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
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
ANALYSIS
DESIGN
IMPLEMENT
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
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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
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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
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IMPLEMENT
THIS PHASE INVOLVES:
• Printing & preparing training material
• Trainer preparation
• Notifying & register students
• Launching the course
KEY DELIVERABLES:
• Participant assessments
• Feedback forms
• Attendance forms
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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.
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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
Psychomotor
Affective
Types of Learning
During the analysis phase, you must decide which type of learning
is best suited for the training you will be providing.
Levels of Learning
Increasingly
complex and
abstract
thinking
Cognitive
Affective
Psychomotor
Evaluation
Characterisation
Origination
Synthesis
Organization
Adaptation
Analysis
Valuing
Overt Response
Application
Responding
Mechanism
Comprehension
Receiving
Guided Response
Knowledge
Set
Perception
Levels of Learning
So which level do we choose?
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
Combine
Compose
Conclude
Identify
Discuss
Classify
Design
Create
Contrast
Labels
Distinguish
Complete
Detect
Drive
Criticize
List
Estimate
Compute
Develop
Design
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
Level of
Learning
Objectives
Test
Next Time
Summary
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