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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

BLOCK II.1: DEVELOP OBJECTIVES

Introduction

In this block, using the outputs from Phase I, the learning tasks are analyzed. It is in this block that the break occurs between the job world and the training world. It has long been recognized that there is a distinct difference between the performance of a task under job conditions and learning how to perform that task in an instructional setting.

The job performance measures (JPMs) provide the basis for developing learning objectives. The learning objectives developed in this block are the common three part objectives that have been used for a long time involving a statement of the action, conditions, and standards involved in the performance. In the ISD model, learning objectives are written for four distinct types of learning: information, mental skills, physical skills, and attitudes. This is because it has been determined that the conditions for learning in each of these categories is different. Proper classification of learning into the categories allows for the design of instruction to meet specific learning conditions.

The terminal learning objectives are analyzed in sufficient detail so that all of the knowledges and skills necessary to learn the objective are specified. When all of the learning objectives have been prepared, they are ready to have test items written. This is done in the next block.

continued...

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