Presentation on Online Learning went well.
Online learning - competency basis, you don't continue if you do not pass with a specific level of competency, at same token you don't have to wait until the end of the term to get the credit for the class - if you can show competency.
Goal Statement
Break down
Look for sub skills - he will look for signs that we really looked into breaking down the process.
Learners - entry behaviors
Context analysis - where are they going to learn this and where are they going to perform it.
I am the balance of the universe - right from the mouth of the professor.
OBJECTIVE :
(bread and butter of instructional design
The objective is for us to understand about objectives.
Key terms: (concepts)
Goals vs. objectives - goals are the "terminal objective" - describes what a learner will be able to do at the end of the instruction. Objective describes the kinds of knowledge, skills or attitudes that the students will be learning. Goal has to be measurable, objectives need not be measurable. I thought of objectives being the stepping stones to the goal - the thing we measure at the end.
Mastery - being able to know or perform the goal, and objectives, to a level that is acceptable to the instructional designer. Mastery is understanding the subject or thing to a high level - always set by the instructional designer. They decide what is reasonable and acceptable. Not a universal concept. What is mastery in one subject is not the same in another - ie: Pharmacy v. Pizza making. Is it as important to make sure you don't put sausage on a pepperoni pizza as it is to make sure you don't mix up Penicillin with Viagra?
Observable or ??? (if not observable what is it?) - have to have some way to measure if the goal is being met, or why bother doing it? How will you know when you're done, if you have achieved your goal. turn something that is not observable into behaviors that are o
bservable. What behaviors would show the concept of patriotism?
Learning Objectives
BCS, PCC or ABCD
Behavior
Conditions
Standard
Performance
Conditions
Criteria
Audience
Behavior
Conditions
Degree
Collection of words and/or pictures or diagrams intended to let others know what you intend for your learners to achieve.
- related to intended outcomes - NOT processes.
- is specific and measurable.
Objectives - foundation will be laid before the walls go up, Sheetrock will be smooth before painting.
Goal - house will have 2 fireplaces, 3 bathrooms and a 2 car garage.
Use verbs that are measurable - write, identify, compute instead of things that cannot be measured - understand, know, believe.
Performance
- be able to read a book
- be able to type a paper
Conditions
- given a product and prospective coustomer be able to describe the key features of the product
**Add enough description to make it clear to everyone what is expected of the learner at the end of the instruction.
Criterion -
** speed - given tools, references and a malfunctioning celtrufugal pump, be able to clear the malfunction withing fifteen minutes. - make sure the criterion is necessary to the goal - why should they be done in fifteen minutes?
** accuracy
** quality - all information is factual, information is pertinent to the questions
Describe outcomes
Use specific language
Describe what students will do
Three characteristics
-performance
-conditions
-criteria
Cannot have criterion without observable behavior.
Online learning - competency basis, you don't continue if you do not pass with a specific level of competency, at same token you don't have to wait until the end of the term to get the credit for the class - if you can show competency.
Goal Statement
Break down
Look for sub skills - he will look for signs that we really looked into breaking down the process.
Learners - entry behaviors
Context analysis - where are they going to learn this and where are they going to perform it.
I am the balance of the universe - right from the mouth of the professor.
OBJECTIVE :
(bread and butter of instructional design
The objective is for us to understand about objectives.
Key terms: (concepts)
Goals vs. objectives - goals are the "terminal objective" - describes what a learner will be able to do at the end of the instruction. Objective describes the kinds of knowledge, skills or attitudes that the students will be learning. Goal has to be measurable, objectives need not be measurable. I thought of objectives being the stepping stones to the goal - the thing we measure at the end.
Mastery - being able to know or perform the goal, and objectives, to a level that is acceptable to the instructional designer. Mastery is understanding the subject or thing to a high level - always set by the instructional designer. They decide what is reasonable and acceptable. Not a universal concept. What is mastery in one subject is not the same in another - ie: Pharmacy v. Pizza making. Is it as important to make sure you don't put sausage on a pepperoni pizza as it is to make sure you don't mix up Penicillin with Viagra?
Observable or ??? (if not observable what is it?) - have to have some way to measure if the goal is being met, or why bother doing it? How will you know when you're done, if you have achieved your goal. turn something that is not observable into behaviors that are o
bservable. What behaviors would show the concept of patriotism?Learning Objectives
BCS, PCC or ABCD
Behavior
Conditions
Standard
Performance
Conditions
Criteria
Audience
Behavior
Conditions
Degree
Collection of words and/or pictures or diagrams intended to let others know what you intend for your learners to achieve.
- related to intended outcomes - NOT processes.
- is specific and measurable.
Objectives - foundation will be laid before the walls go up, Sheetrock will be smooth before painting.
Goal - house will have 2 fireplaces, 3 bathrooms and a 2 car garage.
Use verbs that are measurable - write, identify, compute instead of things that cannot be measured - understand, know, believe.
Performance
- be able to read a book
- be able to type a paper
Conditions
- given a product and prospective coustomer be able to describe the key features of the product
**Add enough description to make it clear to everyone what is expected of the learner at the end of the instruction.
Criterion -
** speed - given tools, references and a malfunctioning celtrufugal pump, be able to clear the malfunction withing fifteen minutes. - make sure the criterion is necessary to the goal - why should they be done in fifteen minutes?
** accuracy
** quality - all information is factual, information is pertinent to the questions
Describe outcomes
Use specific language
Describe what students will do
Three characteristics
-performance
-conditions
-criteria
Cannot have criterion without observable behavior.
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