1. UNDERSTANDING THE BASICS OF CURRICULUM DEVELOPMENT

2. 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

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

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

5. Instructional Methods Teaching and Learning Resources
Lesson Plans
Learning Objectives
Lesson Content
Instructional Methods
Teaching and Learning Resources
Assessment of Learning

6. 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.

7. ADDIE Model
IMPLEMENT
ANALYSIS
DESIGN
DEVELOP

8. 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

9. 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

10. 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

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

12. 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.

13. 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.

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

15. 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

16. 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

17. 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…

18. Funnel Effect
Learning Goals
Domains of Learning
Level of
Learning

19. 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.

20. 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.

21. 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.”

22. 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

23. 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

24. 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

25. 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.

26. 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.

27. Exercise 2
For each of the following learning objectives, identify if it is an example or non-example.

28. 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

29. 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.

30. Funnel Effect Learning Goals Domains of Learning Test Level of
Objectives
Test

31. Next Time
Summary