The article briefly explains the difference between a goal and a learning objective. It clarifies why it is important to formulate learning objectives. For example, it may increase the pupil’s motivation, because he/she will know what he/she will be able to achieve. In this article, we can also find a number of tips that can be used to create learning objectives, such as using more specific verbs than general ones when writing objectives. Another advice is using the SMART method, which is a tool for remembering essential features of each task.
This video briefly and clearly describes the SMART method. For each criterion, it lists both the wrong and the correct examples of targets. For example, it is wrong to say: „I want to be rich.“, because it is very general. The right way is to specify this goal and say: „I want to earn thousand dollars a month.“
I was wondering what should I do as an online teacher because I did the KPI11 course (Information Literacy Course) and now I’m working on the KPI22 course (Creative Work with Information). I’m still not sure if I’m doing it right, so I was looking for some advice on what to do to be a good and successful online teacher. I found these blogs with advice on how to do it.
I wrote down the 10 most important advice from these three articles.
- Knowing who are you teaching
- Setting the expectations
- Knowing stuff about technology – using web 2.0 tools to create new ways of learning experiences, knowing how LMS works, …
- Being present, interested, active, helpful, connected – fostering personal connections, challenging students, being an icebreaker, …
- Including students in the learning process – active collaboration, peer-to-peer evaluation, creating content, …
- Trying to create new ways of assessment
- Realizing it’s OK to fail – being open to criticism, sharing experience, asking for feedback, …
- Trying to write simply, clearly, and politely – educational content, e-mails, feedback, …
- Using resources that are online, relevant and easily accessible
- Knowing it´s not just a day job
II. A questionnaire
I know we should better do interviews with our target group, but I´ve decided to make a short questionnaire. It had 10 questions, so it took respondents around 5 minutes, I guess. I used Survio as you can see here.
Well, I published the questionnaire on Thursday and on Sunday I had a total of 13 respondents with diverse answers which I will summarize below.
- My questionnaire was completed by 11 women and 2 men.
- 10 of 13 like to organize things.
- Most of them use folders and bookmarks (on a computer) sorted by alphabet or subject.
- 77 % respondents felt positive feelings when organizing their information/documents/notes – they felt good, satisfied, they thought they spent their time effectively.
- 33 % respondents felt negative feelings such as confusion, annoyance, tiredness, takes a lot of time.
- Approximately 40 % of respondents use some kind of programs to organize information/documents/notes – most of them were Microsoft Office, Google Docs, and OneNote.
- 3 respondents had problems when organizing information/documents/notes. Mostly they are not sure in which folder to put each document. Or they put the document somewhere and after a while, they can´t find it.
- 9 od 13 respondents back up their data. The most used methods are an external disk, cloud (Google Drive) and USB.
III. Learning objectives
- The student will be able to use bookmarks and organize them into folders.
- The student will be able to create a mind map in Mindmeister.
- The student will be able to describe how does Evernote work.
- The student will be able to describe two ways of how to back up documents.
- The student will be able to identify possible problems in organizing documents.
- The student will be able to compare two arbitrary tools for organizing information within 1800 characters.
- The student will be able to write his school notes using OneNote.
- The student will be able to write his thoughts to Google Keep.
- The student will be able to point out ways to improve tools for organizing information.