Goal-oriented Planning with Technology

Introduction

Welcome to Goal-oriented Planning with Technology! Learn how to attain your goals by using a goal-oriented frameworkbacked by peer-reviewed research. Peer-reviewed means that the core content of this course is based on research that has been reviewed by experts in fields including but not limited to: cognitive science, planning, and education (see Referencessection below for all relevant peer-reviewed references).

Course Content

Students will learn about the principles and various steps of goal-oriented planning which include:

1. Brainstorming interests

2. Gathering data

3. Forming SMART goals

4. Establishing and executing plans

5. Evaluating and refining processes

Additionally, students will become well-versed in technology tools and how they work. These tools include:

• Search engines (e.g., Google, Scholar)

• Word processors (e.g., Google Docs, Word)

• Spreadsheets (e.g., Google Sheets, Excel)

Instructor Note

Please note that there is currently noactive instructor in this course. While assignments are notgraded and this course is self-paced, it is highly recommended that students are proactive about going through the assignments to help reinforce the course material and get the most out of the goal-oriented planning framework.

Additionally, it is highly recommendedthat students proactively research their interests and gather data on those interests such that goals and plans can be proactively created and progressed. Success in goal attainment will vary largely based on student effort in the categories above.

References

As mentioned in the Introduction section above, the core content of this course is based on peer-reviewed research. Complementary to the course material above, you may find the following peer-reviewed articles and journals beneficial for diving deeper into the course material (copy and paste the titles into Google search):

1. Ainsworth, S. (2008). “How do animations influence learning.” Current perspectives on cognition, learning, and instruction: Recent innovations in educational technology that facilitate student learning: 37-67.

2. Ames, C. (1992). “Classrooms: Goals, structures, and student motivation.” Journal of educational psychology 84(3): 261.

3. Bacchus, F. and F. Kabanza (1998). “Planning for temporally extended goals.” Annals of Mathematics and Artificial Intelligence 22(1-2): 5-27.

4. Björklund, C. (2014). “Powerful teaching in preschool–a study of goal-oriented activities for conceptual learning.” International Journal of Early Years Education 22(4): 380-394.

5. Bovend’Eerdt, T. J., et al. (2009). “Writing SMART rehabilitation goals and achieving goal attainment scaling: a practical guide.” Clinical rehabilitation 23(4): 352-361.

6. Bransford, J. D., et al. (2000). How people learn, Washington, DC: National academy press.

7. Breslow, L., et al. (2013). “Studying learning in the worldwide classroom research into edX’s first MOOC.” Research & Practice in Assessment 8: 13-25.

8. Burd, E. L., et al. (2015). “Exploring business models for MOOCs in higher education.” Innovative Higher Education 40(1): 37-49.

9. Ceballos, A., et al. (2011). “A goal-oriented autonomous controller for space exploration.” ASTRA 11.

10. Deci, E. L., et al. (1991). “Motivation and education: The self-determination perspective.” Educational Psychologist 26(3-4): 325-346.

11. Dobbin, F. (2009). Inventing equal opportunity, Princeton University Press.

12. Eccles, J. S. and A. Wigfield (2002). “Motivational beliefs, values, and goals.” Annual review of psychology 53(1): 109-132.

13. Giroux, H. A. (2018). “When schools become dead zones of the imagination: A critical pedagogy manifesto.” The Wiley Handbook of Global Educational Reform: 503-515.

14. John, E. P. S. and E. H. Asker (2003). Refinancing the college dream: Access, equal opportunity, and justice for taxpayers, JHU Press.

15. Kalman, Y. M. (2014). “A race to the bottom: MOOCs and higher education business models.” Open Learning: The Journal of Open, Distance and e-Learning 29(1): 5-14.

16. Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools, Heinemann Portsmouth, NH.

17. Lieb, S. and J. Goodlad (2005). Principles of adult learning, Best Practice Resources.

18. Lonka, K. and E. Ketonen (2012). “How to make a lecture course an engaging learning experience?” Studies for the Learning Society 2(2-3): 63.

19. Lu, Z., et al. (2011). “A new algorithm for inferring user search goals with feedback sessions.” IEEE transactions on knowledge and data engineering 25(3): 502-513.

20. Maehr, M. L. and C. Midgley (1991). “Enhancing student motivation: A schoolwide approach.” Educational Psychologist 26(3-4): 399-427.

21. McNeil, L. (2001). “Contradictions of school reform: Educational costs of standardized testing.” NASSP Bulletin 85(621): 81-83.

22. Pappano, L. (2012). “The Year of the MOOC.” The New York Times 2(12): 2012.

23. Phalet, K., et al. (2004). “How future goals enhance motivation and learning in multicultural classrooms.” Educational Psychology Review 16(1): 59-89.

24. Pintrich, P. R. (1999). “The role of motivation in promoting and sustaining self-regulated learning.” International journal of educational research 31(6): 459470.

25. Pölönen, P., et al. (2000). “A prospective, randomized study of goal-oriented hemodynamic therapy in cardiac surgical patients.” Anesthesia & Analgesia 90(5): 1052-1059.

26. Riel, J. (2012). “Developments in MOOC Technologies and Participation Since 2012: Changes Since ‘The Year of the MOOC’.” Riel, J. & Lawless, KA (2017). Developments in MOOC technologies and participation since.

27. Song, H.-D. and B. L. Grabowski (2006). “Stimulating intrinsic motivation for problem solving using goal-oriented contexts and peer group composition.” Educational Technology Research and Development 54(5): 445-466.

28. Tomlinson, C. A. and J. McTighe (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids, ASCD.

29. Toven-Lindsey, B., et al. (2015). “Virtually unlimited classrooms: Pedagogical practices in massive open online courses.” The Internet and Higher Education 24: 1-12.

30. Welsh, S. L. (2005). Goal-oriented personal learning plans and their effect on student aspirations regarding post-secondary education, Boston College.

31. Yoganarasimhan, H. (2019). “Search personalization using machine learning.” Management Science.

32. Ysseldyke, J. E. and S. McLeod (2007). Using technology tools to monitor response to intervention. Handbook of response to intervention, Springer: 396407.

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Frequently Asked Questions

How long do I have access to the course materials?

You can view and review the lecture materials indefinitely, like an on-demand channel.

Can I take my courses with me wherever I go?

Definitely! If you have an internet connection, courses on Udemy are available on any device at any time. If you don’t have an internet connection, some instructors also let their students download course lectures. That’s up to the instructor though, so make sure you get on their good side!