Objectives and the Adult Learner
In Chapter Two, I outlined some characteristics of the adult learner that we should consider in our use of objectives. In brief, adults prefer to be self-directed in many situations. They like to have something to say about what they learn. They choose programs, course, or workshops based on their interests and needs. Adults benefit from instruction that can be related to their experiences. They often have immediate and practical learning goals. How can we incorporate these and other important concepts from the adult learning literature into our use of objectives?
Sometimes objectives need to be prepared in advance of a course, workshop, or seminar. Some institutions require this, usually with the good intention of protection and informing students. Other people-professional associations, government agencies, industry, and department heads-sometimes control curriculum decisions. And sometimes, we just do not have any choice: if, for example, we are giving a workshop in another part of the country, we need to prepare before we ever see student.
When this is the case, When we prepare objectives in advance of the sessions, we must try of find out as much about the learners as possible. There are different ways of doing this, depending on the context and situation.
• Sometimes a needs assessment can be conducted, either formally or informally, though informally is usually best. For example, prior to an in-service workshop, a short questionnaire can be included with the registration forms to ask participants about their previous experience and special interests.
• Program directors or coordinators are often pleased to collect information about what students want to learn by holding an orientation meeting, talking with potential students, or sending out letters or e-mail communications to elicit response.
Objectives and the Adult Learner In Chapter Two, I outlined some characteristics of the adult learner that we should consider in our use of objectives. In brief, adults prefer to be self-directed in many situations. They like to have something to say about what they learn. They choose programs, course, or workshops based on their interests and needs. Adults benefit from instruction that can be related to their experiences. They often have immediate and practical learning goals. How can we incorporate these and other important concepts from the adult learning literature into our use of objectives? Sometimes objectives need to be prepared in advance of a course, workshop, or seminar. Some institutions require this, usually with the good intention of protection and informing students. Other people-professional associations, government agencies, industry, and department heads-sometimes control curriculum decisions. And sometimes, we just do not have any choice: if, for example, we are giving a workshop in another part of the country, we need to prepare before we ever see student. When this is the case, When we prepare objectives in advance of the sessions, we must try of find out as much about the learners as possible. There are different ways of doing this, depending on the context and situation.• Sometimes a needs assessment can be conducted, either formally or informally, though informally is usually best. For example, prior to an in-service workshop, a short questionnaire can be included with the registration forms to ask participants about their previous experience and special interests.
• Program directors or coordinators are often pleased to collect information about what students want to learn by holding an orientation meeting, talking with potential students, or sending out letters or e-mail communications to elicit response.
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