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Ahmad Gamal replied to the topic Task 1 – Learning Aims and SMART Learning Objectives (Please Reply to this Post) in the forum
Instructional Design Course – Group 2 in the group Instructional Design Course – Group 2
This explanation effectively highlights the difference between general learning aims and precise, measurable objectives. The business email example demonstrates how a Smart objective makes the aim practical and easy to evaluate. Great work!
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Ahmad Gamal replied to the topic Task 1 – Learning Aims and SMART Learning Objectives (Please Reply to this Post) in the forum
Instructional Design Course – Group 2 in the group Instructional Design Course – Group 2
This clearly explains the difference between broad learning aims and specific, measurable learning objectives. The math example about solving linear equations effectively shows how a Smart objective breaks down the aim into achievable steps with clear success criteria. Great example!
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Ahmad Gamal replied to the topic Task 1 – Learning Aims and SMART Learning Objectives (Please Reply to this Post) in the forum
Instructional Design Course – Group 2 in the group Instructional Design Course – Group 2
a. Difference Between Learning Aims and Learning Objectives
- Learning Aims are broad statements outlining the overall purpose or goal of a lesson or course. They provide general direction but are not directly measurable.
- Learning Objectives are precise, measurable statements that define what students should be able to do after the lesson. They…
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Ahmad Gamal are now friends
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Ahmad Gamal started the topic Task (1) in the forum
Instructional Design Course – Group 2 in the group Instructional Design Course – Group 2
The ASSURE and ADDIE models are both systematic approaches to instructional design but differ in structure and emphasis. While ADDIE is a flexible, five-step model that guides instruction through a linear process, ASSURE is more classroom-oriented, focusing on learner engagement and the integration of technology and media. Both models begin with…Read More
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