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What is Learning Objective

Chapter 10
Handbook of Research on Teaching Methods in Language Translation and Interpretation
A statement that clarifies what learners should (strive to) achieve (in order to develop a certain aspect of a certain competence, for example).
Published in Chapter:
Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators
Maria Yarosh (University of Deusto, Spain)
Copyright: © 2015 |Pages: 19
DOI: 10.4018/978-1-4666-6615-3.ch010
Abstract
This chapter proposes possible answers to the questions of what translator intercultural competence is and how it can be developed. Namely, an eight-factor model of the competence is proposed, associated learning objectives and developmental level indicators are introduced, and a ten-session pedagogical sequence aimed at student translators' intercultural competence development is suggested. The solutions presented cannot be considered as definitive but are based on both theoretical and empirical data.
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Chapter 7
Planning Daily Lessons
A statement written by a teacher that explains what a student will be able to do at the completion of a given lesson, unit, or course.
Published in Chapter: Planning Daily Lessons; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 6
Case Experiences With Immigrants on Workforce Training Using Virtual Reality
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Chapter 12
The Boone-Kabul Project: How Art Taught Us to Know and See Each Other
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Chapter 63
Bridging Game Development and Instructional Design
A specific, measurable task (or class of tasks/actions) a learner should be able to perform as the result of training. It should include the conditions under which the task should be performed as well as the criteria by which performance will be judged.
Published in Chapter: Bridging Game Development and Instructional Design; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 22
Succeeding Together: Cooperative Learning in an At-Risk School
The outcome towards which the learning activity is directed. It can be seen as the description of the expected results (in terms of cognitive, affective and behavioral changes) which have been set as the goals to be reached through the learning project.
Published in Chapter: Succeeding Together: Cooperative Learning in an At-Risk School; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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