D3.2.3

=Learning objectives guide e–learning design and (re)development decisions regarding technology and pedagogy. =

Evidence
Too often technology is included in courses simply because it is available. However, there is no point using technology to support learning unless there are clear learning outcomes in mind and the technology is chosen for its pedagogical merit. Technology is not an educational magic bullet The dependence of e-learning on the use of an appropriate pedagogy and well-designed technology means that when assessing the success of courses and projects it is very important to ensure that the effectiveness of the technology is also formally measured. Evidence of success or limitations in the local context (with its specific learning objectives in mind) is an important factor in ensuring the efficient design and development of existing and new courses and projects.

Resources
Combs et al. (2008) assesses learning objectives at both the beginning and end of courses by giving students a questionnaire. This provides multiple opportunities for ongoing improvement. It has the advantage of being a common tool but is individualized for each course by using learning objectives. There are five phases: course design, assessment tool pre-course, modified course delivery, assessment tool post-course, enhancements. By getting student feedback on learning objective prior to the start of the course the students’ competence level and ratings of objective importance can be used. These researchers come up with a 2x2 matrix of action to follow the student evaluations.