UNDERSTANDING THE BASICS OF CURRICULUM DEVELOPMENT
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UNDERSTANDING THE BASICS OFCURRICULUM DEVELOPMENT
Upon completion of this webinar, participants will be able to:
• Define what is meant by the term curriculum
• Identify all of the key components that make a complete curriculum
• Describe each phase of the ADDIE model • List the three domains of learning
• Describe how the domains of learning relate to instructional design
• Explain the role of objectives in the instructional design process
• Write appropriate measurable objectives
Objectives
Definition of Curriculum
Curriculum: a complete program of learning, including content, support materials and other learning resources.
What is curriculum?
Components of Curriculum
• Educational Strategies• Syllabus• Course Content• Learning Outcomes/Objectives• Assessments
Lesson Plans
• Learning Objectives• Lesson Content• Instructional Methods• Teaching and Learning Resources• Assessment of Learning
Instructional System Development
ISD: A deliberate and orderly, but flexible process for planning, developing, implementing and managing instructional systems.
ADDIE: ADDIE represents the five phases of the project, being Analyze, Design, Develop, Implement and Evaluate.
ADDIE Model
IMPLEMENT
ANALYSIS
DESIGN
DEVELOP
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ANALYSIS
THIS PHASE INVOLVES:• Assessing training goals• Conducting a needs analysis• Identifying the knowledge gap• Conducting an audience analysis• Developing learning objectives
KEY DELIVERABLES:• Training plan• Training needs analysis
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DESIGN
THIS PHASE INVOLVES:• Identifying design strategy• Selecting appropriate delivery method• Outline structure & duration• Establishing evaluation method• Establishing storyboard concept
KEY DELIVERABLES:• High level design document• Storyboards
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DEVELOP
THIS PHASE INVOLVES:• Creating the prototype• Developing training materials• Completing a tabletop review• Running a training pilot
KEY DELIVERABLES:• Course materials• Guides/Job aids• Assessment instruments• Course schedule
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IMPLEMENT
THIS PHASE INVOLVES:• Printing & preparing training material• Trainer preparation• Notifying & register students• Launching the course
KEY DELIVERABLES:• Participant assessments• Feedback forms• Attendance forms
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EVALUATE
THIS PHASE INVOLVES:• Collect training evaluation data• Reviewing training effectiveness• Assessing overall performance• Reporting performance results
KEY DELIVERABLES:• Training evaluation report• Program evaluation report
Evaluation should be an ongoing process throughout all the phases of the ADDIE model.
Domains of Learning
Domains of Learning: Are classifications of student learning outcomes into one of three primary categories, and are used throughout the instructional design process.
Learning outcomes are sorted intothree primary categories
Cognitive
AffectivePsychomotor
Domains of Learning
Types of Learning
COGNITIVE
Thinking
PSYCHOMOTOR
Doing
AFFECTIVE
Feeling
During the analysis phase, you must decide which type of learning is best suited for the training you will be providing.
Levels of Learning
Cognitive
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Affective
Characterisation
Organization
Valuing
Responding
Receiving
Psychomotor
Origination
Adaptation
Overt Response
Mechanism
Guided Response
Set
Perception
Increasingly complex andabstract thinking
Levels of Learning
COGNITIVE
Know
Understand
Apply…
PSYCHOMOTOR
Perceive
SetRespond…
AFFECTIVE
Receive
Respond
Value…
So which level do we choose?
Funnel Effect
Learning Goals
Domains of Learning
Level ofLearning
What is a Learning Objective?
Webster’s definition of “objective”:something toward which effort is directed; an aim, goal, or end of action.
Educational definition:a statement that indicates the behavior that is acceptable evidence that a student has achieved what was intended.
Most Common Pitfalls
•Many trainers give only second thought to the importance to objectives; they first plunge into content and then afterwards try to decide on what the objectives should be.
•Objectives are so vague or broad that they can not be measured or tested.
•They focus on what the teacher is doing, and not on the student.
Objectives are Essential
•One cannot DESIGN training without objectives. They are the heart of a lesson plan.
•Objectives are your (legal) CONTRACT with the participants
•Everything you do in your session MUST support the accomplishment of the objective—nothing more, nothing less—that is, content must be “necessary and sufficient.”
A-B-C’s of Learning Objectives
Instructionally sound learning objectives should contain at least three components:• Audience…”the student will be able to” addresses the audience• Behavior…Performance verb that defines observable behavior• Condition…what learner is expected to able to do given a specific situation
Example: Upon completion of this lesson, students will be able to:• Identify components of an objective• Summarize the cognitive domain
Prohibited Phrases
• To appreciate• To be exposed to• To understand• To be introduced to• To sensitize• To examine• To know
• To become familiar with• To gain knowledge in• To survey• To be acquainted with• To remember • To learn• To perceive
Overt Verbs
Knowledge Comprehension Application Analysis Synthesis Evaluation
Count Associate Add Analyze Categorize Appraise
Define Compute Apply Arrange Combine Assess
Describe Convert Calculate Breakdown Compile Compare
Draw Defend Change Combine Compose Conclude
Identify Discuss Classify Design Create Contrast
Labels Distinguish Complete Detect Drive Criticize
List Estimate Compute Develop Design Critique
Match Explain Demonstrate Diagram Devise Determine
Components of Curriculum
Covert OvertKnow the causes of the Civil War. Discuss four social or political factors
that caused the Civil War.Think critically. Interpret, analyze, evaluate and
construct arguments.Understand principles of (discipline). Apply the principles of (discipline)
through completion of a capstone project.
Appreciate classical music. Compare and contrast the works of two Baroque composers.
Exercise 1Classify objectives by level of learning:• Identify quality, accurate, and authoritative online resources
pertaining to environmental health, toxicology, and related medical information.
• Demonstrate the ability to perform strategic search techniques to find relevant online information.
• Apply the skills and knowledge obtained in this class to their organization’s health information needs.
Exercise 2
For each of the following learning objectives, identify if it is an example or non-example.
Exercise 2
Upon completion of this lesson, you will be able to:• Understand how the MeSH vocabulary is used to describe and retrieve citations
Upon completion of this lesson, you will be able to:• Describe how the MeSH vocabulary is used to describe and retrieve citations
Exercise 3
Upon completion of this lesson, you will be able to:• Link to full-text articles and other resources.
Upon completion of this lesson, you will be able to:• Demonstrate the ability to link to full-text articles and other resources.
Funnel Effect
Learning Goals
Test
Domains of Learning
Objectives
Level ofLearning
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Summary
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