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I'm actually going to say that nothing needs to be changed with this learning goal because based upon our Brown & Green reading, a learning goal "cannot be directly perceived" (2016, p. 92-93).  Put another way, it does have to be specific with observable features (p. 93). The example found within Brown & Green of a learning goal is "Students will appreciate classical music" (p. 93).

However, much would need to be changed based upon the information provided above the Padlet. In this situation the words "understand" and "effective" would need to be replaced with words that are more observable.

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"Understand" is not clear in describing what the learner will actually be able to accomplish. I would rephrase this as "LWBAT demonstrate an understanding of course design by creating a thorough course proposal to be submitted to an institution of higher education."

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When presented with the sentence "LWBAT understand effective course design", I am struck by the ambiguity in that sentence. Your question hints at defining a tangible product that a student will be able to create upon completion of the course.  A better objective could be: LWBAT write a needs analysis.  Obviously this wouldn't be for the whole course, but would be an aspect of course design.

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I would change the above stated goal to be: LWBAT design courses that offer significant learning experiences. This format conveys the intent of the course more explicitly than using the word 'understand' because it sets up the objectives to be more measurable. Does the course offer significant learning components as defined by Fink (2013)?

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In order to improve this goal the author should think of a better verb than the fuzzy understand it also may help if their goal was vague but had an actual measurable outcome. So maybe, LWBAT design a course using up-to-date course design research.

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I would definitely get rid of the “understand” and outline the tangible, physical accomplishments that would be created for instance

Learners would be able to design a step-by-step course design using the Dick and Carey’s system approach model.

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To improve it, we can replace the verb "understand" with another verb that carries more observable and measurable meaning. I would say "LWBAT design an effective course based on their identifying components of an effective course design".

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I have a lot to learn about learning goals, and objectives; however from my perspective this is not a learning goal, and it has nothing to do with adding a verb. Based on authors Brown and Green a learning goal “is the intention of the instruction”.  With the verbiage a “learner will be able to” identifies it as a learning objective.  Again quoting Brown and Green. “An objective is the intended outcome of each instructional activity.  The intended outcome can be described as what the learner will be able to do upon completing.  “Evaluate course design” could be the learning goal.  I welcome comments on my perspective.

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“Understand” is such a vague verb! I think to improve the goal, it could be re-framed in terms of one of the six types of significant learning included in Fink’s taxonomy. If we want learners to demonstrate foundational knowledge of effective course design, we may ask them to answer knowledge-check questions (such as outlining and explaining the various steps needed to prepare a course: needs analysis, task analysis, learner analysis, identification of objectives, etc.). If we are asking learners to apply that knowledge, they could review proposals and write about what makes each “effective” or “ineffective” (come to think of it, we are doing a variation of this by providing feedback to one another in our learning groups!) or craft their own proposal (as we are each doing individually in this course) using the steps learned.

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To improve the above goal would mean that the goal is made less ambiguous and more clear. One way to do that would be to state a goal that demonstrates an outcome that can be observed. So for this, if some understands effective course design that could mean that "by the end of the course LWBAT design a course that includes a needs analysis, learner analysis, task analysis, and clear goals and objectives that are connected to course design theories and models."

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I also think understanding effective course design can be hardly measured because it's invisible. I'd say students' outcomes/results/scores can prove if it was effective or not because it's visible so you can measure! Moreover, learners' feedback will also play an important role to figure it out. To make sure that LWBAT..., it is highly recommended for educators to interact with their students and care about their feelings, interests, and values.

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Great start! You acknowledge higher order thinking processes like identifying between two things, which requires a level of analysis or assessment, higher order thinking skills than understanding, according to Bloom.

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Well said!  You see the logic of the course now :)
-DR. R

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"Understand" is such a commonly used term in learning objectives (one I used to be guilty of early in my teaching career!) that really makes no sense from an outside perspective.  I do believe it is a great place to start from and then ask the question outlined in this task, "what does understand mean and look like, and how can we identify if someone doesn't understand?"  All data collected from learning objectives should inform practice and improvement in teaching.  I would improve this objective by stating that "LWBAT apply their understanding of theories and practice to design a course that effectively implements the learning goals"

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I would improve this learning goal by changing 'understand' to a more action-oriented word or phrase. For example, "LWBAT design a course according to current best practices/standards of course design." Someone who understands effective course design would be able to write course goals & objectives, do a needs analysis, apply theoretical knowledge to practice.

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My first thought that comes to mind for changing this learning goal is to take out the word "understand" and replace it with the word "demonstrate." This makes the learning goal something that can be shown by the learner rather than one that requires more interpretation by the educator. Even if AEDT 5100 was not online, it would be difficult to show full understanding of course design without practicing the process ourselves. This list of action words that is linked above push these learning goals into the observable world and show ways that we can describe or demonstrate "understanding" rather than leave its status ambiguous or further assumed.

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One way to improve upon the learning goal, "LWBAT understand effective course design," is to include some language that states the main intent. or more performance words that describe what learners will be doing. I would also consider adding some conditions for identifying how performance can take place. I think adding information about relevant conditions would improve upon the learning goal as this feeds into the second part of the question regarding "understanding" because it can help with measuring goals.

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You can improve course design in many ways. You can craft clear goals and objectives to help the student and the instructor with the course. Someone who understands effective course design can create a better learning experience for the student. The course designer understands how to set goals, objectives, needs analysis, and learner centered design. The effective course designer could measure effectiveness through peer feedback. I think that it is good activity to have someone you work with who can collaborate with you in course design. They can help you improve and you could help them as well. This is the very same idea that we use here in this course. We are helping each other understand the material through collorbative exercises like this very one.

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"LWBAT apply theories of course design in analyzing, designing, and evaluating a course".
After reading Celi's explanation, I thought "Wow, how could you say it really any other way than that!". Then I thought of how you could take it a step further. With this particular subject, if I am truly able to "understand" course design, I think it is more than just the analysis or simple definition of course design theories. It is about applying this knowledge to real world situations, and actually engaging in the course design process. I think the difference between someone who understands effective course design vs. someone who doesn't is someone who has experienced it themselves, and who can put theory to practice. But really, am I the best one to say? I haven't designed a course! Yet... :)

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“LWBAT define, analyze, and illustrate a competent course design” is one way I’d restate. Though I question if one analyzes then defines their interpretation. Goals as noted are observable and measurable. I think it’s also important to keep in mind a goal statement that offers the learner achievable expectations (actions). Feedback is an excellent tool for redefining goal statements.

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It is difficult to identify clearly and specifically what students can do if the instructional goals are stated with that “Learners will be able to understand effective course design.” This is because the vague and ambiguous meaning of the word, “understand,” which can lead to multiple interpretations since it lacks specificity of students’ desired outcome and it is not observable and measurable. With this instructional goal, students’ expected performance and measurement of their performance would also vary, being influenced by the ambiguous meaning of the word, “understand.” However, if one understands effective course design, they can identify distinctive features of effective course design. In addition, based on this fundamental knowledge, they can differentiate what is effective course design and what is not when they were given samples of effective and ineffective course design. To improve the presented learning goal, I want to state it with the clear desired outcome by changing the statement with a performance verb such as “Learners will be able to conduct course design” so that it does not lead to other interpretations different from my intention.

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"LWBAT understand effective course design"

There are different ways can show how the student understand an effective course design. "Understand" is an invisible verb that can't be seen or measured. One way helps make students' understanding of the course visible is; "LWBAT understand effective course design by designing or building a course that meets learners' needs" other way "LWBAT understand effective course design by identifying the effective course based on course design characteristic"

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There are a lot of ways to "understand" effective course design. Learners could use characteristics of effective and ineffective design to analyze different courses and then make suggestions about how to improve on poorly designed courses. They could also design their own courses, explicitly highlighting what about them makes them effective courses. If an instructor were to rewrite this goal, they might say, "LWBAT identify effective and ineffective course design using a given set of characteristics," or "LWBAT give suggestions on how to improve a poorly designed course," or "LWBAT design an effective and highlight the characteristics that make it effective."

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If a learner understands course design they might be able to do a wide array of different things, since the word "understand" is vague. One learner might be able to identify course designs that were effective or ineffective for them, and the reasons behind this. One learner--who "understands" effective course design--might be able to create/design and effective course. A learner who does not "understand" effective course design may not be able to create an effective course, or identify reasons that courses are ineffective/effective. One thing that might improve the learning goal is to change the verb, "LWBAT to create and recognize effective course design."

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if learners understand effective course design, they will be able to recognize an affective course vs, a noneffective one. learners might be able to list some of the characteristics that make an effective course design, learners who don't understand course design will not be able to identify these characteristics. learners