Objectives

Online learning has many advantages and disadvantages. Rossi and I presented the various aspects of online learning.


The Long Tail: Huge tail of people interested in online courses and what we're seeing is an interest in nitch markets and nitch learning. Because there are only a few of people who want to learn about it, there's a group who can get together and learn it by using the online courses/learning.

Next week school is on fall break so no class, yeah! We do have the next time we meet the Analysis Document is due. He wants them to be amazing, have good thought, not just good information. What should the components be:
learner, context analysis, follow the model that Dick and Cary have given us
have a goal statement; break it down
really look at subskills, he will really look at great thought in to breaking your skills down. he wants the substeps to be really detailed. Learner Analysis - look at my learner: what are the entry behaviors, what is important for them to succeed,
context analysis: what is the learning context for this, what is the performance context (where are they going to learn this)
*100 pages too long, two or three pages won't cover all of it, make sure you put your name on it
*Would prefer the format to be in hard and soft copy
*0, didn't even show for discussion; 1-2 not bad, 3 is really great
Notes for class tonight:
I. Instructional Objectives
A. Goals vs Objectives - (looking for a measurable outcome)
1. Objectives have three parts: the skill to be learned, the condition (where, what) and the criteria used to evaluate (based on the statement of the goal and then the extra details are added)
2. Goals: state what is going to be learned
***Is there a relationship between the goal and the analysis document? The objectives should support the goal; shouldn't have a goal that doesn't support the objective.
II. Mastery
A. taking the objective and mastering the concept behind it. If the goal is to do A then do everything you can to have A be perfected. Mastery of objectives is to look at the objective and master it to the level of what degree/master level would be, such as using a rubric.
B. 'Mastery' is false concept; it means whatever level of mastery is set determines the mastery. It has to be set; not a universal concept. s a designer, I have to decide what is reasonable, adequate and responsible.
III. Observable or ????: (if not observable, what is it?)
A. Have to have some way to measure the goal, is it being met? If not, why bother doing it? How will you know when you're done if you have achieved your goal?
B. Have to find ways to make inferences, to have confidence that the person can be competent at what they do.... what can we see that will lead us to believe it can be accomplished.
The goal is really the performance context; example would be a doctor passing the written test is fine and dandy, but can they actually pass real world application, such as a surgery.

IV. Learning Objectives
a. Terminal Objective (4-5)
b. enabling objective (allow the goal to happen)

V. Learning Objectives: BCS, PCC, or ABCD?
Behavior Performance
Conditions Conditions
Standard Criteria

Audience
Behavior
Conditions
Degree

VI. What is an instructional objective?
a. collection of words adn/or pictures or diagrams intended to let others know what you itend for the learner to achieve, to demonstrate, to know. RELATED TO INTENDED OUTCOMES NOT PROCESSES
b. frame it up front: what is the student going to be able to do
VII. Outcomes vs. Processes
a. TO BE ABLE TO.......
VIII. Watch the verbs in the objectives!
IX. Three characteristics
A. performance - Doing words vs Being words (running, solving, writing vs happy, understanding knowing)
1. What about 'covert' behaviors? Whenever hte performance stated in an objective is covert, add an indicator behavior (dissect, pain, circle, underline, sort)
B. conditions - add enough description TO MAKE IT CLEAR to everyone what the purpose is
c. criterion