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Developing objectives

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Course Overview

This course, “Foundations of IT Learning Strategies”, aims to properly prepare the learners and enable them to develop appropriate learning skills so as to successfully deal with the IT foundational and advanced concepts. Success in comprehending the learners’ course work and examinations will be informed by study skills based on cognitive level appropriate in practical IT problem solving environments. By the end of their course, students will have practical lessons that enable them to improve their understanding and knowledge in the IT field as a principle for continuous learning in their field of practice.

Unit 1: Cognitive Foundations in IT

Objectives

1: Describe IT terminologies and concepts through the review of basic materials and self-quiz assignments to prove understanding (Li et al., 2022).

2: Identify and describe potential learning activities in IT and consider their correlation with Bloom’s Taxonomy’s cognitive levels.

3: Apply metacognitive strategies, such as writing journals and signing learning contracts, to assess mastery of IT concepts.

4: Evaluate the findings of cognitive levels and effective study strategies based on examples of IT learning materials.

5: Develop an individual strategic learning plan as to how to study an IT class so that the adopted learning strategies correspond to learners’ cognitive level in satisfying assessments (Sumeracki et al., 2024).

Alignment

The objectives stated in the redesigned unit contribute to the creation of foundational knowledge in which the learners understand and apply cognitive structures in IT studies, enabling them to develop a deeper understanding of technical texts as they progress through other units within the program.

Unit 2: Application of Learning Strategies into the Field of IT

Objectives

1: Demonstrate the ability to solve real-life IT issues by translating knowledge level and comprehension level learning techniques such as paraphrasing notes and group discussion.

2: Design and showcase overviews of IT scenarios that require synthesis-level cognitive skills to create new prospects for the problem (Momen et al., 2022).

3: Compare various study approaches in terms of their impact on satisfactory IT concepts understanding and their application by means of self-assessment and peer assessment.

4: Employ knowledge enhancement techniques and teaching techniques that help students master complicated IT concepts through teaching emulation.

5: Develop a group project that targets IT issues with the help of study cycles, preview, review, and assessment.

Alignment

These objectives focus on utility and incorporation of learning approaches, which transform learners from (IT) topic acquisition to problem-solving in computerized environments.

References

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic classification of learning objectives based on bloom’s taxonomy. In  Educational Data Mining 2022. International Educational Data Mining Society.

Sumeracki, M. A., Nebel, C. L., Kaminske, A. N., & Kuepper-Tetzel, C. E. (2024). Turning roadblocks into speed bumps: a call for implementation reform in science communication about retrieval practice.  Educational Psychology Review,  36(1), 22.

Momen, A., Ebrahimi, M., & Hassan, A. M. (2022, September). Importance and Implications of Theory of Bloom's Taxonomy in Different Fields of Education. In  International conference on emerging technologies and intelligent systems (pp. 515-525). Cham: Springer International Publishing.