Learning objectives in hybrid & blended learning scenarios (part 2)
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This document discusses learning objectives for hybrid and blended learning scenarios. It emphasizes that clear learning objectives are essential to guide instructional activities, whether in-person or online. The creation of measurable objectives based on a needs assessment and Bloom's Taxonomy helps ensure real student learning. The document provides an example of a design plan for an English as a foreign language reading exercise for beginner students. The plan outlines the learning objective, instructional content, strategies, and assessment. The objective is for students to design a reading activity with 90% accuracy. The content covers elements of reading activities and how to structure them in Google Sites. Strategies include providing a template, explanations, and online support. The assessment will evaluate students'
Learning objectives in hybrid & blended learning scenarios (part 2)
- 1. 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.).
- 2. Design Plan for Materials Design Creating an EFL Reading Exercise for A1+ Learners Lesson Needs Identified (Skills, Knowledge, and Attitudes) Learning Objectives Instructional Content Instructional Strategy and Resources Assessment Type Week 2 lesson: Creating a reading activity for EFL students Students need to know the parts of EFL reading activities and the step for creation “Students will design an EFL reading activity using an activity template with 90% accuracy.” Elements found in EFL reading activities - types of pre- reading activities - types of main reading activities - types of post reading activities - basic knowledge in google sites design Instructional Strategies: 1. EFL reading template and theoretical rationale 2. Visual explanation of how to structure a reading activity 3. Visual explanation of how to move activities onto a google site, here used as an ePortfolio Design of an EFL reading activity with a text provided by the instructor aiming at helping A1+ students to develop reading skills and vocabulary 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
- 3. 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