Difference between revisions of "Learning Goals"
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The goal does not replace the learning objectives for it does not contain the three required components of an objective – performance, conditions, and standards. Moreover, the goal is written from the content’s perspectives whereas objectives must be written from the trainee’s perspective, clearly indicating what the result of the training will be in terms of behavioral changes. <ref> [http://www.aacsb.edu www.aacsb.edu](18 march 2008); Piskurich, George M., Rapid Instructional Design – Learning ID Fast and Right, John Wiley & Sons, Inc., 2006; Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006; Reiser, Robert A. & Dempsey, John V., Trends and Issues in Instructional Design and Technology, Pearson Prentice Hall, 2007.</ref> See also:[[Learning Objectives]]}} | The goal does not replace the learning objectives for it does not contain the three required components of an objective – performance, conditions, and standards. Moreover, the goal is written from the content’s perspectives whereas objectives must be written from the trainee’s perspective, clearly indicating what the result of the training will be in terms of behavioral changes. <ref> [http://www.aacsb.edu www.aacsb.edu](18 march 2008); Piskurich, George M., Rapid Instructional Design – Learning ID Fast and Right, John Wiley & Sons, Inc., 2006; Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006; Reiser, Robert A. & Dempsey, John V., Trends and Issues in Instructional Design and Technology, Pearson Prentice Hall, 2007.</ref> See also:[[Learning Objectives]]}} | ||
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{{Addlink|Below you have the link to further resources related to learning goals:}} | {{Addlink|Below you have the link to further resources related to learning goals:}} | ||
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!Content | !Content | ||
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| − | |[http://www. | + | |[http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Professional-learning-and-development-planning/2.-PLDP-planning-process/2.3-Setting-professional-learning-goals Setting professional learning goals] |
| − | | | + | |This article explains how your goals need to be specific and achievable. It will be helpful to both you and your board if you can link each goal to identifiable professional practice benefits, or support for your personal career progression. |
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|[http://www.elearnerengaged.com/improve-content-retention/ Learning and Retention: How to Improve Content Retention in Training (Video, 3 min)] | |[http://www.elearnerengaged.com/improve-content-retention/ Learning and Retention: How to Improve Content Retention in Training (Video, 3 min)] | ||
|The content is meant to help instructors question whether they are setting up their courses for short term or long term results - when they define the learning objectives. It discusses content retention strategies and the drawbacks of only teaching for short term retention. This video touches on the importance to think about training for long term memory retention. | |The content is meant to help instructors question whether they are setting up their courses for short term or long term results - when they define the learning objectives. It discusses content retention strategies and the drawbacks of only teaching for short term retention. This video touches on the importance to think about training for long term memory retention. | ||
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| + | |[http://www.collegept.org/Assets/Resources%20-%20QM/QMF_SMART_LearningGoals_updated.pdf Training on how to set Goals] | ||
| + | |This Guideline is a toolkit that will help you develop SMART learning goals! | ||
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Latest revision as of 10:48, 15 July 2014
 LEARNING GOALS |
| Clear general statement of the purpose of a training course and its expected outcomes in terms of what the trainees will achieve. The goal focus training managers, team members, and subject matter experts on the desired effect of a training course. The goal is written from the content’s perspectives. It provides an overall description of what the training will cover and how it is organized. The goal does not replace the learning objectives for it does not contain the three required components of an objective – performance, conditions, and standards. Moreover, the goal is written from the content’s perspectives whereas objectives must be written from the trainee’s perspective, clearly indicating what the result of the training will be in terms of behavioral changes. [1] See also:Learning Objectives |
 Web Resources |
| Below you have the link to further resources related to learning goals: |
| Link | Content |
|---|---|
| Setting professional learning goals | This article explains how your goals need to be specific and achievable. It will be helpful to both you and your board if you can link each goal to identifiable professional practice benefits, or support for your personal career progression. |
| Learning and Retention: How to Improve Content Retention in Training (Video, 3 min) | The content is meant to help instructors question whether they are setting up their courses for short term or long term results - when they define the learning objectives. It discusses content retention strategies and the drawbacks of only teaching for short term retention. This video touches on the importance to think about training for long term memory retention. |
| Training on how to set Goals | This Guideline is a toolkit that will help you develop SMART learning goals! |
References
- ↑ www.aacsb.edu(18 march 2008); Piskurich, George M., Rapid Instructional Design – Learning ID Fast and Right, John Wiley & Sons, Inc., 2006; Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006; Reiser, Robert A. & Dempsey, John V., Trends and Issues in Instructional Design and Technology, Pearson Prentice Hall, 2007.