Learning Objectives are Dangerous

I have a master's degree from the great Florida State University; an M.S. in Instructional Systems. I learned to write learning objectives from the best of the best. Having said that, I believe that Learning Objectives are Dangerous.

Think of it this way. Designing learning programs where the learning leads learners only toward the accomplishment of a set of specific objectives, is a very restrictive strategy. You get the actions you expect. If you expect learners to only meet the objectives, that's exactly what they'll do.

The good news is that great people learn despite these restrictive learning objectives. Further, thank goodness learning organizations have continued to survive even though the learning they build is so narrowly focused. I'm thankful to have built a career in corporate learning. But, innovative companies don't restrict themselves like typical learning programs do.

I have a recommendation for corporate learning groups.

My Recommendation
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Write learning objectives, but design learning programs that foster

1. Collaborative work efforts leading to innovation and learner-to-learner relationships
2. Critical thinking leading to resolution of complex problems
3. Reduction of fear so that true action can occur
4. Increases in confidence leading to long term competence
5. Empowerment so that learners take ownership

Essentially, go further than just meeting the objectives. Show up and innovate.

Learning in Virtual Environments: People Learn Through Activity

I've always been a believer in situated cognition. Situated
what?

Situated Cognition: knowing is inseparable from doing.

Virtual environments such as 3D worlds, 2D collaboration tools
(i.e. Cisco Webex), and of course Twitter provide an opportunity
for learning to be active. In 3D worlds learners can be
immersed in a simulated environment and co-create (i.e. build),
discover, reflect, etc. and all contextually situated. In 2D
environments, learners can share an application, chat,
collaborate on a whiteboard, etc. and again it's very active and
contextual. Then, Twitter. Ah, our well loved Twitter. Could
this virtual environment (i.e. microblogging) be what proves
situated cognition theorists completely accurate? I bet it does
because situated cognition says that learning requires thinking
on the fly instead of storage and retrieval of knowledge. How
better to think on the fly than to organize a network of
colleagues and ask them what they think any time, anyplace, and
on any device. Actively learn from your peers at all times and
rely on them to make you whole. Do it with Cisco Webex and microblogging.
If you need to co-create or practice in an authentic visual and functional environment similar to live face-to-face, use a 3D virtual world.


Learning is inseparable from people. It is active. And,
virtual learning environments afford what face-to-face
environments could have, but we never took advantage of. They
provide an opportunity to be active and connect with peers. People learn through activity with others and through situations rather than accumulation of knowledge. People do not learn through lecture. Remember, Benjamin Franklin read quite a bit, but he learned through experiments and situations such as "paying too much for the whistle.". He changed the world through experiments. He also learned because his father ensured there would be intellectual conversation at every dinner table. He learned through experiments and discussions with experts. He would have loved Twitter.

I am fond of learning in virtual environments because they help learners become more active.

Motivation & Learning in our 2.0 Culture

I'm biased in that I learned from John Keller and graduated from Florida State. That said, I truly believe that if your learning program is going to include social collaboration, you must study Keller's ARCS model.

On page 5, read the paragraph that begins "Each factor of the ARCS Model has three elements..."

http://www.arcsmodel.com/pdf/Biographical%20Information.pdf

Within the communities of practice, use strategies to gain and increase learner's attention, link content to learner needs/wants and maybe "random wishes," give learner's opportunities to build a sense of self-worth and to control content, and setup positive consequences of participation (i.e. not negative consequences).

It's that simple. It really is. Attention, Relevance, Confidence, and Satisfaction.

Collaboration White Paper
Read page 6

Creating a Collaborative Enterprise
Read page 21