PERFORMANCE OBJECTIVES FOR COMPUTER APPLICATIONS

The Basic Objectives

This course, as offered in the School of International Business and Marketing at Seneca College follows a Subject Outline. In developing this outline, I addressed the core skills involved in learning to create a presentation using a software program called Power Point. To reinforce the idea of presentation in the emerging technology, I added projects which involved creating pages for the world wide web. These performance objectives were approved by the chair of the department and the coordinators of the certificate and diploma programs for students in this department. There was no other official sanctioning and any techniques or methods for delivery have been left to my own discretion.

Objectives that reflect a transformational approach.

I should point out that I have incorporated objectives which are peripheral yet integral to success in this course. These objectives are a reflection of my own beliefs about what is helpful for learners.

1. Promotion of responsibility; provision for variety of learning styles - Accessing course materials available on the web becomes the students' responsibility. These are perpetually available and updated weekly. This allows students who need to review what is covered in class at their own pace and convenience.

2. Development of team spirit - Students are required to complete two of the four major projects for the course as a team member. This gives a form of peer support and promotes cooperation.

3. Focus on self-concept - Students are given the freedom to create presentations and pages based on their own interests and stories.

4. Broadening vision and perspective through clarity in communication -Presentation skills are part of a storytelling process. In Stories in the Classroom. The following are among the challenges noted for the making of a storytelling culture:

• "how the growth of possibilities for story in the intellects and imaginations of children can be nurtured;
• how children add to their own story boards, the ideas, motifs, values and language of those they see and listen to;
• how children's own personal stories can add to the fabric of the classroom, thus helping each individual to recognize the value of his/her life experiences, and building in the class a sense of each person's story worth;
• how informal explorations by individuals and small groups can be carried out within the context of the larger community;
• how peer talk can be maximized, rather than funneling all talk through the teacher;
• how children can be encouraged to listen to each other, respond to each other, and build up their responses as a group;
• how the role of the teacher can change from that of 'all-knowing sage' to 'participant in exploration'" (Barton and Booth 1990)

Although this reference is to children - the same ideas are valid in the classroom with students of all ages. These ideas are very important to me in preparing the course work for my students. The final point, referring to the role of teacher is echoed in the notion that "in holistic education the teacher sees himself or herself as a learner". (Miller 1993)

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