Course Design Curriculum Development Chapter Nine

Terminal Objective The participant will be able to design and develop a training course and lesson plan upon completion of this chapter. Course number

The participant will be able to design and develop a training course and lesson plan upon completion of this chapter.

Enabling Objectives Upon completion, the student shall be able to: List and describe the five phases of the instructional design process Construct goals and objectives for a class Explain how a lesson plan is used

Upon completion, the student shall be able to:

List and describe the five phases of the instructional design process

Construct goals and objectives for a class

Explain how a lesson plan is used

Why? Many excellent courses on the market However New innovations New techniques New agency services

Many excellent courses on the market

However

New innovations

New techniques

New agency services

Curriculum Development Five phases of the Instruction System Design (ISD) process Analyze Design Develop Implement Evaluate http://www.nwlink.com/~Donclark/hrd/sat1.html

Five phases of the Instruction System Design (ISD) process

Analyze

Design

Develop

Implement

Evaluate

Analyze The system System may be your department, a portion of your department, or even a task that needs to be taught

The system

System may be your department, a portion of your department, or even a task that needs to be taught

Analyze Compile a Task Inventory Review department organizational chart Review positions and their responsibility to perform tasks Coordinate objectives and materials to meet job performance requirements

Compile a Task Inventory

Review department organizational chart

Review positions and their responsibility to perform tasks

Coordinate objectives and materials to meet job performance requirements

Analyze What is a task? Has a beginning and an end Usually measured in time Is observable Independent of other actions Not dependent on components of a procedure Task statement describes a specific action Don’t confuse with an objective

What is a task?

Has a beginning and an end

Usually measured in time

Is observable

Independent of other actions

Not dependent on components of a procedure

Task statement describes a specific action

Don’t confuse with an objective

Analyze Job descriptions list duties describing what needs to be done Typically, a combination of related or like tasks

Job descriptions list duties describing what needs to be done

Typically, a combination of related or like tasks

Analyze Needs analysis – examination of how people work Five step process Determine components of competent performance Determine activities Determine sequence Determine conditions Determine performance standards

Needs analysis – examination of how people work

Five step process

Determine components of competent performance

Determine activities

Determine sequence

Determine conditions

Determine performance standards

Analyze Needs Assessment - do we really need this? Can be any or all of the following Observation Questionnaires Key consultation Print media Interviews Group discussion Tests Records or reports Work samples

Needs Assessment - do we really need this?

Can be any or all of the following

Observation Questionnaires

Key consultation Print media

Interviews Group discussion

Tests Records or reports

Work samples

Analyze Just what is training? Training is defined as learning that is provided in order to improve performance on the present job (Nadler, 1984) .

Just what is training?

Training is defined as learning that is provided in order to improve performance on the present job (Nadler, 1984) .

Analyze Selecting tasks for training Is it mandated? Would self-study work instead of formal training? Can you hire those already trained? Is it needed to ensure legal positions? What happens if we don’t? or do? If we don’t, how do people learn? Will it help us achieve our goals?

Selecting tasks for training

Is it mandated?

Would self-study work instead of formal training?

Can you hire those already trained?

Is it needed to ensure legal positions?

What happens if we don’t? or do?

If we don’t, how do people learn?

Will it help us achieve our goals?

Analyze Build performance measures – how do we do it? Observation task analysis Simulated task analysis Content analysis Interview analysis

Build performance measures – how do we do it?

Observation task analysis

Simulated task analysis

Content analysis

Interview analysis

Analyze Chose instructional setting Classroom, outside practical, etc. Estimate the cost Materials, travel, facilities, and don’t forget time

Chose instructional setting

Classroom, outside practical, etc.

Estimate the cost

Materials, travel, facilities, and don’t forget time

Your turn

Design Key points Style guide Entry behaviors Learning goals and objectives Learning steps Performance test Program structure and sequence outline

Key points

Style guide

Entry behaviors

Learning goals and objectives

Learning steps

Performance test

Program structure and sequence outline

Design Style Guide Used to maintain consistency and provide a guide for writing styles Several people have worked on this project. A master slide was established so that it would be the same regardless of the individual author

Style Guide

Used to maintain consistency and provide a guide for writing styles

Several people have worked on this project. A master slide was established so that it would be the same regardless of the individual author

Titles = 40 pt. Arial bold centered First level = 32 pt. (body copy is Times New Roman bold) Second level = 28 pt. (Bullets ONLY fly from right; acceptable bullets are numbers, dots, check marks, Maltese crosses, five-point stars, medical crosses, as appropriate to content Third level = 24 pt. (vary transitions only as artwork requires, not at random) Fourth level = 20 pt. (seldom go this small; instead open up another slide to show more details) Fifth level = 20 pt.

First level = 32 pt. (body copy is Times New Roman bold)

Second level = 28 pt. (Bullets ONLY fly from right; acceptable bullets are numbers, dots, check marks, Maltese crosses, five-point stars, medical crosses, as appropriate to content

Third level = 24 pt. (vary transitions only as artwork requires, not at random)

Fourth level = 20 pt. (seldom go this small; instead open up another slide to show more details)

Fifth level = 20 pt.

Design Entry behaviors What a learner must know before entering into the training program I think we call them prerequisites Course number

Entry behaviors

What a learner must know before entering into the training program

I think we call them prerequisites

Design Learning goals and objectives Specific instructor points for each subject Define what the students are to learn Establish guidelines for testing and evaluation

Learning goals and objectives

Specific instructor points for each subject

Define what the students are to learn

Establish guidelines for testing and evaluation

Design Learning objectives Terminal (TLO) – the instructor expectation of student performance at the end of the lesson Remember precise, observable, and measurable Enabling (EO) – consider the steps Again, precise, observable, and measurable

Learning objectives

Terminal (TLO) – the instructor expectation of student performance at the end of the lesson

Remember precise, observable, and measurable

Enabling (EO) – consider the steps

Again, precise, observable, and measurable

Design Goals and objectives – basic principles Concrete Identifiable and measurable outcomes Which is better The student will understand application of water to a fire The student will demonstrate under simulated conditions safe and proper application of water to a fire

Goals and objectives – basic principles

Concrete

Identifiable and measurable outcomes

Which is better

The student will understand application of water to a fire

The student will demonstrate under simulated conditions safe and proper application of water to a fire

Design Goals may be philosophical in nature Don’t communicate specifics How to accomplish, measure, or perform Viewed as a mission statement or vision Semantics – often referred to as primary objectives, first level objectives, or expected learning outcomes Many ways to write them Over 2 million hits on ‘writing goals and objectives” Google

Goals may be philosophical in nature

Don’t communicate specifics

How to accomplish, measure, or perform

Viewed as a mission statement or vision

Semantics – often referred to as primary objectives, first level objectives, or expected learning outcomes

Many ways to write them

Over 2 million hits on ‘writing goals and objectives”

Design Template example: ABCD Audience – who are they Behavior – observable and measurable Condition – actual, simulated, classroom Degree – acceptable performance I.e.: time, accuracy, quality, or quantity

Template example: ABCD

Audience – who are they

Behavior – observable and measurable

Condition – actual, simulated, classroom

Degree – acceptable performance

I.e.: time, accuracy, quality, or quantity

Design Common characteristics of objectives State how behavior is observed State how it is to be measured Written in plain language Measurable in quality and quantity Be sure to look at pages 254 and 255

Common characteristics of objectives

State how behavior is observed

State how it is to be measured

Written in plain language

Measurable in quality and quantity

Be sure to look at pages 254 and 255

Design Bloom’s taxonomy A guideline for six levels of the educational process http://www.officeport.com/edu/blooms.htm

Bloom’s taxonomy

A guideline for six levels of the educational process

Design First Level – knowledge Specific facts and terms How to deal with the specifics Principles, theories, and generalizations

First Level – knowledge

Specific facts and terms

How to deal with the specifics

Principles, theories, and generalizations

Design Second Level – Comprehension Translation Interpretation Extrapolation of information

Second Level – Comprehension

Translation

Interpretation

Extrapolation of information

Design Third level – application Abstractions for particular situations

Third level – application

Abstractions for particular situations

Design Fourth level – analysis Objectives that break the whole into parts and distinguish Elements Relationships Organizational principles

Fourth level – analysis

Objectives that break the whole into parts and distinguish

Elements

Relationships

Organizational principles

Design Fifth level – synthesis Put the parts together in a new form Unique communications Plan of operation

Fifth level – synthesis

Put the parts together in a new form

Unique communications

Plan of operation

Design Sixth level – evaluation Addresses making judgments Internal evidence or logical consistency External evidence with facts developed elsewhere

Sixth level – evaluation

Addresses making judgments

Internal evidence or logical consistency

External evidence with facts developed elsewhere

Design Cognitive domain – remembering or reproducing something already known about a subject Level 1 – Knowledge, comprehension, and application Level 2 – Analysis Level 3 – Synthesis and evaluation Note all six levels of the educational process

Cognitive domain – remembering or reproducing something already known about a subject

Level 1 – Knowledge, comprehension, and application

Level 2 – Analysis

Level 3 – Synthesis and evaluation

Note all six levels of the educational process

Design Psychomotor domain – emphasizes motor skills Level 1 – imitation and manipulation Level 2 – precision Level 3 – articulation and naturalization

Psychomotor domain – emphasizes motor skills

Level 1 – imitation and manipulation

Level 2 – precision

Level 3 – articulation and naturalization

Design Affective Domain – attitudes and values Level 1 – receiving and responding Level 2 – valuing Level 3 – organizing and characterizing

Affective Domain – attitudes and values

Level 1 – receiving and responding

Level 2 – valuing

Level 3 – organizing and characterizing

Design Learning (performance) steps Each department or educational facility will be, at least, slightly different. Look at page 258 & 259. Performance testing Refer back to Chapter 7

Learning (performance) steps

Each department or educational facility will be, at least, slightly different. Look at page 258 & 259.

Performance testing

Refer back to Chapter 7

Design Structure and sequence Be sure it meets learning objectives Provides a pattern so each activity will have purpose Meaningful content is easier to learn and easier to teach

Structure and sequence

Be sure it meets learning objectives

Provides a pattern so each activity will have purpose

Meaningful content is easier to learn and easier to teach

Guess What!!!! Your turn

Develop List activities that will help students learn Select instructional delivery method Review existing material Develop courseware Synthesize courseware into viable training program Confirm you met the goals

List activities that will help students learn

Select instructional delivery method

Review existing material

Develop courseware

Synthesize courseware into viable training program

Confirm you met the goals

Develop List activities that help the student learn the task What are they? Cognitive, psychomotor or affective ? Remember retention rates 10% of what we read 40% of what we see and hear 90% of what we can say and do

List activities that help the student learn the task

What are they? Cognitive, psychomotor or affective ?

Remember retention rates

10% of what we read

40% of what we see and hear

90% of what we can say and do

Develop Select Delivery method Classroom Lecture Video On-the-job training

Select Delivery method

Classroom

Lecture

Video

On-the-job training

Develop Review existing material You may not need to come up with something new It may already be there and be just what you need

Review existing material

You may not need to come up with something new

It may already be there and be just what you need

Develop ARCS – John Keller, Florida State University Attention Relevance Confidence Satisfaction

ARCS – John Keller, Florida State University

Attention

Relevance

Confidence

Satisfaction

Develop Attention – Get it and keep it Story telling Demos How not to Explain importance Firefighterclosecalls.com

Attention – Get it and keep it

Story telling

Demos

How not to

Explain importance

Develop Relevance How it will improve the student Answers WIIFM (what’s in it for me?) What about tomorrow Matching needs (Maslow’s hierarchy of Needs) Allow students to use learning method they like best Relavance

Relevance

How it will improve the student

Answers WIIFM (what’s in it for me?)

What about tomorrow

Matching needs (Maslow’s hierarchy of Needs)

Allow students to use learning method they like best

Develop Confidence Let the learner succeed; but, with a degree of challenge Objectives and prerequisites Don’t put students into information overload Provide feedback Help learners feel in control Confidence

Confidence

Let the learner succeed; but, with a degree of challenge

Objectives and prerequisites

Don’t put students into information overload

Provide feedback

Help learners feel in control

Develop Satisfaction Provide feedback and reinforcement Feeling good is a motivation to learn Based on motivation Intrinsic or extrinsic Satisfaction

Satisfaction

Provide feedback and reinforcement

Feeling good is a motivation to learn

Based on motivation

Intrinsic or extrinsic

Develop Synthesize into viable training program Integrate training material and media Follow a sequence and build Build in strategies and don’t forget breaks Determine time blocks Make sure it meets your objectives

Synthesize into viable training program

Integrate training material and media

Follow a sequence and build

Build in strategies and don’t forget breaks

Determine time blocks

Make sure it meets your objectives

Do I need to say it? Your turn

Implement Develop a management plan A clear and complete course description Description of target audience Administration directions Directions for testing Directions for guidance, assistance, and evaluation of learners A list of tasks to be taught

Develop a management plan

A clear and complete course description

Description of target audience

Administration directions

Directions for testing

Directions for guidance, assistance, and evaluation of learners

A list of tasks to be taught

Develop a management plan Course map or sequence How the course is to be taught A copy of all training materials Instructor and staff training requirements Any other administrative documents for the course

Develop a management plan

Course map or sequence

How the course is to be taught

A copy of all training materials

Instructor and staff training requirements

Any other administrative documents for the course

Implement You may need train-the-trainers Teach the class The instructor role begins Pilot classes are a good idea if you have the opportunity

You may need train-the-trainers

Teach the class

The instructor role begins

Pilot classes are a good idea if you have the opportunity

And next? Ah ha fooled you; not yet.

Evaluation Review and evaluate each phase Be sure it meets objectives External evaluations Be sure what they are learning can be actually applied to the job Adjust If you need to, make corrections

Review and evaluate each phase

Be sure it meets objectives

External evaluations

Be sure what they are learning can be actually applied to the job

Adjust

If you need to, make corrections

And? Your turn

Lesson Plans An effective way to organize A guide to follow Assists in the evaluation process Along with objectives, define what is to be covered in class Does not take the place of preparation

An effective way to organize

A guide to follow

Assists in the evaluation process

Along with objectives, define what is to be covered in class

Does not take the place of preparation

Needs Assessment Similar to what you use in curriculum development Make sure you know Who What Where When

Similar to what you use in curriculum development

Make sure you know

Who

What

Where

When

Needs Assessment Who Age and experience Travel distances and traffic Breaks and lunch Motivation – “have to be vs. want to be” Educational background Technology requirements Work schedules or other commitments

Who

Age and experience

Travel distances and traffic

Breaks and lunch

Motivation – “have to be vs. want to be”

Educational background

Technology requirements

Work schedules or other commitments

Lesson Plan Have a list of needs Be sure you have it all Most important – Be sure it works and you know how to use it

Have a list of needs

Be sure you have it all

Most important – Be sure it works and you know how to use it

Lesson Plan Schedule has so many variables Remember – “the mind will only absorb what the bottom will tolerate”.

Schedule has so many variables

Remember – “the mind will only absorb what the bottom will tolerate”.

Lesson Plan Determine content Is awareness or mastery required? You may want to review your final exam

Determine content

Is awareness or mastery required?

You may want to review your final exam

Lesson Plan Student tools Encourage note taking Provide an outline Copy computer generated plans and hand out

Student tools

Encourage note taking

Provide an outline

Copy computer generated plans and hand out

Lesson Plan Evaluate plan and presentation Compare goals, objectives and content Should build on previous goals and objectives Educational and practical should support each other Goal of instruction, lesson objectives, and the actual content DO THEY AGREE?

Evaluate plan and presentation

Compare goals, objectives and content

Should build on previous goals and objectives

Educational and practical should support each other

Goal of instruction, lesson objectives, and the actual content

DO THEY AGREE?

Lesson Plan Summative Evaluation How effective was your teaching How do you improve Survey tools Tests and quizzes – don’t forget student feedback Student participation in designing improvement plans

Summative Evaluation

How effective was your teaching

How do you improve

Survey tools

Tests and quizzes – don’t forget student feedback

Student participation in designing improvement plans

Summary Established course Creating course Important to understand objectives and lesson plans First question normally asked “how long will class last?” A good lesson plan will allow you to finish in the time allotted

Established course

Creating course

Important to understand objectives and lesson plans

First question normally asked “how long will class last?”

A good lesson plan will allow you to finish in the time allotted

Your turn