https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html and https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html and https://medicaleducationelearning.blogspot.com/2022/12/linking-outcomes-learning-and-training.html

1. Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a Curriculum’
Poh-Sun Goh, 17 December 2022, Saturday 0828am, Singapore Time
https://telmeded.blogspot.com/2022/12/outcomes-of-learning-
and-training-role.html
https://telmeded.blogspot.com/2022/12/showing-what-we-
teach-with-and-assess.html
Showing what we teach with, and assess on,
and how we do this - Our 'ingredients', 'recipe'
and (cooking) process - as public, accessible
and assessable digital practice
How can we think about, and envision Outcomes
of a Learning and Training Program?
What do we want the participants of our program,
course, or session 'to feel', 'to know' and be able
'to do’?
What is the Role of Faculty Development,
Pedagogy (applied Learning Science and
Instructional Design) and Technology?
Outcomes (Learning and Training Objectives)
or Job to be Done
- ‘what .. are hungry for, need, want’
Curriculum
- ‘the Menu’

2. Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a Curriculum’
Poh-Sun Goh, 17 December 2022, Saturday 0828am, Singapore Time
https://telmeded.blogspot.com/2022/12/outcomes-of-learning-
and-training-role.html
https://telmeded.blogspot.com/2022/12/showing-what-we-
teach-with-and-assess.html
Showing what we teach with, and assess on, and how we do this - Our
'ingredients', 'recipe' and (cooking) process - as public, accessible and
assessable digital practice
Imagine Outcome -
Our revised curriculum - to use a culinary analogy - as an illustrated
restaurant menu
List of menu items - Illustrated ( in our context as descriptive short text,
narrated as audio, illustrated as graphic, image or video clip)
Moving forward -
Start with what we have - our Slide Decks - examine individual topic content
Map this to current and projected revised curriculum - as modular, bite-size
content
Build on this - modular, bite-size content we create, and curate (with proper
citation, and attribution - from open access, open source online content)
Engage our teachers (within and in our extended community and network)
Our tagline - Micro-content (bite-size, modular content) for (Micro-)Learning,
Practice, Assessment and Scholarship
Scholarship simply as open digital 'practice' - we show what we teach with,
and what we assess on, AND we openly demonstrate how we do this -
through our curriculum, teaching, learning and assessment activities - visible
for all to see - accessible and assessable.
How can we think about, and envision Outcomes of a Learning and Training Program?
What do we want the participants of our program, course, or session 'to feel', 'to know' and be able
'to do’?
What is the Role of Faculty Development, Pedagogy (applied Learning Science and Instructional
Design) and Technology?
Learning Objectives can be simply stated as - (to) Feel, Know and Do
What we want our students, and participants to be able to DO, KNOW and FEEL
Technology extends, and expands our reach, contact (time) and engagement. And complements,
supplements, and reinforces our face-to-face, analogue interactions. These include 'live' Zoom
meetings.
Asynchronous digital content, and digital engagement can take place using private, or open
platforms.
Content we develop, create or curate (with appropriate citation, attribution and permission when
necessary) assists us in conveying and helping our participants FEEL, KNOW and be able to DO.
This content may be in text (written, to be read), narrated (e.g. as audio clip or podcast), displayed
to view (illustration, image, graphic - static or interactive; video clip) or more advanced immersive
technology (e.g. virtual reality or VR, augmented reality or AR, and mixed reality or MR).
This content (spectrum above), from text through audio, then visual media to VR/AR and MR 'costs'
increasingly more - in time and treasure (
fi
nancial costs, including equipment - hardware, software,
upgrades, maintenance, and ensuring interoperability and most importantly - modularity and
reusability - across platforms, and across time).
My recommendation is to -
build our understanding of pedagogy (applied learning science and instructional design) and do
faculty development in understanding WHY (our objectives), before WHAT and HOW
choose the lowest cost (ideally 'free' and o
ff
the shelf content and platforms) solution to get the job
we want done - this often simply involves combining text and illustrations and building and
incorporating low-cost modular interactivity
To quote Clay Christensen from Harvard Business School - de
fi
ne our 'job to be done', and only
then develop solutions to get this job done. In the most time and cost e
ffi
cient and e
ff
ective way to
do so.
I recommend we focus on text, podcasting (audio) and video. Rather than VR, AR or MR.
We are several generations too early to jump onboard the VR, AR or MR train.
I feel we still need to keep close watch on, and up-to-date on current and near-future prototypes,
platforms and processes.
To get a glimpse and feel of the future for ourselves. As a group.
Moving forward, I believe we stick with what is 'at hand', easy to use, and modular - reusable -
sustainable. And what our students, and sta
ff
actually use ( i.e. text, illustrations, and video).
Job to be Done - ‘? Need, Want’ Curriculum - as ‘Menu’