Learning Objectives

This artifact outlines four foundational learning objectives for the Coursera module. They are: Identify the key elements of plot and character in narratives; demonstrate understanding of the basic elements of plot and characterization through the analysis of stories; sketch the foundational elements of a narrative by outlining key plot points and character traits; design narratives using elements of plot and characterization. Together, these objectives scaffold a progression from basic recognition to applied creative production. I started with broad content goals and used Bloom’s taxonomic guidance to ensure cognitive progression.

Core Competencies

  • Applying Learning Theories and Design Frameworks

    This artifact directly demonstrates the application of backward design, where objectives were articulated first to guide content and assessment decisions. It also shows fluency with Bloom’s Taxonomy and sensitivity to learner context. The learning outcomes reflect a constructivist orientation toward learning as situated, active, and meaning-driven. Each objective scaffolds a different cognitive process, enabling learners to move from foundational understanding to self-directed narrative production.

  • Using Knowledge of Technology affordances and Constraints

    I used ChatGPT to generate early drafts of the learning objectives based on simple prompts tied to plot and character development. While the tool offered structurally sound options, it often defaulted to vague or overly formal phrasing. Through iterative prompting and critical review, I refined the objectives to better reflect the cognitive demands of each task and the needs of the learner persona. This process helped me recognize the value of generative AI in accelerating ideation—while also reinforcing the importance of instructional alignment, specificity, and human pedagogical judgment.

Drafting and refining the learning objectives for this module challenged me to think more precisely about how theory informs design—and how tools can support, but not replace, that process. Drafting and refining objectives required close attention to verb choice, learner perspective, and alignment across outcomes, activities, and assessments. Working with Bloom’s Taxonomy helped me become more fluent in selecting verbs that are both pedagogically meaningful and accessible to learners. Through this process, I developed a stronger ability to write outcomes that are actionable, grounded in cognitive theory, and coherent with the overall course structure. At the same time, this process sharpened my awareness of both the potential and the constraints of AI tools in learning design, and reminded me that alignment, clarity, and learner-centered thinking are ultimately human responsibilities.