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Internet Learning

Internet Learning

Abstract

Inclusion of well-written, measureable, and student-centered learning objectives represents a major component in the Quality Matters (QM) higher education rubric. However, when an instructor-expert and instructional designer collaborate to create an e-learning product, oftentimes the instructor-expert either comes to the table with course and/or unit learning objectives that are already prepared, but are not measurable, student-centered, or aligned with planned instructional materials and strategies; or has no learning objectives at all. The responsibility then falls on the instructional designer to not only explain the importance of properly written learning objectives, but also to guide and support the instructor-expert through the process of composing learning objectives that are measureable and appropriate for the e-learning product. This paper discusses the purpose and importance of learning objectives and suggests several strategies for instructional designers, faculty trainers, and others who work with instructor-experts to compose learning objectives. These strategies are based on commonly encountered scenarios and are framed around a discussion of terminal and enabling objectives. These strategies also represent an alternative to the common practice of providing an instructor-expert with a list of Bloom’s Taxonomy-aligned verbs, and can aid in successful collaboration leading to compliance with learning objective-related QM standards.

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