Publish at October 28 2008 Updated May 27 2025
Teacher training is usually accompanied by a number of educational theories.
For example, Benjamin Bloom's Taxonomy, which forms the basis of objective-based learning, seems perfectly coherent and applicable.
We can thus design educational activities that will eventually translate into assessable behaviors.
However, although we are looking for experimental results that would demonstrate that learning by objectives increases learning efficiency, this has yet to be demonstrated. If you know of any such experiments, we'd be delighted to hear about them.
It's an appealing approach, but its appeal has fluctuated since ICT has made it possible to tailor courses more closely to individual interests.
In practice, we can assume that an individual's learning objectives (the motivation to learn something) are only occasionally in line with those of a course, and hence the relatively low effectiveness of objectives defined by others, with a different vision of needs.
According to Dean Shareski in "I'm sure I'm doing it wrong".
Students know or discover that
ICT represents a radical and rapid departure from the directive nature of objective-based methods, or at the very least, we can see that ICT requires objectives to be defined on a much finer and more precise scale. In fragmentation and diversity, coherence is defined by the individual or his or her group, not from the outside by an "authority" more or less in touch with the reality of the learners.
Not that learning by objectives is without value, but its scale of application deserves to be redefined.
This is not to say that "making sense", finding or creating meaning from a variety of data, is any easier than following a quality, ready-made course.
Looking at the "mashups" created by the students, most of them insignificant, we discover that a botched written piece of work at least had the advantage of being able to be skimmed quickly, whereas you have to go through the whole sequence of miserable productions.
This suggests that a minimum threshold of structuring is necessary in education; that a course can be the firm trunk, and that the branches and twigs can be enriched, pruned and added to by and according to the interests and abilities of the students.
Integrating ICT into education requires a redefinition of the educational relationship between teachers and students. The contours of these new relationships are beginning to take shape.
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The basis of the teaching principle: self-regulation.
The school offers a relaxed environment, time, and a relative absence of distractions. Most programs have cut out the objectives and skills.
The only thing missing, according to this model, is the methodological goal of having learners acquire the knowledge and criteria for self-correction and self-reinforcement.
