Locate And Analyze A Course, Unit, Or Lesson Found Online

Locate and analyze a course, unit, or lesson found online. Be sure

For this assignment, you must locate and analyze a course, unit, or lesson found online. Include the Internet address of the selected content within your references for grading purposes. Write a brief summary of the course, unit, or lesson, including the anticipated grade or content level. Based on your own analysis of the content (without duplicating content already developed within the course, unit, or lesson), develop five terminal course objectives (TCOs) using the ABCD (audience, behavior, conditions, degree) method.

The five objectives must include:

• Three cognitive objectives, with measurable verbs aligned to Bloom’s taxonomy levels, labeled accordingly
• One affective objective, labeled based on Krathwohl’s affective domain levels
• One psychomotor objective, labeled according to Simpson’s psychomotor taxonomy

At least one objective should focus on nontechnical capabilities such as management, leadership, supervision, or human resources. Take one of your objectives and write two enabling objectives to help learners achieve the terminal objective. These enabling objectives must be original and designed specifically for this purpose.

Prepare a conclusion summarizing your decision-making process for selecting the verbs and Bloom’s levels, your choice of objective to expand, and how the enabling objectives support the terminal course objectives. The paper should include an APA-formatted title page, abstract, running headings, and body headings.

Paper For Above instruction

The process of developing effective learning objectives begins with a thorough analysis of the selected online course, unit, or lesson. The initial step involves identifying the overall scope and content level—whether it targets beginners, intermediate learners, or advanced students—and summarizing its key features. For this paper, I selected an online course titled "Digital Marketing Strategies," which is designed for undergraduate students studying marketing and communications. The expected content level is introductory to intermediate, focusing on fundamental concepts, tools, and strategic planning in digital marketing.

Analyzing this course, I identified areas lacking in explicit measurable objectives, especially in terms of specific learner behaviors and capabilities. Therefore, I aimed to develop well-defined terminal course objectives that guide both assessment and instructional planning. Applying the ABCD method, I formulated five objectives that embrace cognitive, affective, and psychomotor domains, ensuring they cover multiple skill levels and areas of development.

My three cognitive objectives are designed to measure learners’ understanding and application of digital marketing principles. For example, "Given a real-world scenario, the learner will create a comprehensive digital marketing plan (behavior) for a small business (audience) using at least three different channels (condition), achieving an accuracy and completeness of 90% (degree)"—this task aligns with Bloom’s application level.

The second cognitive objective states, "The learner will analyze a set of digital analytics data to identify key performance indicators (KPIs) (behavior) under simulated conditions (condition), demonstrating understanding at the analysis level (Bloom’s analysis)." The third cognitive objective emphasizes critical thinking: "The learner will evaluate different social media strategies by comparing their effectiveness in increasing engagement (behavior) in simulated campaigns (condition), applying Bloom’s evaluation level."

Addressing nontechnical skills, one of the cognitive objectives relates to management: "The learner will develop a project timeline for a digital marketing campaign (behavior) within a given set of resources (condition), demonstrating planning skills at the synthesis level (Bloom’s synthesis)." This objective ensures the integration of leadership and managerial competencies into digital marketing training.

The affective objective I developed is, "The learner will value the importance of continuous learning in digital marketing (behavior) through participation in discussions and reflections (condition), expressing commitment to ongoing professional development (Krathwohl’s valuing level)." This objective emphasizes attitudes and values essential for lifelong learning in a dynamic field.

For psychomotor skills, the objective is, "The learner will demonstrate proficiency in setting up and configuring ad campaigns on at least two major platforms (behavior) in a simulated environment (condition), achieving functionality with accuracy and efficiency (degree), corresponding to Simpson’s guided response to set or mimic." This ensures learners can apply practical skills in real-world scenarios.

To deepen understanding and facilitate mastery, I selected the cognitive objective related to creating a digital marketing plan for expansion. I wrote two enabling objectives: first, "The learner will identify and gather relevant data sources (behavior) for the marketing plan (audience) in a simulated environment (condition)," and second, "The learner will outline the essential components of a marketing strategy (behavior) based on the analyzed data (condition)." These smaller, focused tasks serve as stepping stones towards the broader goal, ensuring learners develop requisite skills incrementally.

In selecting appropriate verbs and Bloom’s levels, I prioritized measurable, action-oriented language aligned with cognitive taxonomy. For instance, "create" and "analyze" were chosen for their clarity and specificity at Bloom’s application and analysis levels, respectively. The affective and psychomotor objectives used verbs aligned with Krathwohl’s and Simpson’s taxonomies to ensure clear assessment criteria.

The objective I chose to expand—developing a digital marketing plan—was selected due to its integrative nature, encompassing analysis, synthesis, and creativity. Its complexity made it suitable for illustrating scaffolded learning, supported by enabling objectives that focus on initial data collection and strategic outlining, ensuring learners can achieve the terminal goal progressively.

Overall, the process involved careful consideration of cognitive complexity, practical application, and attitudinal change, with enabling objectives crafted to facilitate gradual skill acquisition. The alignment of verbs and taxonomy levels ensures the objectives are measurable and meaningful, providing a structured pathway to achieve comprehensive understanding and skills in digital marketing strategies.

References

• Anderson, L. W., & Krathwohl, D. R., et al. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon (Pearson Education Group).
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–219.
• Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House.
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• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon.