Information Technology Reference
In-Depth Information
2.
Writing the learning outcomes:
a.
There are course objectives that support the course goals by providing a
framework for students to organize their plans for successfully completing a
course. Course objectives are the intended outcomes of the course learning
experience, and they define major skills, knowledge, attitudes, or abilities
needed to perform a task effectively. These objectives describe the specific
tasks or exercises that the students should accomplish, and they must be stated
in observable, measurable, and achievable terms.
b.
The course objectives are to be closely connected with real-world performance
objectives. In other words, the skills, knowledge, attitudes, or abilities should
be easily applied to future learning experiences or workplace requirements.
c.
The course objectives should specify what students will be able to do upon
completion of the course or program and what would be accepted as evidence
that the desired learning outcomes have been achieved.
d.
The course objectives should consider the rationale and any assumptions,
learning theories, changing or emerging societal conditions, etc., that stimulate
and justify curricular change, innovation, and emphases.
3.
Determining the content:
a.
Organizing the subject-matter content by consulting research, experts, learn-
ers, needs assessment results, professional requirements, advisory committee
recommendations, transfer program requirements, etc.
b.
The content is complete
for the module purpose — that is, all of the content the
students have to learn to reach the objectives is presented.
c.
The
content is appropriate for the type of knowledge or material presented in
the course.
i.
Facts (or propositions) to recall: Organized outline of facts and support of
facts as needed
ii.
Concepts (or categories) to identify (things, actions, relations): Definition
of category, primary example, and non-examples
iii.
Principles (or relationships) to apply: Relation among variables and
evidence (published or demonstrated)
iv.
Skills, whether mental or physical: Present steps, including substeps, for
each major step, and demonstrate the skill
v.
Attitudes: Behavioral indicators enduring over time without coercion
d.
The content is reduced to the essentials.
i.
It is in its simplest form:
1.
Fact — primary facts
2.
Concept — short definitions
3.
Principle — short definitions
4.
Skill — groups of substeps
5.
Attitude — major indicators
ii.
The “nice to know” material has been abbreviated or made a part of optional
further study.
iii.
The content has been chunked and divided into sub-objectives.
iv.
The content leads to sub-assessments or exercises that ultimately lead to the
module assessments.
