{"id":12048,"date":"2024-03-13T14:02:11","date_gmt":"2024-03-13T14:02:11","guid":{"rendered":"https:\/\/edusign.com\/?p=12048"},"modified":"2024-02-22T08:56:31","modified_gmt":"2024-02-22T08:56:31","slug":"what-does-the-pedagogical-objective-mean","status":"publish","type":"post","link":"https:\/\/edusign.com\/blog\/what-does-the-pedagogical-objective-mean\/","title":{"rendered":"What does the pedagogical objective mean?"},"content":{"rendered":"\n

Every employee <\/strong>or collaborator has the right to train in order <\/a><\/strong>to develop their skills and abilities<\/strong>, since the job market is constantly<\/strong> evolving. They need additional <\/strong>knowledge to be able to successfully<\/strong> carry out their professional <\/strong>activity or develop their career<\/strong>.<\/p>\n\n\n\n

Employees have total freedom <\/strong>in their choice of training <\/a>device. To attract <\/strong>them, the trainer is obliged to formulate the pedagogical <\/strong>objective clearly<\/strong>.<\/p>\n\n\n\n

What is the educational objective?<\/h2>\n\n\n\n

The pedagogical <\/strong>objective is a difficult term to define. Many trainers <\/strong>confuse it with other specific <\/strong>objectives. But what exactly <\/strong>is it?<\/p>\n\n\n\n

The learning <\/a>objective <\/strong>represents the change in the trainee <\/strong>at the end of the course. More precisely<\/strong>, it refers to the knowledge<\/strong>, know-how and interpersonal <\/strong>skills that learners <\/strong>should have. It is defined according to the training <\/a>objectives<\/strong>, i.e. the reason for offering <\/strong>and following <\/strong>the course.<\/p>\n\n\n\n

It can also be referred <\/strong>to as pedagogical <\/strong>finality. It is a performance, a capacity to do or behave <\/strong>after training<\/a>. It represents <\/strong>everything the learner is expected <\/strong>to be able to achieve at the end of the course. Each new skill acquired is observable <\/strong>and measurable, and enables the effectiveness <\/strong>of the course to be assessed<\/strong>.<\/p>\n\n\n\n

Thanks to the educational <\/strong>objectives, the trainer can know whether the students <\/strong>have acquired the knowledge distributed<\/strong>. The pedagogue is also in a position to animate the course correctly<\/strong>. In short, these pedagogical <\/strong>objectives enable trainers to make the course <\/strong>relevant and effective, while <\/strong>boosting their pedagogical and educational <\/strong>skills.<\/p>\n\n\n\n

Difference between training title and pedagogical objective<\/h3>\n\n\n\n

There’s a big difference <\/strong>between the course title and the educational <\/strong>objective. The title is a sort of indication of the subject to be covered <\/strong>or the courses to be taught during an educational <\/strong>process. It gives learners <\/strong>an idea of what they’re going to learn. That said, there must be consistency <\/strong>between the title and the educational <\/strong>objective.<\/p>\n\n\n\n

The difference between an objective and a pedagogical program<\/h3>\n\n\n\n

Many people also tend to confuse <\/strong>the pedagogical objective with the training <\/a>program<\/strong>. However, the latter refers to the knowledge <\/strong>or skills to be imparted <\/strong>to trainees. In other words<\/strong>, it lists in detail the content of each module in the program during vocational <\/strong>training<\/a>.<\/p>\n\n\n\n

The difference between teaching objectives and learning objectives<\/h3>\n\n\n\n

Above all, learning <\/a>objectives <\/strong>are the pedagogical reasons why a learner <\/strong>chooses to take a particular course. In general, the learner needs to acquire the pedagogical<\/strong> knowledge required by the program.<\/p>\n\n\n\n

Taking the training <\/a><\/strong>in-house or elsewhere should enable the learner <\/strong>to develop his or her skills. In this way, he or she will be better <\/strong>able to carry out his or her work, progress <\/strong>in his or her career or realize a professional <\/strong>project.<\/p>\n\n\n\n

The difference between educational objectives and training objectives<\/h3>\n\n\n\n

The training <\/a>objective is also an essential <\/strong>element in the specifications<\/strong> to be drawn up by the trainer. This specific objective designates <\/strong>the new skills to be acquired or improved <\/strong>in the proposed training <\/a><\/strong>plan.<\/p>\n\n\n\n

The different levels of objectives<\/h2>\n\n\n\n

It’s important <\/strong>to stress that the pedagogical program <\/strong>must meet the expected objectives<\/strong>. There are four of them:<\/p>\n\n\n\n

First, there is the strategic <\/strong>objective. It highlights the stakes involved <\/strong>in offering vocational <\/strong>training to employees. It primarily <\/strong>concerns the company that decides<\/strong> to offer the course<\/strong>.<\/p>\n\n\n\n

Then there are the operational <\/strong>objectives, which highlight the concrete <\/strong>impact of learning <\/a>activities <\/strong>on work performance<\/strong>. Then there’s the general level <\/strong>of training<\/a>, which indicates the abilities <\/strong>acquired by learners at the end of the course<\/strong>. These two objectives <\/strong>are of direct relevance to the learners<\/strong>.<\/p>\n\n\n\n

Finally, there are the pedagogical <\/strong>objectives, which indicate what learners <\/strong>will be able to do at the end <\/strong>of each module<\/strong>. In other words, they are much more detailed<\/strong>. They take into account <\/strong>the intermediate objectives mentioned <\/strong>above.<\/p>\n\n\n\n

The trainer is required to formulate <\/strong>the learning <\/a>objectives clearly. Moreover<\/strong>, this information must be included in the specifications<\/strong>. Learners or companies <\/strong>have the right to request this information <\/strong>before signing the contract<\/strong>. This information <\/strong>enables them to assess the quality of the course<\/strong>.<\/p>\n\n\n\n

The importance of formulating teaching objectives<\/h2>\n\n\n\n

Hiring qualified instructors<\/strong>, offering a rich, comprehensive <\/strong>program and adopting<\/strong> a high-performance teaching<\/strong> <\/a>approach are all important<\/strong>. But it’s far from enough<\/strong>.<\/p>\n\n\n\n

For successful trainer-animators<\/strong>, the pedagogical <\/strong>goal is not limited to imparting knowledge <\/strong>to learners. Otherwise<\/strong>, learners will simply follow the course<\/strong>. They don’t care about the result<\/strong>.<\/p>\n\n\n\n

When a trainer <\/strong>designs a specific training <\/a>action, he or she must know how to define a course <\/strong>objective. In fact, it’s the first thing to do, for many reasons. It’s necessary<\/strong>:<\/p>\n\n\n\n