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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