The goal of this activity is to determine whether Gemini can generate relevant, well-aligned, and properly formatted learning objectives. Since writing strong objectives can be challenging, using Gemini as a starting point could be a helpful time-saver for instructional designers.
Please generate learning objectives for this text:[copy and paste text into bard]
For this exercise, I copied and pasted a document on Earthquake Preparedness and Response from https://www.osha.gov/earthquakes
Knowledge:
Describe the phenomenon of earthquakes: Understand the causes of earthquakes, including plate tectonics and the release of accumulated energy.
Identify the risks associated with earthquakes: Recognize the potential dangers of ground shaking, collapsing structures, flying debris, and other secondary hazards.
Explain the concept of liquefaction: Understand how saturated soil can liquefy during an earthquake and the risk it poses in specific areas.
Distinguish between direct and indirect earthquake injuries: Recognize that most earthquake injuries result from falling objects and collapsing structures, not directly from ground movement.
Outline the importance of earthquake preparedness: Understand the benefits of creating emergency plans, conducting drills, and equipping workplaces with supplies.
Identify employer responsibilities for earthquake safety: Recognize the legal obligation of employers to protect workers from foreseeable dangers during response and recovery efforts.
Skills:
Develop an earthquake emergency plan: Participate in creating a plan for your workplace that includes evacuation procedures, communication protocols, and emergency supply management.
Perform earthquake drills: Practice procedures and roles within the emergency plan to ensure effectiveness and familiarity in a real-world situation.
Assemble and maintain an emergency supply kit: Collect and store essential items for survival and preparedness in the event of an earthquake or other disaster.
Identify and mitigate earthquake hazards in the workplace: Learn to recognize potential hazards within your working environment and take steps to minimize risks beforehand.
Follow safety instructions after an earthquake: Understand and respond to official guidance, avoiding unsafe areas and hazardous materials, and prioritizing personal safety.
Attitudes:
Exhibit a commitment to earthquake preparedness: Actively participate in planning, training, and practicing safety measures to be prepared for an earthquake.
Maintain awareness of earthquake risks: Stay informed about local earthquake hazards and potential vulnerabilities in your area.
Promote a culture of safety in the workplace: Encourage colleagues and superiors to prioritize safety procedures and take earthquake preparedness seriously.
Remain calm and composed during an earthquake: React to the shaking with a well-rehearsed plan and avoid panic to ensure personal safety and minimize the risk of injuries.
Support emergency response efforts: Be willing to assist others and follow instructions from designated authorities after an earthquake has occurred.
Additional Learning Objectives:
Students with disabilities: Investigate specific needs and considerations for individuals with disabilities during earthquake preparedness and response.
Psychological impact of earthquakes: Explore the emotional and mental health challenges associated with earthquakes and strategies for coping and recovery.
Community preparedness: Learn about collaborative efforts and resources available for disaster preparedness and response at the community level.
These learning objectives can be adapted and expanded to create educational materials for different audiences, including school curricula, workplace training programs, and community awareness campaigns
Bard used verbs found in Bloom's taxonomy for knowledge, skills, and attitudes. The objectives were written in a professional manner that aligns with instructional design norms.
Are the knowledge objectives accurate, appropriate and aligned to the article?
Let's go objective by objective.
Objective 1. "Describe the phenomenon of earthquakes: Understand the causes of earthquakes, including plate tectonics and the release of accumulated energy."
I think this objective is relevant.
Objective 2. "Identify the risks associated with earthquakes: Recognize the potential dangers of ground shaking, collapsing structures, flying debris, and other secondary hazards."
I think this objective is relevant and aptly captures the essence of the article.
Objective 3. "Explain the concept of liquefaction: Understand how saturated soil can liquefy during an earthquake and the risk it poses in specific areas."
I think this objective is relevant.
Objective 4. "Distinguish between direct and indirect earthquake injuries: Recognize that most earthquake injuries result from falling objects and collapsing structures, not directly from ground movement."
This objective was remarkable because the text did not mention 'direct or indirect' injuries. Bard was able to infer that this was a key point from this paragraph:
"Ground movement during an earthquake is seldom the direct cause of death or injury. Most earthquake-related injuries result from collapsing walls or floors, flying glass, and falling objects as a result of the ground shaking or people trying to move more than a few feet during the shaking. "
Objective 5. "Outline the importance of earthquake preparedness: Understand the benefits of creating emergency plans, conducting drills, and equipping workplaces with supplies."
This article doesn't go over the importance or benefits of creating emergency plans. Irrelevant.
Objective 6. "Identify employer responsibilities for earthquake safety: Recognize the legal obligation of employers to protect workers from foreseeable dangers during response and recovery efforts".
I think this objective is semi-relevant. The article doesn't mention the phrase 'legal obligations' uses the term 'responsibilities'.
Are the skill objectives accurate, appropriate and aligned to the article?
Let's go objective by objective.
Objective 1. "Develop an earthquake emergency plan: Participate in creating a plan for your workplace that includes evacuation procedures, communication protocols, and emergency supply management."
The original article links to a page on developing an emergency response plan, but there's no mention of evacuation, communication protocol or 'supply management'. This is a hallucination.
So I think a more relevant objective would be: "Identify resources for emergency planning"
Objective 2. "Perform earthquake drills: Practice procedures and roles within the emergency plan to ensure effectiveness and familiarity in a real-world situation."
The article doesn't mention 'drills' or 'practice procedures'. So this objective is irrelevant.
Objective 3. "Assemble and maintain an emergency supply kit: Collect and store essential items for survival and preparedness in the event of an earthquake or other disaster."
The article notes that employers need to equip employees with emergency supply kits, but it doesn't go over how to assemble or maintain a kit.
So I think a more relevant objective would be: "Identify ways employers can prepare for an earthquake"
Objective 4. "Identify and mitigate earthquake hazards in the workplace: Learn to recognize potential hazards within your working environment and take steps to minimize risks beforehand."
The article links to an page that identifies over areas to avoid, including "health hazards arising from collapsing walls, falling objects and debris." I would say BARD is close here, but this article doesn't cover this topic, so this objective is irrelevant.
Objective 6. "Follow safety instructions after an earthquake: Understand and respond to official guidance, avoiding unsafe areas and hazardous materials, and prioritizing personal safety."
This article doesn't cover this topic, so this objective is irrelevant.
Are the skill objectives accurate, appropriate and aligned to the article?
Let's go objective by objective.
Objective 1. "Exhibit a commitment to earthquake preparedness: Actively participate in planning, training, and practicing safety measures to be prepared for an earthquake."
I think this objective is relevant.
Objective 2. "Maintain awareness of earthquake risks: Stay informed about local earthquake hazards and potential vulnerabilities in your area."
I think this objective is relevant and aptly captures the essence of the article.
Objective 3. "Promote a culture of safety in the workplace: Encourage colleagues and superiors to prioritize safety procedures and take earthquake preparedness seriously."
This article doesn't cover this topic, so this objective is irrelevant.
Objective 4. "Remain calm and composed during an earthquake: React to the shaking with a well-rehearsed plan and avoid panic to ensure personal safety and minimize the risk of injuries."
This article doesn't cover this topic, so this objective is irrelevant.
Objective 6. "Support emergency response efforts: Be willing to assist others and follow instructions from designated authorities after an earthquake has occurred."
This article doesn't cover this topic, so this objective is irrelevant.
The knowledge-level learning objectives were mostly relevant. Refining the prompt—for example, by specifying “Please generate knowledge-level learning objectives for the following text: [insert text]”—might yield more useful results.
However, the skill-based and attitude-based objectives were largely irrelevant. At this point, evaluating the output took more time than simply writing the objectives myself.
I asked Gemini how I could improve the original prompt. Gemini offered some useful tips:
1. Define the target audience:
Who are these learning objectives for? Elementary school students, high school students, adults in earthquake-prone areas, etc.? Specifying the audience will help tailor the objectives to their age, knowledge level, and needs.
2. Focus on specific key points:
Instead of listing all the information from the text, identify the 2-3 main points your learners should understand. Break down the text into smaller, focused chunks to prevent information overload.