Difference between revisions of "Learning Objectives"
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# Assess learner learning to identify needs, or revisions to courses | # Assess learner learning to identify needs, or revisions to courses | ||
| − | # Use [[Assessment|assessment]]results to revise goals, training methodologies, curriculum, and budgeting priorities. Goals give the content of the course, and underline the skills required for learners. <ref> [http://www.depts.washington.edu www.depts.washington.edu](18 March 2008), [http://www.utmem.edu www.utmem.edu](18 March 2008)</ref>}} | + | # Use [[Assessment|assessment]] results to revise goals, training methodologies, curriculum, and budgeting priorities. Goals give the content of the course, and underline the skills required for learners. <ref> [http://www.depts.washington.edu www.depts.washington.edu](18 March 2008), [http://www.utmem.edu www.utmem.edu](18 March 2008)</ref>}} |
Revision as of 14:01, 16 July 2008
 LEARNING OBJECTIVES |
Clear statement about the specific outcomes a program expects from learners as what they will be able to do when they have completed the instruction. Objectives are clearly articulated before deciding upon methods and measures. They help to achieve the learning goals. A learning objective has three major components:
Learning objectives differ form learning goals, since the first ones are statements of one of several specific performances, the achievement of which contributes to the attainment of the goal which is a statement of the intended general outcome of an instructional unit or program, and describes a global learning outcome. A single goal may have many objectives. The establishment of learning objectives is part of a process aiming to improve teaching and learning, and include 4 steps;
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References
- ↑ www.depts.washington.edu(18 March 2008), www.utmem.edu(18 March 2008)