Learning objective: to learn how to ride a bicycle.
Performance objective: to be able to ride a bicycle.
behavioral objective: to carry on riding a bike after knowing the ropes?
Briefly, yes.
Goal statements can generally tolerate fuzziness, and are mostly fuzzy. This is as compared to objectives. When you compare goals and objectives then you will obtain a clearer picture. Objectives are definite, measurable intended outcomes. A set of objectives adds up to achieve the more general goal. The goal is thus usually general and ideal and therefore a bit hazy. In designing learning strategies you will need to have/explain both goal and objectives.
-Elmie
Tuesday, April 21, 2009
???
Terminal objectives and Enabling objectives.
Terminal objectives are superorinates of enabling objectives.
Enabling objectives are subordinates of terminal objectives.
Are goal statments meant to be fuzzy? Are learning objectives NOT fuzzy?
What are the difference between Learning objectives, Performance objectives, Behavioral objectives? Or do they NOT hav any differences?
Am I right to say tat...
Learning objective is to learn how to ride a bicycle?
Performance objective is to KNOW how to ride a bicycle?
Behavioral objective deals with the affective and is concerned with will they WANT to ride a bicycle after learning?
Confused...
Terminal objectives are superorinates of enabling objectives.
Enabling objectives are subordinates of terminal objectives.
Are goal statments meant to be fuzzy? Are learning objectives NOT fuzzy?
What are the difference between Learning objectives, Performance objectives, Behavioral objectives? Or do they NOT hav any differences?
Am I right to say tat...
Learning objective is to learn how to ride a bicycle?
Performance objective is to KNOW how to ride a bicycle?
Behavioral objective deals with the affective and is concerned with will they WANT to ride a bicycle after learning?
Confused...
Monday, April 20, 2009
Week 10
I think a WebQuest is an interesting way of learning/giving instruction but because it is on the web, it might has it's downfalls. Learners are given more personal time to do the learning and this might lead to procrastination or even cheating hence evaluation of the success of the webquest and learner's progress would be difficult.
Webquest would be more interactive. Since in Singapore's low context, students not liking to participate much in lessons, a webquest's lack of face to face might motivate the learners to be more proactive in the learning and question more and learn more in the process.
Designing a webquest is not as easy as it seemed since we as instructors mus go thru the learning design process and that is difficult such as deciding the degree of information to disclose and evaluation and practice is difficult.
Overall I think webquest can only serve as a support/resource in a learner's course of study. Unless that person is full time student for some online university, then webquests cannot replace the normal traditional classroom setting.
Webquest would be more interactive. Since in Singapore's low context, students not liking to participate much in lessons, a webquest's lack of face to face might motivate the learners to be more proactive in the learning and question more and learn more in the process.
Designing a webquest is not as easy as it seemed since we as instructors mus go thru the learning design process and that is difficult such as deciding the degree of information to disclose and evaluation and practice is difficult.
Overall I think webquest can only serve as a support/resource in a learner's course of study. Unless that person is full time student for some online university, then webquests cannot replace the normal traditional classroom setting.
Week 9
Problem Solving skill and Affective learning.
Discuss what is a problem-solving knowledge.
It is the ability to use previously acquired skills and knowledge into another way to solve problems.
Ditto , knowledge of attitudes.
To teach/instruct by hoping to invoke emotions within them. By making them 'Feel' the need to know more. Changing their perceptions. Winning them over via converting them.
State the cognitive events in problem-solving (p. 219 - 222).
Problem identification
Analysis
Synthesis/recognisation
Idea generation
idea evaluation
Implementation planning
solution appraisal
Given then learning design structure, design instruction for problem solving (p. 238).
State the key instructional event for attitude learning (p. 265 - 266).
To have a role model to demonstrate desired behaviour.
Allow practice of desired behaviour
Provide reinforcement for desired behaviour (praising)
Given the learning design structure, design instruction for affective learning (p.270).
Translate the learning design sequence into a MicroLesson using exeXHTML as the principle learning design authoring tool.
Thinking about it, I think in a webquest, problem solving is more commonly found in the evaluation part of the webquest and affective learning would be better to be involved to improve the webquest response and etc. Hence i think it is pretty standard the learning design and outcomes. Just that we need to remember the terms well.
Discuss what is a problem-solving knowledge.
It is the ability to use previously acquired skills and knowledge into another way to solve problems.
Ditto , knowledge of attitudes.
To teach/instruct by hoping to invoke emotions within them. By making them 'Feel' the need to know more. Changing their perceptions. Winning them over via converting them.
State the cognitive events in problem-solving (p. 219 - 222).
Problem identification
Analysis
Synthesis/recognisation
Idea generation
idea evaluation
Implementation planning
solution appraisal
Given then learning design structure, design instruction for problem solving (p. 238).
State the key instructional event for attitude learning (p. 265 - 266).
To have a role model to demonstrate desired behaviour.
Allow practice of desired behaviour
Provide reinforcement for desired behaviour (praising)
Given the learning design structure, design instruction for affective learning (p.270).
Translate the learning design sequence into a MicroLesson using exeXHTML as the principle learning design authoring tool.
Thinking about it, I think in a webquest, problem solving is more commonly found in the evaluation part of the webquest and affective learning would be better to be involved to improve the webquest response and etc. Hence i think it is pretty standard the learning design and outcomes. Just that we need to remember the terms well.
Saturday, April 18, 2009
Week 8
Explain what is a procedure knowledge.
Concepts and facts that affect/determine how you behave. Involve both mental and physical activiteis.
Ditto , principle knowledge.
Know WHEN the situation are appropriate for the procedure and those which are inappropriate.
Knowing of steps.
Introduce demonstration. (worked examples/whole to parts/parts to whole)
Let learners practice.
Mus feedback to them.
State the key instructional events in teaching principles (p. 206 - 207; 216).
State Principle.
When the principle applies.
Introduce variables, factors and provide illustrations and explanations.
Introduce context and conditions.
Provide practice and feedback.
Difficult to determine practice and provide feedback in E learning.
Maybe a solution could be to have them record/film their methods down for psychomotor skills like doing a certain stunt on a bicycle or folding paper cranes and have it posted on youtube and you(instructor) can evaluate that and provide feedback on that as well.
For our WebQuest we thought it wouldbe difficult to evaluate their performance and provide feedback as well. So we thought it would be appropriate to supply them a form of support and resource by having them post their success/failure(obviously we wont use the term failure since this might demotivate learners to share) stories on online platforms such as asynchronous forums to allow instructors to evaluate their performance and provide feedback. It also allows other learners of the WebQuest to know where they stand in the process and have a form of group cohesion to stimulate motivation to learn and create the 'I am not alone' mentality. Learning and applying to our particular WebQuest, since it has highly individual parts and is quite complex and also learners online have relatively short attention span so in conclusion we need to emphasis on the parts and I think we did just that by focusing on the Time and Date function.
Concepts and facts that affect/determine how you behave. Involve both mental and physical activiteis.
Ditto , principle knowledge.
Principles are making use of procedures, concepts and facts. Finding the link among them and using them for higher order tasks.
FACTS/Verbal Information : circle, shapes, geometry. (knowing what are circles etc)
Concepts: Circles different from square.
Procedures: Area of circles and squares.
Principle knowledge: (Pie R Square=area) Applying it on other kinds of shapes/problems. (Are these correct? pls correct me if i am wrong)
Distinguish procedure and principle learning.
Principle consists of procedures. Knowing how vs Knowing why.
State the key instructional events in teaching procedure (p. 193 - 195; 202).Know WHEN the situation are appropriate for the procedure and those which are inappropriate.
Knowing of steps.
Introduce demonstration. (worked examples/whole to parts/parts to whole)
Let learners practice.
Mus feedback to them.
State the key instructional events in teaching principles (p. 206 - 207; 216).
State Principle.
When the principle applies.
Introduce variables, factors and provide illustrations and explanations.
Introduce context and conditions.
Provide practice and feedback.
Difficult to determine practice and provide feedback in E learning.
Maybe a solution could be to have them record/film their methods down for psychomotor skills like doing a certain stunt on a bicycle or folding paper cranes and have it posted on youtube and you(instructor) can evaluate that and provide feedback on that as well.
For our WebQuest we thought it wouldbe difficult to evaluate their performance and provide feedback as well. So we thought it would be appropriate to supply them a form of support and resource by having them post their success/failure(obviously we wont use the term failure since this might demotivate learners to share) stories on online platforms such as asynchronous forums to allow instructors to evaluate their performance and provide feedback. It also allows other learners of the WebQuest to know where they stand in the process and have a form of group cohesion to stimulate motivation to learn and create the 'I am not alone' mentality. Learning and applying to our particular WebQuest, since it has highly individual parts and is quite complex and also learners online have relatively short attention span so in conclusion we need to emphasis on the parts and I think we did just that by focusing on the Time and Date function.
Week 7
This week we learn how to go about teaching and inculcating verbal information/declarative knowledge into the learning design.
Learning always require basic knowledge of information and these information are what we call verbal information. They are necessary for higher order learning. They are facts, constantly absorbed by learners and also constantly updated and added upon. They would also change the learner's overall view of something with the required basic information.
3 types of verbal information:
Labels and names - no direct link just pairing of information
Facts and lists - relationship between information
Organized discourse - reading from a text
After this week's lecture, I realised that it is easy to criticise the learning design of a module/course but constructing one that is highly effective and motivating for students is difficult. We must not only provide reliable information for them to learn, design and organise information to them to improve learning and also to motivate them to learn and remember information.
Putting what I learnt on to our WebQuest project. We wish to teach learners how to use StarHub HubStation's SmartTV to record shows. It is a relatively Behavioristic process and verbal information is transferred to them visually in many ways other than text to increase motivation to learn. We organised and elaborated the information for them on the WebQuest to help them better understand the linkages between different information that might otherwise not make sense to them.
For example this module, 3204, we are introduced to a series of mnemonics to better aid memorising of information such as ADDIE and ABCD. We were introduced to the basic knowledge of terms and symbols and after that we were introduced to the linkages between them and the connection are further elaborated to improve our understanding. An example of organised discourse would be us reading from the readings.
Another thing taught is the teaching of concepts. We need to first name the concept, define it and show examples and non examples of it as well as state the attributes of the concept. Not forgetting to have the learners practice and also give them feedback.
So if there is a definition then it is a concept and if not then it is a fact.
Learning always require basic knowledge of information and these information are what we call verbal information. They are necessary for higher order learning. They are facts, constantly absorbed by learners and also constantly updated and added upon. They would also change the learner's overall view of something with the required basic information.
3 types of verbal information:
Labels and names - no direct link just pairing of information
Facts and lists - relationship between information
Organized discourse - reading from a text
After this week's lecture, I realised that it is easy to criticise the learning design of a module/course but constructing one that is highly effective and motivating for students is difficult. We must not only provide reliable information for them to learn, design and organise information to them to improve learning and also to motivate them to learn and remember information.
Putting what I learnt on to our WebQuest project. We wish to teach learners how to use StarHub HubStation's SmartTV to record shows. It is a relatively Behavioristic process and verbal information is transferred to them visually in many ways other than text to increase motivation to learn. We organised and elaborated the information for them on the WebQuest to help them better understand the linkages between different information that might otherwise not make sense to them.
For example this module, 3204, we are introduced to a series of mnemonics to better aid memorising of information such as ADDIE and ABCD. We were introduced to the basic knowledge of terms and symbols and after that we were introduced to the linkages between them and the connection are further elaborated to improve our understanding. An example of organised discourse would be us reading from the readings.
Another thing taught is the teaching of concepts. We need to first name the concept, define it and show examples and non examples of it as well as state the attributes of the concept. Not forgetting to have the learners practice and also give them feedback.
So if there is a definition then it is a concept and if not then it is a fact.
Thursday, April 16, 2009
Week 6
For this week, it is still in the planning process of E-Learning.
We were taught how to distinguish fuzzies in our goal statements and how to avoid them. Some of the important words that we should avoid would be KNOW, UNDERSTAND and COMPREHEND.
Writing our Learning objectives, we would have to have these four components in it.
Audience
Behaviour
Condition
Degree
This week is rather important since we were taught how to write or create the curricular map. Basically we just need to create a task listing first. Then after that create a task detailing of the steps/decisions required for the tasks. After which we need to jot down the knowledge required for the individual tasks. Remove the repeated knowledges and create a learning outcome with the remaining ones. But before which you mus sort the knowledges according to requirements first. Like how we need to know how to read english before learning how to complete a form.
In this week we are also introduced to the different levels of learning. Bloom's hierachy of learning is as follows
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
I agree with these levels of learning stages and similar to these are Gagne's categorisation of learning.
Verbal Information
Intellectual Skills
-Discrimination
-Concepts
-Rules
-Higher order Rules
Cognitive
Affective
Psychomotor
Gagne's categorisation are important since they allow us to plan wat kind of learning activity we can have in our learning design. We can also place them in accordance to the levels of application/exposure such as we need to explain to them the basic terms and knowledges before introducing them the concepts and distinguishing one concept from another. After which we need to allow them to put it into application and apply it to case studies. Placing them in real life scenarios such as role playing/simulations/internships allow them to use higher order skills to creatively apply their knowledge to use.
For learning, we mus first expose them to the knowledge and information first. By exposing them, they would be more aware of the information and it depends on them if they are willing to receive/respond to it. If they are willing to respond, this means their affective level is being changed. This means the internal value system they hold are changing already and this would lead to the decision of accepting the values or not.
Psychomotor skills are body coordination skills we pick up at the end of the learning design. Putting things into action.
We were taught how to distinguish fuzzies in our goal statements and how to avoid them. Some of the important words that we should avoid would be KNOW, UNDERSTAND and COMPREHEND.
Writing our Learning objectives, we would have to have these four components in it.
Audience
Behaviour
Condition
Degree
This week is rather important since we were taught how to write or create the curricular map. Basically we just need to create a task listing first. Then after that create a task detailing of the steps/decisions required for the tasks. After which we need to jot down the knowledge required for the individual tasks. Remove the repeated knowledges and create a learning outcome with the remaining ones. But before which you mus sort the knowledges according to requirements first. Like how we need to know how to read english before learning how to complete a form.
In this week we are also introduced to the different levels of learning. Bloom's hierachy of learning is as follows
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
I agree with these levels of learning stages and similar to these are Gagne's categorisation of learning.
Verbal Information
Intellectual Skills
-Discrimination
-Concepts
-Rules
-Higher order Rules
Cognitive
Affective
Psychomotor
Gagne's categorisation are important since they allow us to plan wat kind of learning activity we can have in our learning design. We can also place them in accordance to the levels of application/exposure such as we need to explain to them the basic terms and knowledges before introducing them the concepts and distinguishing one concept from another. After which we need to allow them to put it into application and apply it to case studies. Placing them in real life scenarios such as role playing/simulations/internships allow them to use higher order skills to creatively apply their knowledge to use.
For learning, we mus first expose them to the knowledge and information first. By exposing them, they would be more aware of the information and it depends on them if they are willing to receive/respond to it. If they are willing to respond, this means their affective level is being changed. This means the internal value system they hold are changing already and this would lead to the decision of accepting the values or not.
Psychomotor skills are body coordination skills we pick up at the end of the learning design. Putting things into action.
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