My experience like a curriculum designer up to now has involved dealing with subject material experts to create participatory skill-building training programs on your own.
Yet I had been lately given a really different curriculum design situation. Working out program had been in position. It had been PowerPoint and lecture-based.
The task ended up being to identify where participatory learning activities could be best either in: conveying the data, looking for comprehension, and/or supplying an chance to use and test new techniques.
Initially I had been somewhat shocked with this revisionist approach. I’m familiar with designing a lesson plan by: creating learning goals figuring out specific, observable and measurable learning objectives which will accomplish individuals goals and creating learning activities to attain individuals learning objectives.
Within this situation, there have been neither learning goals nor learning objectives by which to develop a program. There is also no lesson plan that outlined that which was intended or needed within the training course- with no one was asking me to create one.
Rather, they wanted me to: (1) identify where participatory learning activities would best be placed in to the existing program (2) propose what learning activities could be best (3) use subject material experts to create the training activities (4) create company guides that will instruct trainers in the proper way to facilitate individuals activities and (5) conduct a train-the-trainer program to model how you can facilitate participatory activities and provide the teachers an chance to rehearse facilitating them.
My major goal ended up being to alter the focus from the program from expert presenter to something a lot more learner-centered. With this thought, I searched for to uncover everywhere where lecture might be replaced.
This is actually the process I made use of:
1. Evaluate the PowerPoint slides as well as their content for every module.
2. Outline the probable preferred amounts of learning in every module.
3. Identify in which the learners may have previous understanding from the content.
4. Consider where it might be feasible for the learners to achieve the data by themselves.
5. Determine where it might be useful to insert activities to check on learner comprehension.
6. Target the skills or procedures the learners should practice simply because they could be likely to put it on around the job.
7. Specify possible learning activities for every module.
8. Be sure that the learning activities would: (a) accomplish the preferred learning level (b) meet the requirements of various learning styles and (c) have adequate variety to interact the learners and keep their interest.
9. Collaborate with the topic experts to build up the information and/or even the answer keys for that learning activities, where relevant.
10. Design the training activities, for that review and approval of the topic experts.
11. Write a company guide for every activity, outlining the: (1) time required (2) learning objective (3) degree of learning needed (4) learning activity (5) room setup (6) necessary handouts (7) instructions for establishing, facilitating and debriefing the game (8) answer key (9) audiovisual needs, or no (10) equipment needs, or no and (11) evaluation level and activity to evaluate if learning has happened.
12. Design and facilitate 2 ½ day train-the-trainer structured to make sure that the teachers acquired a obvious understanding and appreciation of the significance of adult learning concepts and participatory learning approaches to the look and facilitation of the training course.
In this program, I modeled the various learning activities which were now integrated into the technical training course. The teachers also had an chance to rehearse and be comfortable facilitating among the new activities.
Because of the openness of the topic experts, who’d designed the initial program and presently trained the program, this latest method of curriculum design achieved its purpose.
Could it have been an effective way to approach the look? No. We’ve only identified generally in which the participatory activities ought to be placed. We have not labored through where they’d particularly be placed, the way they could be placed, what slides could be eliminated or revised, how you can change from PowerPoint slide handouts to some participant manual, etc.