Hi Pat,
I suppose defining learning objectives is a more precise statement of
Part (2) of my project. I do need to engender some observable change
in behaviour, and I know that defining and measuring such things is a
specialist task.
To give you some context, I'm creating a mentoring/professional
development programme at work, so the goal is to get people to a good
level of competence in IxD even if they are principally IAs, usability
experts or some other flavour of UX professional. So there's no formal
assessment here. However, I do see the benefits (and pitfalls) of
creating good learning objectives and I'd be pleased to get your
advice on the development of these when I get that far.
I'd be most interested, though, in what you and others on the list
think these objectives should be? Maybe I should kick off with a few
examples, I'll have a think about it and post again.
kind regards
John
> Hi John,
>
> Call it what you will, case-based, scenario-based or project based
> learning, they're great for teaching analytical and critical
> thinking skills using real world challenges. The key to doing this
> well is to carefully consider what outcomes you wish to achieve.
> Coming at this from an instructional design perspective, you need to
> figure out the learning objectives for your students which are
> measureable, observable results. Rather than what lessons do you
> want them to learn, what identifiable skills do you want them to
> learn?
>
> I'd be willing to talk to you about this offline if you're
> interested. Developing learning objectives isn't always as
> straighforward as it seems.
>
> Cheers,
> pat
>
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