The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners. These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Learning Materials and Objectives’ and provides content which provides an introduction to the importance of setting learning objectives, to adult learning theory and to ensuring that learning resources respond to the different learning styles of adult learners. These slides are available in English, Finnish, German, Greek, Italian and Romanian.

1. Induction to Pedagogy
Learning Materials and Objectives
Introduction
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

2. • Introduction – Module Scope
• Unit I – The importance of Learning
Objectives
• Unit II – How to write Learning Objectives
• Unit III – Defining and setting Learning
Materials
• Unit IV – Creating Learning Materials and
Objectives
Overview

3. • Introduction to how to select and develop
Learning Materials and Objectives
• Introduction to how adult learners and groups
should use Learning Materials and how they
interact with Learning Objectives
• Introduction to the importance of aligning
these resources with the needs, interests and
abilities of the learners
Module Scope

4. Induction to Pedagogy
Learning Materials and Objectives
Unit I: The importance of Learning
Objectives
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

5. Learning Objectives are important because:
• Learning Objectives are statements describing what
the learner should achieve as a result of the training.
• Setting Learning Objectives makes the learning
experience more measurable because learners and
tutors are aware of what they need to achieve and
they can evaluate the effectiveness of the training as
a result.
• Learning Objectives act as a guide for learners and
help them to focus and set priorities.
The Purpose of Learning Objectives

6. • Learning Objectives facilitate the appropriate planning
of learning resources and content.
• They inform learners about the expectations and
standards of the training course.
• They guide the development of instructional activities
(i.e. teaching resources, textbook selection etc.).
• They provide a framework for analysing and evaluating
the learner.
• They inform the learner what will be expected of them
in terms of assessment, before the course even begins.
The Purpose of Learning Objectives

7. • A Learning Objective describes what learners should
be able to do or what knowledge they should have
attained by the end of the training programme.
• Learning Objectives should define the expected level
of performance of the learners.
Note:
Learning objectives should not be too abstract or too
vague, nor should they be too restricted to lower-level
cognitive skills or too specific.
Description of a Learning Objective

8. Induction to Pedagogy
Learning Materials and Objectives
Unit II: How to write Learning
Objectives
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

9. • Definition – A statement in specific and measurable
terms that describes what the learner will know or be
able to do as a result of engaging in learning.
• Objectives should be written as a result of identified
educational needs.
• Educational needs are defined as the changes in
knowledge, competence or performance, that need to
take place in order to address educational deficits and
close gaps in professional practice.
How to write a Learning Objective

10. • The learning objectives should be written as clearly as
possible.
• A learning objective may also specify the conditions
under which the learning will be applied (including
specific information from the training).
• Learning objectives typically complete a statement, for
example:
1. By the end of this session, learners will be able to….
2. Upon completion of this unit, learners should be
able to….
Step 1 – How to write a Learning Objective

11. • When writing learning objectives, it is important to
avoid abstract or vague words, such as: be aware of,
appreciate, be familiar with , etc.
• The statements, given as an example in Step 1, should
always be followed by an action verb which describes
what the learner should know or how they should be
able to apply their learning by the end of the training.
• When writing learning objectives it is important to use
words which are measurable, as shown in the next
slide.
Step 2 – How to write a Learning Objective

12. Step 2 - Recommended words to use
when writing Learning Objectives
Measurable Words
(recommended)
Non-Measurable Words
(not recommended)
Compare Be familiar with
Describe Know
Justify Recognise
Solve Realise
Demonstrate Believe
Identify Appreciate
Explain Be aware of

13. • The language used when writing a learning objective
must be specific and refer to the outcome of the
learning objective.
Example of a Learning Objectives
1. “At the end of this unit, the learner should be able
to….
a. describe how to correctly greet customers in a
restaurant;
b. identify the signs of good or bad negotiation.”
Step 3 - Examples of Learning Objectives

14. 2. “On completion of this session, the learner should be
able to:
a. Explain the concept of commercial negotiation;
b. Describe the key communication and consultation
skills and techniques required to conduct a
successful negotiation;
c. Undertake a self-evaluation to assess their own
performance and identify areas for improvement;
d. Support clients, by using a client-centered
approach;
Step 3 - Examples of Learning Objectives

15. Induction to Pedagogy
Learning Materials and Objectives
Unit III: Defining and selecting Learning
Materials
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

16. • Learning materials can comprise texts, podcasts,
videos, software, worksheets and PowerPoint
presentations which the tutor uses in a training
situation to assist the learner to meet the expectation
of the learning process.
• Learning materials can be selected from existing
resources or they can also be developed by the tutor.
• Learning materials are based on the learning
objectives and are used to enhance the learning
process.
Defining Learning Materials

17. • In order to select good quality Learning Materials, it is
necessary to determine what you want your learners
to know.
– You have to identify the areas of knowledge that
you believe are most likely to positively influence
the future of your learners.
• Effective learning is based on repetition; it is therefore
important to remember to integrate the practice of
active recall into any learning materials you produce.
Selecting Learning Materials

18. • “Active recall" a principle of active learning that is
characterised by the active engagement of the learner
in the learning process, and it is seen as contrasting to
receiving information passively.
• Studies show that the active recall method has
significant positive impact on the learners’ short- and
long-term retention.
(Prince 2004 and Postman et al. 1948).
• It contrasts with passive review, in which the learning
material is processed passively (e.g.
by reading, watching etc.).
Selecting Learning Materials

19. • Example 1:
– to practice active recall is to give learners the
opportunity to clarify their notes during short pauses
in a lesson, as they have to repeat in pairs what they
have learned and how it can be structured (Prince
2004 and Postman et al. 1948).
• Example 2:
– reading a text about George Washington with no
further action, is a passive review. Answering the
question "Who was the first US President?" is active
recall.
Examples of ‘Active Recall’

20. • Learning Materials influence the content and the process
of the learning.
• Learning materials cannot be developed without linking
them to the learning objectives.
• When developing learning materials, it is important to
identify the learning objectives first.
• The learning objectives ensure that the needs, interests
and abilities of the learners are developed.
• When developing a curriculum, it is necessary to ensure
that learning materials support the learning activities,
the evaluation and/or the assessment for the course.
Important Points to Remember

21. Induction to Pedagogy
Learning Materials and Objectives
Unit IV: Creating Learning Materials
and Objectives
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

22. • Based on the topic of the training you wish to
develop, please write 5 learning objectives and list for
each of them the learning material(s) you wish to use.
For example:
• Learning Objective no 1: By the end of this training, the
learners will be able to describe how to conduct a
successful negotiation.
• Learning Materials: video or audio files which detail a
successful negotiation; worksheets with phrases to be
used in a successful negotiation; case studies about
successful negotiations.
Creating Learning Materials and Objectives

23. Thank you for your interest and attention!
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