OnlineHE_Toolkit

16 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-RO01-KA226-HE-095434 (6) creating (Krathwohl, 2002). Based on which skills we want to cultivate, we can choose action-based verbs (see examples here ) that can be spotted, measured, and assessed. ● C onditions: under which conditions the learners should exhibit the behaviour (e.g., what kind of support tools, references, they can or cannot use) ● D egree: how well the learners should exhibit the behaviours (e..g, in terms of speed, accuracy, quality, etc.) Important competences that we can develop are students’ ability to search for, process and analyse information, ability to apply acquired knowledge, ability to use language to communicate successfully, ability to create learning products in diverse formats, ability to apply knowledge in real or simulated scenarios (Guerrero-Roldán & Noguera, 2018). The steps described above fall into the Analysis phase of the ADDIE model . Based on the ADDIE model, we start by conducting an analysis and definition of the following: 1. Instructional goals : What is the goal of the training/learning? This refers to the overall goal/mission of our instruction, the gap that instruction is trying to bridge and the problem it is trying to solve (e.g., an instruction that will develop students’ basic research skills) 2. Instructional analysis : What are the steps necessary to achieve the instructional goal? We identify common methods being used in the specific subject; the existing instructional strategies mainly employed. This includes determining the method of delivery that usually fits the subject (e.g., completely online or blended, self-paced etc.), the learning environment that needs to be created, and any existing limitations/constraints. 3. Learner analysis : Who is the audience and their characteristics? This refers to students’ prior knowledge, skills, preferences, attitudes. We identify what students already know, believe, and expect, regarding the specific subject, through interviews, entry examinations, or analysis of their performance in previous, related courses. We could also consider common expectations/characteristics of adult students based on research found in the literature. 4. Learning objectives : What should learners be able to do after the instruction is finished? This refers to defining the specific skills, knowledge, attitude they should possess and/or demonstrate. The following sentence is helpful for the formation of the objectives: “By the time a student finishes this course, s/he should be able to…” which is completed by adding specific verbs that define student performance.