Learning Objectives Essays and Research Papers

Instructions for Learning Objectives College Essay Examples

Title: program objective differently than the term learning objectives

  • Total Pages: 1
  • Words: 335
  • Bibliography:0
  • Citation Style: None
  • Document Type: Essay
Essay Instructions: You are to write a 1-page paper, Do Not Use Outside Sources!

Caffarella uses the term ‘program objective’ differently than the term ‘learning objectives.’ Essentially Caffarella’s objectives are program goals that are then to be turned in measurable learning objectives.

Your task:
“Discuss how to turn program objectives/goals into learning objectives.”

Developing Learning Objectives
Learning objectives, along with the terms performance objectives or learning targets, describe what participants will learn as a result of attending an education or training session. These learning objectives are set in the context of the program objectives that focus on participant learning, so there is continuity between the two sets of objectives. The major difference between learning and program objectives is that learning objectives center on individual participants and sessions with in a larger program, while objectives are focused on the education or training program as a whole.

Learning objectives are selected carefully, because they set the tone and direction for what participants are expected to do and learn during the instructional activity. Therefore, in preparing learning objectives, developer must have been mined a clear picture of the proposed learning outcomes for the instructional unit. There are five major categories of learning outcomes: acquiring new skills; enhancing cognitive skills; developing psychomotor skills; strengthening problem-solving and-finding capability; and changing attitudes, beliefs, values, and/or feelings. Following are examples of learning objectives illustrating each category of learning outcomes for participants who enroll in an intensive ropes course.
Acquisition of knowledge: participants will be able to describe what a ropes course is and identify the basic principles of team building.
Enhancement of cognitive skills: participants will analyze each of the team building exercises and translate what they have learned into one or two proposed changes in their professional practice and/or personal lives.
Development of psychomotor skills: participants will demonstrate they can do at least two of the physically challenging exercises included in the road course.
Strengthening of problem-solving and -finding capabilities: participants will explain how the various activities they have undergone have a augmented or reinforce their problem-finding or -solving abilities, and how they will apply in this learning to a specific work and/or life situation.
Changes in attitudes, values, beliefs, and or feelings: participants will share their feelings about experiencing the ropes course and discuss how taking part in course activities has affected them either personally or professionally.
Learning objectives are useful for four major reasons. They provide a focus and consistency for the design of instruction; guidelines for choosing course content and instructional methods; a basis for evaluating what participants have learned; and what direction for learners to help them organize their own learning. As with program objectives, learning objective should be ‘stated clearly enough to indicate to all rational minds exactly what is intended.’ Tracy (1992) has outlined five general rules for communicating objective clearly and correctly: avoid unfamiliar words; do not confuse or miss use words; be concise; seek simplicity; and review what has been proposed to make sure that objective say what you want them to say. The focus of each learning objective, as noted earlier, is on the program participants. Therefore these objectives should be restated in terms of what learners will be able to know, do, or feel (refer to previous example of outcomes of ropes course participants). Objective should consist of an opening statement (“the participant will...”), an action verb, and a content reference (which describes the subject being taught). Although the three essential elements of learning objectives are statement of who (the learner), how (the action verb), and what (the content), other authors have suggested additional components that may be useful in clarifying what learners are able to know or do.

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Title: For paper Project form encounters online Internet based resources forms purpose identifying types information systems real world Here find information types information systems Types Information Systems

  • Total Pages: 3
  • Words: 954
  • Sources:5
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: For this paper, the Project will take the form of encounters with online Internet-based resources of various forms but with the purpose of identifying different types of information systems that are being used in the real world.
Here you can find information about the different types of information systems available out there.
Types of Information Systems. Available at http://bisom.uncc.edu/courses/info2130/Topics/istypes.htm
and http://www.freetutes.com/systemanalysis/types-of-information-system.html
After reading the definitions and browsing these web sites PC Magazine, http://www.pcmag.com/ and CIO.com, http://www.cio.com/ for real applications of information systems, do the following:
Please write a 3 page paper, structured as follows (please use these headings):
? Define an information system and types of information systems
? Provide three examples of information systems used in real life (from your experience or from the sites you visited) and tell us what type of information systems they (for example, an information system used by a cashier in a grocery store is a transaction processing system because it registers all the transactions).
? how this is related to the learning objectives of this module?
SLP assignment expectations:
Your assignment will be graded following these expectations:
- Precision: the questions asked are answered.
- Clarity: Your answers are clear and show your good understanding of the topic.
- Breadth and depth: The scope covered in your paper is directly related to the questions of the assignment and the learning objectives of the module.
- Applicability: once you complete the practical exercise, such as the visit to a web site or program testing, you correctly relate it to the theoretical concepts and the learning objectives of the module.
- Your paper is well written and the references are properly cited using APA Style
- Your paper meets the page requirements not counting the cover page or the references pages.
Required Readings
Leonard, D., & Swap, W. (2005). The Knowledge Coach. HBS Working Knowledge. Retrieved from: http://hbswk.hbs.edu/item/4562.html
Levinson, M. (2007). Knowledge Management Definition and Solutions. Retrieved from: http://www.cio.com/article/print/40343
Wiig, K.M. (N.D.) On The Management of Knowledge. The Wiig Group. Retrieved from http://www.km-forum.org/wiig.htm
Theories Used in IS Research Wiki http://istheory.byu.edu/wiki/Main_Page
Optional Readings
KM-forum.org. (n.d.). KM Forum Archives. Retrieved, from the World Wide Web: http://www.km-forum.org/what_is.htm
Pelz-Sharpe, A. and Harris-Jones, C. (2005) Knowledge Management-Past and future. KM World. 14(1). Retrieved October 15, 2007, from http://www.kmworld.com/Articles/ReadArticle.aspx?ArticleID=9596

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Title: Online Adult Arts Education Integrating Theory and Practice

  • Total Pages: 9
  • Words: 2758
  • References:20
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Specifications:

The topic I have chosen is ?Integrating Theory and Practice in Online Adult Arts Education?? I am a teaching artist, and my graduate studies are focused on Adult Arts education. I think it is in my best interest to address how to teach art online, to adult learners.

I will check the Canvas course files to see if any of the six assigned PDF's are available for me to upload.

Rubric Specifications

The purpose of this paper is to provide you with an opportunity to enrich your skills/knowledge as a teacher in ways that you choose. Within the purview of the course topic, Teaching Adults, write two learning objectives for yourself for what you can learn by reading relevant research and scholarly writing.

The two learning objectives must be integrated. Ideas might include: research on the effectiveness of specific teaching methodologies perhaps with specific populations of learners, or research on a hot topic in your field such as learning communities, outcomes-based instruction, evidence-based practice, computer-based instruction, developing comprehensive assessment programs, etc.

In order to meet your learning objectives, select and read 8-10 scholarly research articles that will help you meet your objectives. You will then write one paper 8 pages outlining the following:



1. An introduction that clearly states your two learning objectives, and details why you chose them, and the process for selecting readings about the topics.
2. A literature review presenting and critiquing the literature findings relevant to your topics.
3. A summative discussion about specific ways you could incorporate your findings in to my career as an adult arts educator.

Additionally, write a 1-page analysis (key points) of this paper, which must be (1) discussed, and (2) incorporated into your 20-minute final presentation on our last day of class.



The texts listed below are the 6 assigned scholarly research articles (12 citations) that must address the learning objective that pertains to theory. The remaining 4 scholarly research articles (4 citations) must address the learning objective that pertains to practice.

Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco,

California: Jossey-Bass Publishing.

Brookfield, S.D. (2012). Teaching for critical thinking: Tools and techniques for helping

students question their assumptions (1st ed.). San Francisco, CA: Jossey-Bass.

Brookfield, S.D. (1999). Discussion as a way of teaching: Tools and techniques

for democratic classrooms (1st ed.). San Francisco, CA: Jossey-Bass.

Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA:

Jossey-Bass.

Davis, B.G. (2009). Tools for teaching. (2nd Ed.) San Francisco, CA: Jossey Bass

Publishing.

Merriam, S., Caffarella, R., Baumgartner, L. (2007). Learning in adulthood. (3rd Ed.)

San Francisco, CA: Jossey Bass Publishing.


Thank you!

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Title: Lesson plan for an education progran that is intended for a particular target audience

  • Total Pages: 9
  • Words: 2472
  • Works Cited:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Develop a 2,100-word lesson plan for an education program that is intended for a particular target audience. Include learning needs and characteristics, outcome objectives including two of the three categories and application, synthesis or evaluation levels. Include content, teaching methods/strategies, evaluation methods and rationale for using each of the teaching methods and evaluation methods.

Include in your plan:
a) Identification of the educational need and rationale.
b) Goals/learner outcomes for the lesson.
c) Learning objectives.
d) Identification of instructional design model, learner characteristics, learning theory, and other applicable characteristics.
e) Completion of content outline.
f) Instructional methods to be used for delivery.
g) Instructional materials and resources to be used (articles, videos, handouts, etc).
h) Identification of evaluation methods.

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