Objectives in Self-Learning Materials
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Objectives provide direction for teaching and learning by defining what students should be able to do after instruction. Objectives aid both students and teachers by helping to plan lessons, identify appropriate activities and assessments, and provide feedback. Bloom's Taxonomy and Mager's instructional objectives frameworks classify objectives according to domains of learning and specify that objectives use action verbs to describe intended student behaviors under certain conditions and to defined performance standards. Well-written objectives are specific, measurable, achievable, realistic and time-bound to effectively guide teaching and assessment.
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This chapter discusses the concept of self, including how self-concept develops through social interactions and cultural influences. It notes that self-concept is subjective, multi-dimensional, and resistant to change. The chapter also discusses self-awareness, self-esteem, self-disclosure, and communication apprehension. It provides guidelines for appropriate self-disclosure and responding to others' disclosures, as well as theories for managing apprehension.
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The document discusses various instructional factors to consider when designing effective tutorials, including:
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2) Questions and responses should keep learners engaged, provide practice, and assess understanding. Feedback and remediation should follow responses.
3) The organization and sequencing of content, as well as learner control features, are also important factors for tutorial design.
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This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
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The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
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The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
Assure
The ASSURE model is a method for designing instruction that involves 6 steps: (1) Analyzing learners, (2) Stating objectives, (3) Selecting methods and materials, (4) Utilizing materials, (5) Requiring learner participation, and (6) Evaluating and revising. It was originally developed by the US Air Force to ensure well-designed lessons that engage students. The model provides guidance for instructors to consider learner characteristics, state clear objectives, use appropriate materials, and get students actively involved in the learning process.
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The document discusses learning objectives and their importance in course development. It defines learning objectives as specific statements of what learners will be able to do after instruction. The document outlines the key components of learning objectives, including the performance, condition, and criterion. It also discusses Bloom's Taxonomy and how it can be applied to writing learning objectives for different domains like cognitive, affective, and psychomotor. The document provides examples of good and bad characteristics of learning objectives and gives guidance on writing clear, measurable objectives.
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The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
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1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
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The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
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The document discusses developing health education plans and writing behavioral objectives. It states that educators must first identify learners' needs by determining gaps in their knowledge, attitudes, or skills. Objectives should then be formulated to describe the specific behaviors learners will demonstrate. Behavioral objectives are important as they help educators make instructional decisions and help learners understand expectations. The document also discusses Bloom's taxonomy, a framework for defining levels of thinking and learning. It describes the original and revised versions of the taxonomy and provides examples of writing behavioral objectives using Mager's four-part method.
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This document discusses integrating technology into teaching and lesson planning. It covers educational values and curriculum design, including the elements of curriculum (content, learner, process). It also discusses the history of educational reform and different approaches to instruction like behaviorism, constructivism, and using technology. Key steps in lesson planning like writing objectives and Bloom's taxonomy are explained. The document provides guidance on how to effectively plan lessons using technology.
CTD Fa14 Weekly Workshop: Assessment that supports learning
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
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This document outlines the ABCD method for writing instructional objectives. The ABCD method specifies that objectives should include: A) Audience - who the learners are, B) Behavior - what the learners will be able to do, C) Condition - the context/circumstances of the learning, and D) Degree - how well or to what level the learning must be achieved. Terminal objectives describe what learners can do after instruction, while enabling objectives describe prerequisites. Verbs should be used to specify behaviors involving facts, concepts, rules, or principles. Conditions provide circumstances and degrees specify standards for performance.
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
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The document outlines a teaching plan for developing behavioral objectives for students. It discusses expected cognitive, affective, and psychomotor outcomes for students, including demonstrating the ability to write objectives and explain appropriate instructional methods. It also defines key terms like goals, objectives, and Bloom's Taxonomy. The document provides guidance on formulating clear and measurable objectives, including the importance of objectives and common mistakes to avoid. It describes the components of an effective teaching plan, including purpose, goals, content, methods, resources, and evaluation.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
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The document provides an overview of an assessment course, including descriptions of course content, methodologies, and requirements. Students will develop skills in designing assessment instruments, analyzing results, and evaluating learning programs through discussions, practice, software use, analyses, and assessments. The course covers formative and summative assessment strategies as well as instrument design, analysis, testing, and evaluation of learning programs.
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The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
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The document summarizes Chapter 3 of the textbook "Integrating Technology and Media into Instruction: The ASSURE Model". It discusses the ASSURE instructional design model, which consists of 6 steps - Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The first step of analyzing learners involves identifying learners, investigating their characteristics, analyzing entry competencies, and identifying suitable learning styles. Learning objectives are an important part of lesson planning as they indicate the learning outcomes and help teachers select appropriate instructional methods. Methods to elicit student participation when using technology/media include engaging activities like games and group work, providing feedback
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This document summarizes a lecture on emerging trends in learning and technology that can democratize education. It discusses how technology is changing education through massive open online courses (MOOCs), increased online learning opportunities, and greater access to open educational resources (OERs). While OERs and MOOCs have potential to expand access to education, challenges remain around quality, integration into teaching/learning, and certification. Overall, technology is shifting education away from traditional models towards more collaborative, networked learning, requiring educators and institutions to adapt.
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This document summarizes Sanjaya Mishra's lecture on teachers, technology, and transformation delivered at SNDT Women's University in Mumbai. Some key points:
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2) Mishra urges teachers to consider their role in social transformation through appropriately using technology to improve student learning. Teacher educators have a significant role to play in facilitating this.
3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
Understanding Open Access
Open Access provides free access to scholarly research and information for all. It allows authors to grant worldwide rights to copy, distribute, and make derivative works from their work as long as they are properly attributed. There are different types of Open Access, including works that are freely available with permission from commercial publishers, information produced by governments and released online without restrictions, and books whose copyrights have expired. Open Access aims to increase the sharing of knowledge and research through flexible licensing and by making information more widely available through new technologies and strategic policies.
Web 2.0
The document discusses the evolution of the web from Web 1.0 to Web 2.0. Web 1.0 consisted of static web pages with users as passive consumers of information, while Web 2.0 is more interactive and dynamic, harnessing user-generated content and collective intelligence through services like blogs, wikis, social networking, and user tagging of content. Web 2.0 applications can be useful for distance learning by facilitating more interactive teaching and learning, academic publishing and research sharing, and data repositories.
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The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
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The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
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The document discusses management and evaluation of training programs. It outlines the importance of training to meet organizational objectives and support change management. It also describes planning an in-house training program which includes conducting a training needs analysis, designing the program, budgeting, marketing, preparing the training materials and venue, implementing the training, and evaluating the training impact, transfer of skills, and return on investment. Evaluation should have a clear purpose, be objective, tailored to needs, and measure reaction, learning, performance, and results.
Training Skills
This document outlines several basic principles of training techniques and skills. It discusses principles such as the training formula of A-B=C, the confidence cycle of confidence leading to accomplishment, readiness affecting learning, connecting formal, informal and on-the-job training, the PESOS model of preparing, explaining, showing, observing and supervising learners, prioritizing tasks into must-do, should-do and nice-to-do, Pareto's law of 20% of efforts resulting in 80% of productivity, and concepts like the change curve and how medium anxiety and attention spans of 15-22 minutes can help with productivity.
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Mobile Technologies for Learning
Mobile technologies are increasingly accessible and affordable for both institutions and learners. They can be used for numerous teaching functions to improve interaction and reduce distance between learners and teachers. Mobile technologies are also pervasive, novel, and provide quick access to information from anywhere at any time.
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This document discusses recent trends in communication technologies that can be used for distance education. It outlines developments like satellite TV, wireless connectivity using mobile phones and WiFi, audio and video technologies online like podcasting and video conferencing, and the evolution of the semantic web. Emerging technologies discussed include virtual worlds like Second Life, push technologies, microblogging, portable storage, open source/open content, social tagging, and assistive technologies. The conclusion discusses how these trends empower both users and teachers through more interactive and collaborative learning opportunities as well as greater access to knowledge resources.
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Objectives in Self-Learning Materials
- 1. Formulation of Objectives Sanjaya Mishra
- 4. Anecdote Person A : Where does this road goes? Person B : Where do you want to go? Person A : I don’t know. Person B : Then it does not matter, where this road goes. Moral : If you don’t know where you are going, then you will reach no where.
- 11. Objectives and Knowledge Domain Affective Receiving Responding Valuing Organization Value concept Psychomotor Perception Set Guided response Mechanisms Complex overt response Adaption Origination Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation
- 13. Remember Apply Understand Analyze Evaluate Create Factual Conceptual Procedural Meta-cognitive