Learning objectives are at the very core of the instructional design process, and rightly so. Without them, how would we know what content and activities to include in our courses? Unfortunat...
Published 10 years ago
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Guys
Now this is a Higher education perspective. So that is my disclaimer. :-) What are you trying to do with your learning and teaching or training? Learning outcomes are vital but they are not the start, What does transformative learning look like in your learner in 21st century terms. If you don't think about it and try to define it at least in your head you have nothing to shoot for.
That is why the Padagogy Wheel - see above post starts with Graduate Attributes and Capabilities. I won't expand much on this I spend many words talking about this in my blog http://tinyurl.com/alsltblog I will say however if the learner AND the teacher help define this so there is consensus you can acquire learning contract between trainer and learner. Now if the learner has a clearer picture where they are going by having a clearer picture of what they will "look like" at the end then they will reach for more than a pass. They will reach for excellence.
How you communicate this of course is the challenge, but I believe you should do this for every learning experience Learning Outcomes aka objectives need to be seen as the building blocks to get the learner to graduate with the values, attitudes and behaviours everyone wants, including the teacher, the learner and of course the boss who pays the salaries.
So this is why I would recommend they are clearly communicated in a module but in the context of inspiration to "go for gold" so to speak.
I encourage every teacher/trainer to think big picture and do all possible to help students/learners see their learning in context.
Any comments
Regards
Allan
Now this is a Higher education perspective. So that is my disclaimer. :-) What are you trying to do with your learning and teaching or training? Learning outcomes are vital but they are not the start, What does transformative learning look like in your learner in 21st century terms. If you don't think about it and try to define it at least in your head you have nothing to shoot for.
That is why the Padagogy Wheel - see above post starts with Graduate Attributes and Capabilities. I won't expand much on this I spend many words talking about this in my blog http://tinyurl.com/alsltblog I will say however if the learner AND the teacher help define this so there is consensus you can acquire learning contract between trainer and learner. Now if the learner has a clearer picture where they are going by having a clearer picture of what they will "look like" at the end then they will reach for more than a pass. They will reach for excellence.
How you communicate this of course is the challenge, but I believe you should do this for every learning experience Learning Outcomes aka objectives need to be seen as the building blocks to get the learner to graduate with the values, attitudes and behaviours everyone wants, including the teacher, the learner and of course the boss who pays the salaries.
So this is why I would recommend they are clearly communicated in a module but in the context of inspiration to "go for gold" so to speak.
I encourage every teacher/trainer to think big picture and do all possible to help students/learners see their learning in context.
Any comments
Regards
Allan