Some learning objectives require time for reasoned reflection; others require the ability to speak/discuss extemporaneously. Keep that in mind when deciding what tool to use. :)

Devising a prompt (AKA a question) is the key to ChatGPT. I am still uncertain what a good question is in AI's "mind". It might be something "way strange" and "un-questionly".

Les objectifs pédagogiques du cours

The Northwest Center of Public Health Practice's toolkit title "Effective Adult Learning: A toolkit for teaching adults," is . a highly comprehensive resource for instructional design for adult learning instructors. Sections include course or training design, objectives of adult learning, various tools to help in the process of course design, and brief overviews of adult learning methods and theory. The embedded section review charts make it easier for quick references. Rating: 10/10

Cathy Moore discusses the love-hate relationship with learning objectives. Objectives can be a critical tool to guide instruction however, we can miss the boat when it comes to meaningful, applicable, and relevant learning. In the text, Moore is critical of objectives that merely are used to ensure a learner knows content. It is preferential, and superior instruction, to ensure a learner can exercise the knowledge with observable actions in context. Rating: 9/10

This is Bloom's taxonomy of cognitive objectives. I selected this page because it explains both the old and new versions of the taxonomy. When writing instructional objectives for adult learning and training, one should identify the level of learning in Blooms that is needed. This is not the most attractive presentation but it is one of the more thorough ones. rating 4/5

Mager's tips on instructional objectives This is a very simple page that consists of black and white text without any graphics. As is, the text on the page is rather small and difficult (for me, anyway) to read, so one may wish to enlarge it. The process of creating instructional objectives in this format is explained in a clear and straightforward way. Rating 5/5

From the revelations in How Learning Works (p. 79) that value and expectancies drive motivation and how these interact derives from the learning environment, I see that in this situation, we need to build a positive learning environment more via the third and fourth factors listed above (Encouraging learners to learn from each other and acknowledging confusion). Setting learning goals that show the relevance of the coding skills to the learners' future professional existence and our own enthusiasm for the coding, will help us create value and design assessments and activities that are in alignment with the goals. Thus, learners' expectations can be enhanced.