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Learning Online: 19. Identifying Learning Goals for Assignments

Learning Online
19. Identifying Learning Goals for Assignments

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table of contents
  1. Cover
  2. Title Page
  3. Copyright Page
  4. Contents
  5. Acknowledgements
  6. Welcome to Learning Online
  7. Part 1. Who Am I as an Online Learner?
    1. 1. Identifying Skills for Self-Directed Learning
    2. 2. Applying the Plan-Monitor-Evaluate Model for Assessing Your Learning Progress
    3. 3. Using Critical Questioning to Support Your Learning
    4. 4. Managing Information for Online Learning
  8. Part 2. Who Am I with on My Learning Journey?
    1. 5. Defining Your Learning Community
    2. 6. Understanding the Principles of Effective Teamwork
    3. 7. Planning for Successful Teamwork
    4. 8. Progressing Through the Stages of Team Development
    5. 9. Making Commitments That Support Teamwork
  9. Part 3. Who Are My Instructors? What Is Their Role?
    1. 10. Describing the Role of an Online Instructor
    2. 11. Developing an Effective Student-Instructor Connection
  10. Part 4. Learning to Manage Your Time
    1. 12. Using Your Course Schedules to Organize Your Learning
    2. 13. Developing a Weekly Schedule That Works for You
    3. 14. Managing Daily Tasks
    4. 15. Making Use of Small Blocks of Time
  11. Part 5. Professional Communication
    1. 16. Communicating by Email in the Online Learning Environment
    2. 17. Communicating in Online Discussion Forums
    3. 18. Giving and Receiving Feedback
  12. Part 6. Analyzing Online Assignments
    1. 19. Identifying Learning Goals for Assignments
    2. 20. Using a Rubric / Marking Guide to Structure Your Work
    3. 21. Creating an Assignment Plan
    4. 22. Using Feedback to Move Forward
  13. Part 7. Strategic Reading
    1. 23. Understanding the Emphasis of Reading in Your Online Learning Journey
    2. 24. Evaluating Your Reading Skills
    3. 25. Strategic Reading with the SQ3R Method
    4. 26. Identifying the Purpose of SQ3R Steps
    5. 27. Applying the SQ3R Method
    6. 28. Reading Journal Articles Strategically
    7. 29. Taking Effective Notes
    8. 30. Reviewing Your Learning
  14. Downloadable Resources
    1. Resource 2.1: Key Questions to Improve Your Learning
    2. Resource 2.2: Planning-Monitoring-Evaluation Cycle Activity
    3. Resource 3.1: Create Study Questions Using Bloom’s Cognitive Taxonomy
    4. Resource 11.1: Developing Instructor Relationships Online
    5. Resource 12.1: Master Schedule Template
    6. Resource 13.1: Weekly Schedule Template
    7. Resource 20.1: Use a Rubric / Marking Guide
    8. Resource 21.1: Create an Assignment Planner
    9. Resource 22.1: Use Evaluation to Support Planning
  15. References
  16. Congratulations

19 Identifying Learning Goals for Assignments

Start with a clear understanding of what is being asked of you for the assignment. You want to translate assignment terms and instructions into useful clues as to what is expected from you. When you are not sure, remember to ask the instructor. The first step is to read the assignment instructions carefully and well ahead of when the assignment is due. The following is an example.

Assignment 1—Contemporary Health Trend Analysis

Choose a trend that you have developed an interest in over the last four weeks of class and write an analytical discussion.

  • • In your analytical discussion, consider two viewpoints and present corresponding evidence.
  • • Length: 1,500–2,500 words.
  • • Format as per APA with a title page, body of paper, and reference page.

Interpreting the Assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

  • • What is the competency you are being asked to demonstrate with the assignment tasks?
  • • Why do you think you are being asked to do this particular task?
  • • Who is your audience?
  • • What kind of evidence do you need to support your ideas?
  • • If formal references are required, what referencing style must be used?

Terms That Might Be Used to Determine the Tasks

  • • Identification terms: cite, define, enumerate, give, identify, indicate, list, mention, name, state
  • • Description terms: describe, discuss, review, summarize, diagram, illustrate, sketch, develop, outline, trace
  • • Relation terms: analyze, compare, contrast, differentiate, distinguish, relate
  • • Demonstration terms: demonstrate, explain why, justify, prove, show, support
  • • Evaluation terms: assess, comment, criticize, evaluate, interpret, propose

Begin with Background Content

Most assignments will be related to the material you have studied within the course and are an opportunity to demonstrate your understanding and application of what you’ve been learning, identifying which theories, philosophies, concepts, and graphics relate. Consider what further studying you will need to do to complete the project.

Annotate

Next Chapter
20. Using a Rubric / Marking Guide to Structure Your Work
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