Goal setting and its role in selecting and using web-based resources T. Boyd and C. Manduca

1. Goal setting and its role in selecting and using web-based resources T. Boyd and C. Manduca

2. What do you look for in a resource? You are searching for web resources to supplement your introductory earth sciences class. You've found the following resource – Introduction to Geophysical Exploration This resource includes - • notes on a variety of geophysical techniques • student exercises • example quizzes Do you use it?

3. Considerations Clearly, a wide variety of considerations will influence your choice. These include - • pragmatic considerations such as, • Is the resource complete? • Is the material well presented? • Is the resource written at the appropriate level? • pedagogical considerations such as, • Is the resource of the style I want? (i.e., laboratory exercise, content resource, etc.) • Does the resource encourage the appropriate learning style? • Will the resource fit into my classroom environment?

4. Pedagogical considerations as teaching goals Whether consciously or unconsciously, we evaluate our pedagogical considerations on the basis of our teaching goals. • Goals – broadly stated aims, no process, not explicitly measurable. • Types – • Content – Directly related to subject content. • Noncontent – Related to behavioral, learning, thinking, or societal practices that we emphasize through teaching of specific content.

5. Why Bother? All of us, at least subconsciously, evaluate resources based on a set of goals, why bother to define an explicit set of goals? Enunciation of an explicit set of teaching goals will, • help you to clarify what you want students to accomplish. • help you to select methods, materials, and assignments that are most appropriate. • help you communicate expectations to students more effectively. • help you to communicate with colleagues who rely on your course as a prerequisite more effectively.

6. Objectives – the practical end of goals A wide variety of web resources may satisfy a broadly stated goal. By defining more specific Objectives, you can help to limit what is appropriate. Consider the following as an objective for a laboratory exercise - “Students will understand the rock cycle” Examples of words use in Goals versus Objectives Vague (Goal)More Specific (Objective) understand describe appreciate apply recognize evaluate know label

7. Refined objective – Example Consider two versions of a project objective. Write an essay describing plate tectonics. The essay must demonstrate an understanding of plate tectonics, the forces involved, and an appreciation of the physical relationships between the various components. The essay must describe in detail the physical manifestations of plate tectonics that we observe, the nature of, size, and role of each of the various forces involved in driving the plates, and must present examples of the physical relationships between the various components.

8. Noncontent Goals – Two types Practical Skills – These include technical and/or professional skills needed by graduates. Example: Introductory Chemistry for nurse practitioners and medical technicians. Professionals in these fields need, • attention to detail, • to be able to work effectively in teams, • to develop effective communication skills, and • to develop habits of complete and precise documentation. As a result, objects for each laboratory included specific requirements aimed at demonstrating proficiency in meeting these goals.

9. Noncontent Goals – Two Types Higher Order Thinking Skills – By Bloom's Taxonomy these are skills that involve, • Analysis – patterns, organization, recognition • Synthesis – generalization, prediction • Evaluation – value assessment, subjectivity Objective keywords that might indicate higher-order thinking is required include; Analysis – categorize, classify, compare, contrast, differentiate, infer Synthesis – compose, construct, design, formulate, predict, revise, visualize Evaluation – appraise, choose, defend, justify, prioritize, rate, support

10. What are the important goals? One thing is clear, we can not meet every possible goal in every exercise, let alone in every course. Teaching Goals Inventory (Angelo and Cross) Purpose - • Help make instructors aware of what they want to accomplish. • Help faculty find appropriate instructional and assessment materials. • Provide a starting point for collegial discussions on teaching and learning.

11. Web Resources – broad types When looking at web resources, you find material that can be classified into two broad categories. • Traditional Resources – Resources that extend traditional learning technologies (e.g., on-line notes, glossaries, image archives, etc.). • Technology-Enabled Resources - Resources that fundamentally alter how we teach (e.g., simulations, groupware and collabortoriums, etc.). Should we some how treat these resources differently in how we evaluate them?

12. To web or not to web No, from a goal perspective, web resources are no different than any other resource we would develop/adapt for use. A web resource is just that – A Resource. Regardless of how they are built, or whether or not they use technologies that were not known 5 years ago, a web resource must undergo the same pedagogical scrutiny we apply to every aspect of our teaching.