Goal-Based Learning: Conceptual Design "Jump-Start" Workbook.

Autor/in	Montgomery, Joel R.
Institution	Andersen Worldwide, SC., St. Charles, IL.
Titel	Goal-Based Learning: Conceptual Design "Jump-Start" Workbook.
Quelle	(1996), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Competency Based Education; Curriculum Design; Goal Orientation; Integrated Activities; Job Performance; Learning Activities; Learning Processes; Models; Performance Factors; Systems Approach; Training Methods; Training Objectives; Workbooks + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrplangestaltung; Zielorientierung; Zielvorstellung; Integrierender Unterricht; Work performance; Arbeitsleistung; Lernaktivität; Learning process; Lernprozess; Analogiemodell; Leistungsindikator; Systemischer Ansatz; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Arbeitsbuch
Abstract	This workbook explains the process of using the goal-based learning (GBL) approach to accelerating performance change to design an education or training program. The first half of the workbook, which focuses on the nature and benefits of GBL, discusses the following topics: shifting the focus of education; differences between lecture-based and goal-based learning environments; structure in lecture-based and goal-based environments; developing a web of support for GBL; the paradox of GBL as flexible yet consistent learning; characteristics of GBL; the integrative learning model as an explanation of the process of learning to change performance; performance change curves; support for learning performance change; and the team performance process. In the second half of the workbook, a systems approach to GBL design is presented that entails using a 10-step transforming process to transform inputs (needs as perceived by stakeholders) into desired outputs (task/learning outcomes). The 10 steps of the transforming process, which are repeated a minimum of three times (each time incorporating feedback), are as follows: determine learning outcomes; identify activities required; plan continuous learning; select relevant context; identify overall goal; determine task outcomes; establish benchmark standards; plan support; build support; and practice facilitating learning experience. Contains 11 references. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01