Module no.1: Training program organization
Topic no. 2: Set up the trainees learning outputs
|No.||Title and description of the resource||Type||Language||Learning/ training/ evaluation activities suggested||Access URL / download|
|1.||LERNZIELE FORMULIEREN LEICHT GEMACHT / SIMPLY FORMULATE LEARNING OBJECTIVES
In this manual, you will learn how to formulate meaningful learning objectives from the cognitive, psychomotor or affective realms, depending on the type of learning objective.
|2.||BEISPIELE FÜR LERNZIELFORMULIERUNGEN / EXAMPLES OF LEARNING OBJECTIVE FORMULATIONS
Here you will find formulation aids for cognitive, psychomotor and affective learning goals. A carefully formulated learning objective consists of three parts: the final behaviour (what), the conditions (how) and the scale (how much). The expected final behaviour (what) must be written in clear terms and conditions/ressources (how) defined which may be used to achieve the learning objective. Ultimately, an assessment yardstick (how much) must be defined for the quality of behaviour.
In education, learning objectives are brief statements that describe what students will be expected to learn by the end of the course, unit, lesson, project, or class period. In many cases, learning objectives are the interim academic goals that teachers establish for students who are working toward meeting more comprehensive learning standards. The terminology, structure, and use of learning objectives can differ significantly from state to state or school to school.
|4.||LEARNING GOALS AND OBJECTIVES IN COURSE DESIGN
Learning goals are broad, general statements of what we want students to learn and provide: Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be made clear at the planning stage. In this article, we are going to explore in-depth the role of Learning Goals and Objectives in course design and how to prepare a lesson plan based on them.
|5.||WRITING COURSE AND ASSESSMENT PLANS WITH GOALS, OBJECTIVES AND LEARNING OUTCOMES
In this video you will learn how to write courses with goals, objectives and learning outcomes. What do they exactly mean and how do they differ? Here you will find a useful explanation with concrete examples that enable you to work out learning objectives independently.
|6.||Methodological guide on writing learning outcomes||Ro||https://epale.ec.europa.eu/ro/content/ghid-metodologic-privind-scrierea-rezultatelor-invatari|
|7.||Defining, writing and applying learning outcomes
A European handbook
It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research material supporting the definition and writing of learning outcomes.
|8.||Descriptors defining levels in the European Qualifications Framework (EQF)
Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
|web||All EU languages||https://europa.eu/europass/en/description-eight-eqf-levels|
|9.||NATIONAL QUALIFICATIONS FRAMEWORK – CNC
Descriptors for defining the levels of the National Qualifications Framework
|10.||Guide about how to write clear and specific learning outcomes.||Guide||Spanish||Individual learning||https://ojulearning.es/2017/06/como-redactar-los-objetivos-de-aprendizaje-perfectos/|
|11.||Video that teaches the differences between general learning outcomes and specific learning outcomes||Video||Spanish||Individual learning||https://www.youtube.com/watch?v=pNgwVGy0d6A|
|12.||Guide: what to do and what to avoid when setting up the trainees learning outputs.||Guide||Spanish||Individual learning||https://www.shiftelearning.com/blogshift/objetivos-de-aprendizaje-que-hacer-y-que-no-debe-hacer|