Embedded Files
This Module in a Nutshell
This Module in a Nutshell
- Negogiate a shared vision
- Consider target group
- Define Aims and Objectives
- Define course content
- Define time structure (self-directed online learning / f2f-seminars )
Listen to this podcast to find out what you can learn about Planning in this chapter.
Listen to this podcast to find out what you can learn about Planning in this chapter.
Shared Vision
Shared Vision
Importance
Importance
It is crucial that the school management, teachers and all other stakeholders share the same goal. A shared vision seeks to establish consistency in the curriculum and teaching. This consistency supports student success because teachers are reinforcing the same expectations and effective practices. The vision provides a reference point for all decisions.
It is crucial that the school management, teachers and all other stakeholders share the same goal. A shared vision seeks to establish consistency in the curriculum and teaching. This consistency supports student success because teachers are reinforcing the same expectations and effective practices. The vision provides a reference point for all decisions.
Questions to ask
Questions to ask
- Where do we see our school in 10 years?
- How do I talk about my vision for the future?
- What big picture goals do I see for the school‘s future?
- Where do our lecturers fit in this vision of the future?
- How Do I make others part of this shared future?
- Can we reach new target groups thanks to online teaching?
- How many online courses will be in our course program?
- How much revenue will online learning generate?
- How will online learning be a part of the culture of your school?
- How will members find out about the online learning options?
Remember
Remember
- Involve all stakeholders in the negotiations. (School management, teaching staff, administration...)
- What core values guide you in the process?
Consider the Target Group
Consider the Target Group
Relevant Characteristics
Relevant Characteristics
We should identify as precisely as possible what kind of person the course is meant for:
We should identify as precisely as possible what kind of person the course is meant for:
- Demographic characteristics (age, gender, work circumstances, cultural background…)
- Prior knowledge in the field, qualifications …
- Learning experience, study skills
- Resources and circumstances of learning
- Motivation of participants to finish the course
- Expectations of the participants
- Computer literacy
- Availability
- Motivation (intrinsic, extrinsic…)
Sources of Information
Sources of Information
- Observation of people on the job
- Interviews of people working in the field
- Surveys among experts
- Formal method like NGT “Nominal Group Technique”.
Aims and Objectives
Aims and Objectives
Definitions
Definitions
A goal is statement that describes in broad terms what the learner will gain from instruction.
A goal is statement that describes in broad terms what the learner will gain from instruction.
An objective is a statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity. A learning objective is much more specific than a goal. The ideal learning objective has three parts
An objective is a statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity. A learning objective is much more specific than a goal. The ideal learning objective has three parts
1. A measurable verb
1. A measurable verb
2. An important condition (if any) under which the performance is to occur and
2. An important condition (if any) under which the performance is to occur and
3. A criterion of acceptable performance.
3. A criterion of acceptable performance.
Who benefits from clear objectives
Who benefits from clear objectives
- The course designer can decide what to teach, how deeply to treat a topic or how to evaluate the learning progress.
- The participant knows what to expect, how far to go, how to set priorities, whether he/she understands the material.
- The evaluator needs to know the objectives of the course
Domains of Objectives
Domains of Objectives
- Cognitive (knowing)
- Psychomotor (doing)
- Affective (feeling)
Levels of objectives
Levels of objectives
Bloom's Taxonomy
Criteria of a well formulated Objective
Criteria of a well formulated Objective
- Consistent with the goals
- Clearly stated
- Measurable
- Realistic
- Appropriate for the level of learner
Examples
Examples
After completing the lesson, the student will be able to:
After completing the lesson, the student will be able to:
- recall information about the reading . . .
- develop a basic knowledge of _____ (the solar system, etc.)
- record and compare facts about _____ (the sun, moon, etc.)
- place events in chronological order and describe how . . .
- record his or her knowledge using pictures . . .
- connect his or her own experiences with . . .
- sort _____ by _____ (color, size, relevance etc.)
- follow directions to create _____ (a product)
- display data using _____ (a graph, etc.)
Tutorial: Why learning objectives
Define Course Content
Define Course Content
Approach to define content
Approach to define content
Subject oriented
Subject oriented
- Identify core topics
- Browse reference books
- Analyze existing courses
- Check entrance examinations
Learner oriented
Learner oriented
- Ask potential participants about their needs
- Ask experts of the domain
- Remember learning barriers of former students
- Think about a fascinating aspect of the domain
- Think about engaging activities
Method to find relevant content
Method to find relevant content
- What notions are required to explain something?
- What aspect is relevant for the participants?
- Which elements are discussed in the media?
- What is significant for future developments?
- Try to sketch a mind map.
Define Time Frame
Define Time Frame
Before you can start with the detailed planning of the course you have to negotiate
Before you can start with the detailed planning of the course you have to negotiate
- how much time the students need to digest the content.
- how many and how long time vessels you have and over what time span can you distribute them?
- how large is the proportion of self-study and synchronous teaching.
You will have to come up with some sort of time frame.
You will have to come up with some sort of time frame.
Don't worry yet about when you will cover what content. We will fill this time vessel in a next step.
Don't worry yet about when you will cover what content. We will fill this time vessel in a next step.
Examples
Examples
Google Sites
Report abuse