Learning Objectives in Hybrid
& Blended Learning Scenarios (Part
2)
By Prof. Jonathan Acuña Solano
Monday, September 1, 2014
Twitter: @jonacuso
Post 139
Learning
objectives are essential for guiding instructional activities whether we have
F2F courses or we are teaching in a VLE scenario. Without clear learning
objectives, a course’s activities may not directly relate to its intended
teaching goals and desired learning outcomes. For this very reason, the
creation of measurable learning objectives based on one’s Needs Assessment,
with a Bloom’s Taxonomy backup (see Iowa State University, 2014), is key in attaining real
student learning through an instructional activity.
The
following is a designing exercise to get to really know how the ADDIE process
works and its implications while planning (see
Martin, M., n.d.).
Click on the picture to amplify it.
With this sample activity –actually carried out in a Material Design class, in which students come to class for theoretical instruction and then work online on their own-, we can visualize the organization of the teacher’s instructional delivery to achieve the desired learning outcome and guarantee that all them can continue to repeat the very same behavior in their professional teaching practice.
As
seen in the chart, the instructor has all the information to achieve the
learning goal with all the correct assessment. As pointed out, ELT students
will create a reading activity based on the structure most of these exercises
have. With 90% accuracy, the learning objective needs to be accomplished since
it is no good to have faulty reading tasks for EFL students. The condition to achieve this objective,
which is not stated in the learning goal, is included in the instructional
content that needs to be covered. The instructional strategies and resources
carefully chosen over here need to complement the full accomplishment of what
the instructor needs learners to develop in terms of competencies to
successfully design their own EFL reading exercises for their current or future
students.
The
most important challenge that can be spotted in reaching the plan’s goal is to
find all that is needed by learners to 1. understand what they need to do, 2.
clearly identify how they are going to do it, and 3. visualize how the
instructor is going to help them through the process. For sure, mitigating all
sub-challenges is crucial, and that can be done by including a video or a
series of videos to guide learners and to let them know of the online office
hours where they can reach the instructor.
Clark, D. (2014, July 7). Bloom’s Taxonomy of
Learning Domains. Retrieved on 2014, August 31 from the Big Dog & Little
Dog’s Performance Juxtaposition webpage at http://www.nwlink.com/~donclark/hrd/bloom.html
Iowa State University. (2014). A Model of
Learning Objectives. Retrieved on 2014, August 31 from Iowa State University:
Center for Excellence in Learning and Teaching webpage at http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/
Laureate Education. (2013). Learning Objectives in Hybrid
& Blended Learning Scenarios. Retrieved on 2014, April 5 from http://global.laureate.net/portal.aspx#!home/faculty
Martin, M. (n.d.). ADDIE, The
Instructional Design Process. Retrieved on 2014, August 31, from Michele
Martin’s Type Pad webpage at http://michelemartin.typepad.com/ADDIE.pdf
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Monday, September 01, 2014
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