I created this detailed Design Document when I co-taught an Instructional Design and Delivery class at UC Santa Cruz Extension Program. Amongst other topics I taught a module on “Writing instructional Objectives.” This module consisted of two lessons: Lesson 1 – Instructional Objectives Lesson 2 – Objectives and Training Activities Based on the average Learners' profile, which in this case was: - Adult Learners - Little or no Instructional Design knowledge and experience - Varying goals for taking the class; looking for career change / growth or changing job roles etc.

1. Instructional Design and Delivery
Class
UC Santa Cruz Extension Program
March 20 – April 10, 2010

2. This course design includes Hi-level and Detailed-design for one module
consisting of two lessons and is based on the following information:
Ø Who?
Audience consists of students at UC Santa Cruz Extension Program with little
/ limited or no Instructional Design knowledge and experience
Ø What?
Module – Instructional Objectives
Lesson 1 - Writing Instructional Objectives
Lesson 2 - Objectives and Training Activities
Ø Where?
The class will be held at the UC Santa Cruz Extension Program campus in
Santa Clara, CA
Ø When?
The class will run for 3 days on the following dates:
- Saturday, March 20
- Saturday, March 27
- Saturday, April 10
The class runs from 9:00 a.m. to 5:00 p.m. on each day
Ø Why?
To have participants discover and design instructional events and programs
using different instructional design models and best practices.
Ø How?
This course will be taught as an Instructor-led in class training.

3. Lesson 1 - Instructional Objectives
High Level Design Plan
Purpose
Introduce the class to instructional objectives so that they can define and write
clear, concise and meaningful instructional objectives.
Objectives
At the end of this section the participants will be able to:
• Define instructional objectives
• Distinguish between general instructional objectives (GIO) and specific
instructional objective (SIO).
• Identify the three parts of an instructional objective.
• Create objectives that are clear statements of what the learner is intended
to do as a result of the instruction.
Timeline – Total 80 minutes
• Definitions – 10-15 minutes
Ø Lecture / explanation
• GIOs and SIOs – 20-25 minutes
Ø Review material
Ø Discussion
Ø Quick / short exercises
• Activity – 40 minutes
Ø Doing the activity – 40 minutes
Ø Discussing the results with the class
Participants are strongly encouraged to share opinions, experiences and
anything else that would be valuable contribution on the topic for the class.

4. Detailed Design
Definitions
Instructional Goal - At the course level
Goals are broad generalized statements about what is to be learned over all from
the instruction. Can also be called a general statement and will be linked to the
organizational need.
Instructional Objectives - At the module / topic / section level
General Instructional Objective (GIO) – A general statement that describes the
behavior and final action the learner will be able to do as a result of the entire
module or section of instruction.
Specific Instructional Objective (SIO) – A specific statement that describes
measurable and observable behavior and action that the learner will be able to
do to achieve the GIO.
• Action – What? What action should the participant perform to
demonstrate learning
• Condition – How? Under what circumstances will the participants be able
to perform the action.
• Criteria – How much? Specific criteria that need to be satisfied / fulfilled to
be considered for successful learning. This is in specific measurable
terms. For E.g. 80% of answers have to be correct.
=> Do we need all three – action, condition, and criteria in every objective?
Review Page 4-15 of the manual – (GIOs, SIOs – hierarchy etc.)

5. Exercises
Exercise 1 - For the objective below, underline the action.
From memory, identify five important features of tool ABC.
________________________________________________________________
Exercise 2 – For the objective below, underline the action (one line) and
condition (two lines)
After viewing a demo on using tool ABC, complete the hands-on exercises on
page five of the manual.
________________________________________________________________
Exercise 3 – For the objective below underline the action (one line), condition
(two lines) and criteria (three lines)
Having completed the hands-on exercises, check the answers with the answers
section. You should have 8 out of 10 correct to proceed to the next section.
________________________________________________________________
Typical problems encountered while writing objectives
Problem Error Type
Vast / complex
objectives
The objective is too broad or there are multiple objectives
stated
Missing action /
condition / criteria
The action / condition / criteria are missing or not stated
clearly
Any other ?
Review Page 4-16 of the manual

6. Quick Self Quiz
How well do you know goals and objectives (taken from
http://www.personal.psu.edu/bxb11/Objectives/Objquiz.htm and adapted for this
class)
1. A good objective contains
a. An action
b. An action, a condition, and a criteria
c. Some way the students learn what they did
2. What should a goal contain?
a. Broad generalized statements about what is to be learned
b. Specific narrow statements about what is to be learned
c. An action, a condition, and a criteria
3. What should a well written objective show you
a. Covert student behavior
b. Specific, measurable, observable student behavior
c. How to teach the subject
4. What is the objective missing? “The student will be able to run the 100
yard dash in less than 50 seconds.”
a. Action
b. Condition
c. Criterion
5. What is the objective missing? Given the appropriate text, the student will
recite a famous poem from the text.
a. Action
b. Condition
c. Criterion
Review pages 4-17 – 20 of the manual

7. Writing Objectives – Activity
Materials needed
• Scenario sheets distributed to each group
• Flip chart or /and board (depending on number of groups we may need
both)
• Markers
Activity
Divide participants into groups of 3’s. Each team will be given a scenario sheet.
The sheet will have the information and details of the training for which they have
to write a GIO and at least two possible SIOs. Use the flip chart / board to write
them down. Once all are done, each team can share their scenario, explain their
GIO and SIOs. Have class share their thoughts and discuss the writing process.
Assumptions – All training scenarios are for instructor-led in class training.
Scenarios
1. Creating HR new hire orientation training
2. Teaching a group of seniors on using Amazon to buy books and other
products through Amazon
3. Health educator training parents on dealing with allergies in children
Scenario 1
New Hire Orientation Training
You are the HR Manager for XYZ Corporation. Part of your job is to manage the
new hire orientation. You run this event every other Monday morning and it is
three hours long. You typically have about 10 participants in each session and
they can be a variety of different people (age, qualifications etc. etc.). Recent HR
policy changes within the company require you to create documentation on all
HR trainings. One part of the documentation is to write in-detail what
participants will learn as a result of the training.
Use your imagination as to what could be covered in the new hire orientation and
write the GIO and at least two SIOs (you are welcome to write more than two).

8. Scenario 2
Buying products on Amazon
You are an instructor at the Community Adult Education center. Amongst the
many computer-related classes that you teach, for the first you have been asked
to teach a class on buying products from Amazon.com. Your audience is
primarily lower middle class seniors who have very limited or no knowledge on
buying products online. Your manager wants to create a two-hour hands-on
training session.
Use your imagination as to what could be covered in the “Buying products on
Amazon” training and write the GIO and at least two SIOs (you are welcome to
write more than two).
Scenario 3
Training parents on dealing with children Allergies
You are a health educator at the hospital. You specialize in training classes for
parents in dealing with various health issues they may experience with small
children. This time you have been asked to create a three-hour training session
on how parents can deal with food allergy issues in small children. The
assumption here is the parents are participating in this training because they
have children / family with severe allergies and are feeling helpless in dealing
with the allergies. This training is a basic introductory level class.
Use your imagination as to what could be covered in the “Training parents on
dealing with children Allergies” training and write the GIO and at least two SIOs
(you are welcome to write more than two).

9. Lesson 2 – Objectives and Training Activities
High Level Design Plan
Purpose
To have participants create and sequence training activities in order to achieve
the Specific Instructional Objectives (SIOs).
Objectives
At the end of this section the participants will be able to:
• Identify preferred activities based on learning styles.
• Define and develop learner and trainer activities based on the SIOs.
• Sequence various activities to maximize the learning and achieve the
SIOs.
Timeline – Total 40- 50 minutes
• Learning styles and preferred activities – 5 minutes
Ø Open Discussion
Ø Brief review of material – page 5-6
• Developing and Sequencing activities – 15-20 minutes
Ø Share views of different learner and trainer activities
Ø Sequencing guidelines for activities
• Activity – 20-25 minutes
Ø Doing the activity
Ø Sharing the outcome with the class

10. Detailed Design
Parking Lot
ð Think of a time when you were a participant in a training program and
write on a piece of paper:
o You enjoyed the learning experience and why (or)
o You hated the learning experience and why
Lets put away the paper for now.
________________________________________________________________
Learning Styles
Briefly review page 5-6 of the manual
Training Activities
When?
Developing learning activities happens only after specific learning objectives
have been created.
Why?
Activities are developed to ensure that the learning objectives are achieved with
maximum effectiveness.
Who?
The Instructional Designer (with the cooperation of the SMEs / trainer) has to
keep in mind the following while creating the activities:
• The content (the learning task)
• Learner preferences
• The trainer / leader
• Other situational constraints
What?
Activities could include (not limited to)
Trainer activities
• Instruction
• Presentation
• Facilitation
• Demonstration
• Testing

11. Learner Activities
• Discussion
• Role Playing
• Brainstorming
• And the list goes on………..
Sequencing guidelines for training activities
Ask participants their basis / thoughts on how they would sequence training
activities.
As students list their views, write it on a board and we can then discuss order of
activities
Review page 5-9 of the manual
Activity – 20-25 minutes
This activity would be a continuation of the “Writing SIO’s” activity. The
participants will team with the same partners and create at least two learner
activities that would align with the SIOs they had originally created and one or
more trainer activity. In addition to identifying and creating activities, participants
will also be asked to sequence the activities in a preferred order.
Materials Needed
• Scenario sheet given during the Instructional Objectives section
• SIOs created during the “Creating SIOs’ activity.”
• Flip charts, black board or note book paper (have to finalize)
• Pens, markers etc.
Participants will create training activities, sequence them and then share with the
class. They will share the activities, the order in which they will take place and
briefly why they chose a particular activity and how it fits in with the SIOs.
Parking Lot - Revisiting
Ask the participants if anyone would like to share what they wrote. The goal is to
highlight how activities and sequencing them in the right order play a vital part
the learning and in having a positive training experience.