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UNDERSTANDING THE BASICS OF CURRICULUM DEVELOPMENT

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

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UNDERSTANDING THE BASICS OF CURRICULUM DEVELOPMENT

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  1. UNDERSTANDING THE BASICS OFCURRICULUM 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. 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 ANALYSIS DESIGN IMPLEMENT 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. 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 Cognitive Learning outcomes are sorted into three primary categories Affective Psychomotor

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

  16. Levels of Learning Increasingly complex and abstract thinking

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

  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

  25. Components of Curriculum

  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: • Describehow 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 Level of Learning Objectives Test

  31. Next Time Summary

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