UNDERSTANDING THE BASICS OF CURRICULUM DEVELOPMENT

Objectives 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

Definition of Curriculum What is curriculum? Curriculum:  a complete program of learning, including content, support materials and other learning resources.

Components of Curriculum Educational Strategies Syllabus Course Content Learning Outcomes/Objectives Assessments

Instructional Methods Teaching and Learning Resources 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

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

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

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

IMPLEMENT THIS PHASE INVOLVES: Printing & preparing training material Trainer preparation Notifying & register students Launching the course KEY DELIVERABLES: Participant assessments Feedback forms Attendance forms

Collect training evaluation data Reviewing training effectiveness 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.

Domains of Learning Learning outcomes are sorted into three primary categories Cognitive Affective Psychomotor

Types of Learning During the analysis phase, you must decide which type of learning is best suited for the training you will be providing. COGNITIVE Thinking PSYCHOMOTOR Doing AFFECTIVE Feeling

Levels of Learning Increasingly complex and abstract thinking 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 and abstract thinking

So which level do we choose? Levels of Learning So which level do we choose? COGNITIVE Know Understand Apply… PSYCHOMOTOR Perceive Set Respond… AFFECTIVE Receive Respond Value…

Funnel Effect Learning Goals Domains of Learning Level of Learning

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 Compose Conclude Identify Discuss Classify Design Create Contrast Labels Distinguish Complete Detect Drive Criticize List Estimate Develop Critique Match Explain Demonstrate Diagram Devise Determine

Components of Curriculum Covert Overt Know 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 1 Classify 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 Domains of Learning Test Level of Objectives Test

Next Time Summary