
Pre conference one-day workshop: Instructional Design Fundamentals—Monday June 16

Prepare yourself for the creative topics presented at the conference by learning or refreshing yourself on the fundamentals of instructional design—identifying the business need, writing terminal objectives and enabling objectives, applying adult learning principles, an easy technique for writing instructional materials from scratch.

Register now online...


"I found this to be a wonderful conference, all of the presenters were incredibly gifted and knowledgeable in the fields but they were also very approachable and willing to offer their expertise when asked."
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Today's Tip
How Do You Feel?

Dr. Darryl SinkThe inspiration for this tip comes from the description of one of the presentations to be made at our Learning and Performance Conference in June by our good friend and associate Peter Honebein, Ph.D. The session is titled: Activating Emotions in Learning Experiences to Sell New Ideas.

This tip has to do with where to start when you want to affect attitude…which is most of the time.
Well how about starting the same place we usually start…with our objectives. In this case we are talking about an affective objective.

How do we create an objective around attitude?
I usually start with a quick review of the levels of the Affective Learning Domain first specified by David R. Krathwohl. Most of you are familiar with the six levels of the affective domain.

Six Levels of Affective Domain
Click image to view larger version.

The level we probably want to shoot for in most training programs is called the valuing level in Krathwohl’s taxonomy of the affective domain above. It has to do with helping the learner reach the decision that they will give the “new thing” a try… voluntarily that is. So what would a learning objective look like at the valuing level?
 
Here is the context for the objective:

The course is titled  Marketing Research Techniques. Six different marketing research techniques were taught and case studies were provided on each technique. The  audience will be doing marketing research.

Here is the affective objective written at the valuing level:

Given an opportunity to use new marketing analysis techniques, voluntarily uses the new techniques in all appropriate situations.

Notice the condition in the objective is “voluntarily”. This is almost always the condition in an affective objective. Also notice there is an action verb and a standard.

Instructionally then, we have to find meaningful ways to help the learner first become aware and then interact with the “new” if we are to have any expectation that they will be able to help the learner move to the valuing level and be willing to give the “new” a try. At the valuing level, then, the more the learner can give the “new” a try –the better. This also allows them to decide for themselves.

Note: I don’t usually write an affective objective for every module in a learning program but rather one or two for the whole program.

I hope you will try including an affective objective for your next instructional program. Next time I will give some tips on evaluating affective objectives.
See you then!

Darryl

Article © 2008 Darryl L. Sink & Associates, Inc.

Learning and Performance Tips

Welcome to Learning and Performance Tips
, a DSA newsletter for Instructional Designers and Performance Consultants. Each issue will include at least one proven tip to help you get the most out of your development and consulting efforts.

Did you miss out on a past issue? For access to all tips newsletters, send your top "Tip" to jane@dsink.com.

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Copyright, Darryl L. Sink & Associates, Inc.
Monterey, California

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