Should we REALLY provide learning objectives to the learner?

[@KevStormJ]

The questions prior to content w/o feedback yielding better overall results makes total sense. It invokes the human desire to correct personal mistakes but when corrective or informational feedback is not provided, learners will try harder to identify where they went wrong by reviewing the material in greater depth, searching for answer, working out those cognitive muscles. If feedback is provided, they will get lazy and only review the portions that are specifically relevant to where they went wrong and bypass other tangentially related information that would provide a deeper learning experience. Great vid.

[@RaymePastore]

Yes makes sense and it's wasn't something I had really thought of even comparing in a study.

[@kristenbrannock5655]

Full disclosure: I haven't reviewed the studies presented in the video, so I don't know any details about the study participants. I think what you suggest makes sense for school & higher-ed learners but probably not for corporate/ adult learners. Don't get me wrong, adult learners also value finding answers, problem-solving, and self-directed learning, but they're very protective of their time and cognitive expenditure. In the corporate world, where there's never enough time for anything, providing feedback is a critical strategy to help adults learn. It doesn't necessarily mean that anyone is lazy; it's a strategy to help workers get from A to B in the most supportive (and fast) way possible. Is it ideal? NO. Corporate ID is never ideal. But we do our best because corporate learning is much worse without us. Sorry for joining the discussion so late :)

[@kristenbrannock5655]

I've just started watching your videos, so please forgive me if you've addressed this in one I still need to watch. I'm curious what you think about how we should write/ word LOs to learners? There was not a lot of discussion about this in my MSIT program, so we included our LOs following the typical (sterile & boring) format. Since then, I've read that LOs should be more conversational and less formulaic when presented to learners. I definitely see the value in this, but I wonder if and how it impacts learning if learners are given more generic LOs versus the very specific (e.g., "List the 3 most important components of...") -- especially when assessments are aligned with LOs.