In continuation of my blog series on developing effective curriculum, this post assumes you have already created excellent outcomes or objectives for your workshop, curriculum, course, or whatever learning experience that you are developing. However, even incredibly insightful uses of taxonomy decisions for the outcomes do not necessarily promise a fantastic learning experience. It simply promises. Now, you have to create incredible activities that fulfills those promises. Letâ€™s look at some crucial questions to observe in creating these activities.
Estimating is a dangerous idea, at least in the context of curriculum development. Why? It is because somehow estimates turn into real expectations immediately. This is not even typically a conscious act, but the second we set those boundaries, itâ€™s challenging to convince ourselves to move them, even when they are no longer necessary. As such, it is our advice to not lose oneâ€™s mind trying to estimate the resources, whether that is subject matter experts (SMEs) to contract, multimedia, … [Read More]
Bloomâ€™s (1956) cognitive taxonomy are widely accepted and used in both academics and T&D areas of corporate learning. In the spike of learning responsibility across the globe, though, that is a limited number of people with knowledge of its value. Even then, there are few within those groups that apply the affective taxonomy developed twenty years later by Bloom, Krathwohl, and Masia (1973). Despite the challenge, the combined application of these taxonomies is worth the effort to provide a holistic … [Read More]
Index of Topics Taxonomies of Learning Resource Estimating / Planning Fulfilling the Selected Outcomes Learning Relevancy & Scaffolding Diversification during the Learning Experience Technology Creative Mode Feedback and Flexibility If you are unfamiliar with the Agile curriculum design model that Scott Marsee and I developed, thanks to exposure and inspiration by Tobias Mayerâ€™s OpenSpace on Scrum Beyond Software in 2010, then I encourage you to review the links provided below. Agile Curriculum Design Model Tutorial for Using Model Developing a … [Read More]
Facilitating a course or workshop that engages the participant and is easy for you to create is the ultimate achievement. However, to do that, there is a need to instill responsibility and motivation within your participants, which requires some knowledge of adult learning theory and whole person learning approaches.
Mobile learning isnâ€™t going away as companies and higher education institutions are seeing the benefits of mLearning. Mobile devices and their use are growing exponentially. Currently mobile devices are used more to access the Internet than desktops. While that reality has been the case since 2009, what is even more amazing to wrap our minds around is the reality that Americans â€œare spending, on average, 2.7 hours a day on the mobile Internetâ€ (Quinn, 2011, p.7). The large number of … [Read More]
The focus on the agile curriculum design that has been so valuable for lean curriculum design and delivery is mostly to ensure a quality and relevant piece of curriculum or program is created in the shortest period of time in a just-in-time (JIT) environment. However, upon reflection, another huge benefit of this process is the fixed price changes. Previously, a fixed price was set for writing an entire course, but the process optimization has broken down the development across a … [Read More]
Being the writer, designer and a primary facilitator for the orientation courses for our universityâ€™s associate and bachelor courses has given me a wonderful opportunity to continually and iteratively improve the quality of the course for both student learning and faculty effectiveness. I note faculty effectiveness as crucial for any course design because student learning cannot be maximized if the faculty are overwhelmed with busy grading. If there is nothing else to justify curriculum designers, it is this balance of … [Read More]
Scott Marsee, my lead instructional designer, and I were fortunate in our networking at the ASTD 2012 conference this past January with our introduction to Dr. Steven Villachica, a tenured associate professor at Boise State Universityâ€™s School of Engineering. He is currently teaching an advanced instructional design course for master level students, and when he heard of our successful agile curriculum design techniques, asked if we would present a webinar to his students. This was a wonderful opportunity to get … [Read More]
There is a certain amount of pride that I have with our current curriculum development process in that it is very systemic to reduce conflicting information and formatting across courses as well as addressing academic rigor necessary for a top quality degree programme. However, there are several levels of system resolutions available for curriculum design, including the facilitator level. We have started developing communities of practice to represent each expertise area so that while faculty cannot physically change the curriculum … [Read More]