Monday, March 7, 2016

2016 EDU: Learning objectives are for the learners. Not just for instructional designers

Learning objectives are for the learners  
Not just for instructional designers.
Updated 9/8/2016
Learning objectives tell you what the developer expects a person to be able to do after completing the instruction.  If those objective match what you want (or need) to be able to do, the instruction may match your goals.  And you will know when you are finished. 
Yeah.  What you want to learn.  The people who design instruction units decide what people are supposed to learn from the unit.  But you can choose the units you will study.
    • (More after the break)
    • Where is Arcadia?


            Never learn for anyone but yourself: Self-managed learning.

            • Self-managed learning is for grown-ups.  
            • Not for all adults.  You get to be an adult by living to be 21.
            • You get to be grown-up when you take charge of your own life.
            • Self-managed learning:  Start by knowing what you want to be able to do.  
            • Never mind what other people want unless they have something you want.
            • (a salary, course credit, a certificate,for example).  
            • And don't let them tell you what you are supposed to know.  
            • Nobody can tell what you know.  They can only tell what you can do. Or can't do.

            You are entitled to set your own objectives.   

            • Why would you want to to set your own objectives?
            • Why not just do what you're told?  
            • Like a good little kid.
            • If  you start thinking for yourself, you are going to disrupt the whole system.
            • Besides, it is too much trouble to set your own objectives. 
            • It is easier to take the objectives they give you.  
            • Like a good little kid.

            On the other hand  

            • Those learning objectives are what what some people think is important.
            • And they know more than you do about the subject.
            • So it is worth considering their objectives.  
            • Keep in mind that those precast objectives are written for everybody.
            • They may not fit your needs very well.  
            • And some course objectives are written in abstract language.
            • You can't really tell when you have met them.
            • And neither can the instructors.

            I probably shouldn't tell you this, but

            • Those abstract objectives are probably written for show.  
            • So you have to figure out for yourself what the real objectives are.
            • The objectives you have to meet to get through the course.
            • If there is a test, your course objective may be to pass the test.  
            • Better, your objective may be to develop capabilities you will need in the future.
            • Knowing your objective could save you a lot of work here.
            • And maybe get the right capabilities for that future.
            • Two main kinds of learning objectives: to demonstrate do and to do.

            Learning to demonstrate that you learned

            • Typical "academic" learning.
            • Objective often described as "know the material."
            • You demonstrate by passing tests.
            • Multiple choice and short answer tests mean "know details."
            • And know how to pick details likely to appear on the tests.
            • It is sort of a game.  You win by leaning to pick the right details.
            • And by figuring out how to remember them.
            • Practice: Go through the material, pick details likely to be on tests. 
            • Essay tests mean "know how to talk sensibly about the material."
            • Practice: Gather an interested group. Ask each other questions.
            • Use the web:  Look for or create a relevant G+ community. 
            • Embarrass your instructor: Ask if there is already such a community,

             Learning to do what you have learned

            • Typically you practice till you can do it smoothly and with few errors.
            • For complicated things, you may practice parts and put them together.
            • For some things, you may need a coach.
            • You know when you have learned when you can do it.

            Make it a game--your game

            • A game?  Oh, no!  
            • Learning is supposed to be serious, hard work, and boring.
            • Who told you that?  Or did you learn that in school?  
            • You have learned how to play games.  
            • Was learning how to play games hard work?  Of course not.  
            • If it had been, you would have quit and done something else.

            What makes a game different from a course? 

            • There is a clear goal and you know it.
            • (Learning objectives might help you on that.)
            • In a game, you can tell when you make progress.
            • You keep score and know how much progress you have made.  
            • You can keep practicing a skill till you get it right.
            • You practice whatever part you want to.   
            • You don't have to get the game right by May 15th.
            • You take satisfaction whenever you see your score go up.
            • If your score goes down, you say "Wait till next time."
            • Can you apply any of these features to what you want to learn?
            • If you can, you have learned a valuable skill for learning.
            • Can you figure out a way to market your valuable skill?
            • Marketing your skills is another game.  
            • Winning that game pays the rent.

            News and Notes


              The Hypergrid WIP Show

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