Learning objectives

Should be (Diana Laurillard, p 184 )

Procedure

  1. State the aim, x
  2. Define a behaviour, y, that would demonstrate that a student has achieved x
  3. Is y sufficiently precise? If not, go back to 2.
  4. Is the aim achievable without y?
    1. If y is desirable, redefine x,
    2. Otherwise, refine y
  5. Does the collection of ys cover everything implicit in x? If not, generate additional y
  6. List the aim of objectives
Example: Newton's third law

"The problem is that what starts out as a performance indicator soon becomes and end in itself...
Learning must be situated in the domain of the objective, ... not in the domain of the performance indicator"
(Laurillard 1993, p189)

".. to the degree that abstractions are not grounded in multiple contexts will not transfer well. After all, it is not learning the abstraction, but learning the appropriate circumstances in which to ground the abstraction that is difficult"
Brown et al, 1989

"...distinction between teaching abstractions and enabling students to learn abstractions from multiple contexts"
Laurillard, 1993, p19

Ann-Marie.Pendrill@fy.chalmers.se, 1997-03-25
This document is best on-line: http://fy.chalmers.se/~f3aamp/teaching/it/kravspec.html