#instructional-design #resources > [!summary]+ Summary > This page describes material created in support of developing Massive Open Online Courses (MOOCs) at the International Monetary Fund (IMF). I created this as part of my Instructional Design practice. This material was created using [OmniGraffle](https://www.omnigroup.com/omnigraffle) diagramming software and designed for print on tabloid-sized paper. # Instructional Design Steering: Writing Course and Module Level Learning Objectives (2015) Many Instructional Designers will identify the first step to course design as identifying the learning objectives. But truthfully, two other things should come before this: 1. Gathering and analyzing any data on existing courses/trainings, the audience, and the market; and 2. Meeting with leaders, experts, and any potential partners to discuss, identify, and decide on the severity of the problem. The following documents are guidance materials I created and would provide to course instructors as part of discussing identified problems and the formulation of learning objectives for the course. The **revised version** was preferred and provided with [[steering for video pre- and post- production]] prior to any project launch, then re-introduced during the first design meeting. ## Original version This original version is based purely on Bloom's Taxonomy. For each learning level I provided a simple definition of the level and a simple statement telling what the level aimed to do. Levels shown are: 1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis, and 6) evaluation. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQS2bgSp-5W_R7Uxhor_8vojAUyt1lGhgeovjVbLNp5n88U" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> ## Revised version This revised version is based on the revised Bloom's Taxonomy (Anderson, Krathwohl, & Bloom, 2000). This version uses verbs rather than nouns to reinforce active learning. Levels shown are: 1) remember, 2) understand, 3) apply, 4) analyze, 5) evaluate, and 6) create. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQSlLxPIpYGDQLFh9QFa2yHaAbXLaYFCBMdcUTQa3GlvRxU" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> > [!info]- If creating your own learning objective guidance > You could dig around the web looking for examples, but you may start with this [verb chart](https://www.buffalo.edu/content/dam/www/catt/develop/design/D5-LearningOutcomes/Assets/D5%20-%20Learning%20Outcomes%20-%20Bloom's%20Verbs.docx) from the University of Buffalo's Office of Curriculum, Assessment and Teaching Transformation. Additionally, I would recommend that you engage with Perplexity. First ask it to help you find examples; then ask it to help create an example. ## Reference [Anderson, L.W., Krathwohl, D.R., & Bloom, B.S. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.](https://www.semanticscholar.org/paper/A-Taxonomy-for-Learning%2C-Teaching%2C-and-Assessing%3A-A-Anderson-Krathwohl/23eb5e20e7985fca5625548d2ee6d781a2861d41)