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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