Page 45 - Computer Based Training OUM

5. Writing Learning Objectives for Factual Information

 Because facts can be processed only at the remember
level, objectives written for factual information are

remember-level objectives
 write your objective at the lesson task level, which would

require knowledge of the facts to complete
 Your goal is to minimize memorization of facts by having

workers actively use those facts in conjunction with their job
tasks

 in general you can avoid writing separate learning
objectives for factual information

 incorporate the factual knowledge needed into the overall
lesson task objective

 There are some exceptions; situations in which rapid access to
factual information requires memorization

6. Training Facts
 instructional methods include two major subsets:

i. providing information and designing practice exercises for
acquiring the content at the appropriate level of
performance

ii. An assessment is designed as follow-up to make sure that
trainees have achieved the objective

 Training Facts in the Classroom
i. Use Diagrams for Concrete Facts

ii. Use Tables and Lists for Data
iii. Use Statements for Associative Facts

 Teaching Factual Information in e-Learning
i. Factual information can be formatted for e-learning using

many of the same displays used for manuals
ii. Statements, tables, diagrams, and lists are all recommended

7. Reference-Based Training
 In reference-based training, factual information is

displayed in reference documentation (either paper-based
or online) while training is designed to "wrap around" the

reference