www.floridastatefirecollege.org August 2007 FFP - 2741 1 Course Design Course Design Curriculum Development Chapter Nine
Design Chapter 9 - Curriculum Development
Nov 22, 2014
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www.floridastatefirecollege.org
August 2007 FFP - 2741 1
Course DesignCourse Design
Curriculum DevelopmentChapter Nine
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Terminal ObjectiveTerminal Objective
The participant will be able to design and develop a training course and lesson plan upon completion of this chapter.
Course number
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Enabling Objectives
Upon completion, the student shall be able to:List and describe the five phases of the
instructional design processConstruct goals and objectives for a classExplain how a lesson plan is used
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Why?
Many excellent courses on the marketHoweverNew innovationsNew techniquesNew agency services
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Curriculum DevelopmentFive phases of the Instruction System Design (ISD) process Analyze Design Develop Implement Evaluate
http://www.nwlink.com/~Donclark/hrd/sat1.html
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Analyze
The systemSystem may be your department, a portion of
your department, or even a task that needs to be taught
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Analyze
Compile a Task InventoryReview department organizational chartReview positions and their responsibility to
perform tasksCoordinate objectives and materials to meet
job performance requirements
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Analyze
What is a task?Has a beginning and an endUsually measured in timeIs observableIndependent of other actionsNot dependent on components of a procedureTask statement describes a specific action
Don’t confuse with an objective
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Analyze
Job descriptions list duties describing what needs to be doneTypically, a combination of related or like tasks
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Analyze
Needs analysis – examination of how people workFive step processDetermine components of competent performanceDetermine activitiesDetermine sequenceDetermine conditionsDetermine performance standards
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Analyze
Needs Assessment - do we really need this?Can be any or all of the followingObservation QuestionnairesKey consultation Print mediaInterviews Group discussionTests Records or reportsWork samples
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Analyze
Just what is training?Training is defined as learning that is provided
in order to improve performance on the present job (Nadler, 1984).
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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?
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Analyze
Build performance measures – how do we do it?Observation task analysisSimulated task analysisContent analysisInterview analysis
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Analyze
Chose instructional settingClassroom, outside practical, etc.
Estimate the costMaterials, travel, facilities, and don’t forget
time
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DesignDesign
Key points Style guideEntry behaviorsLearning goals and objectivesLearning stepsPerformance testProgram structure and sequence outline
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DesignDesign
Style GuideStyle Guide Used to maintain consistency and provide a
guide for writing stylesSeveral people have worked on this project. A
master slide was established so that it would be the same regardless of the individual author
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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 contentThird 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.
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DesignDesign
Entry behaviors What a learner must know before entering into
the training program I think we call them prerequisites
Course number
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Design
Learning goals and objectivesSpecific instructor points for each subjectDefine what the students are to learnEstablish guidelines for testing and evaluation
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Design
Learning objectives Terminal (TLO) – the instructor expectation of
student performance at the end of the lessonRemember precise, observable, and measurable
Enabling (EO) – consider the stepsAgain, precise, observable, and measurable
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Design
Goals and objectives – basic principlesConcreteIdentifiable and measurable outcomesWhich 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
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Design
Goals may be philosophical in natureDon’t communicate specifics
How to accomplish, measure, or performViewed as a mission statement or visionSemantics – often referred to as primary
objectives, first level objectives, or expected learning outcomes
Many ways to write themOver 2 million hits on ‘writing goals and objectives”
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Design
Template example: ABCDAudience – who are theyBehavior – observable and measurableCondition – actual, simulated, classroomDegree – acceptable performanceI.e.: time, accuracy, quality, or quantity
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Design
Common characteristics of objectivesState how behavior is observedState how it is to be measuredWritten in plain languageMeasurable in quality and quantity
Be sure to look at pages 254 and 255
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Design
Bloom’s taxonomyA guideline for six levels of the educational process
http://www.officeport.com/edu/blooms.htm
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Design
First Level – knowledgeSpecific facts and termsHow to deal with the specificsPrinciples, theories, and generalizations
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Design
Second Level – ComprehensionTranslationInterpretationExtrapolation of information
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Design
Third level – applicationAbstractions for particular situations
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Design
Fourth level – analysisObjectives that break the whole into parts and
distinguishElementsRelationshipsOrganizational principles
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Design
Fifth level – synthesis Put the parts together in a new form
Unique communicationsPlan of operation
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Design
Sixth level – evaluationAddresses making judgments
Internal evidence or logical consistencyExternal evidence with facts developed elsewhere
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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
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Design
Psychomotor domain – emphasizes motor skillsLevel 1 – imitation and manipulationLevel 2 – precisionLevel 3 – articulation and naturalization
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Design
Affective Domain – attitudes and valuesLevel 1 – receiving and respondingLevel 2 – valuingLevel 3 – organizing and characterizing
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Design
Learning (performance) stepsEach department or educational facility will be,
at least, slightly different. Look at page 258 & 259.
Performance testingRefer back to Chapter 7
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Design
Structure and sequenceBe sure it meets learning objectivesProvides a pattern so each activity will have
purposeMeaningful content is easier to learn and easier
to teach
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Guess What!!!!
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Develop
List activities that will help students learnSelect instructional delivery method Review existing materialDevelop coursewareSynthesize courseware into viable training programConfirm you met the goals
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Develop
List activities that help the student learn the taskWhat are they? Cognitive, psychomotor or
affective ?Remember retention rates
10% of what we read40% of what we see and hear90% of what we can say and do
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Develop
Select Delivery methodClassroom Lecture VideoOn-the-job training
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Develop
Review existing materialYou may not need to
come up with something new
It may already be there and be just what you need
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Develop
ARCS – John Keller, Florida State UniversityAttentionRelevanceConfidenceSatisfaction
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Develop
Attention – Get it and keep itStory tellingDemos How not to Explain importance
Firefighterclosecalls.com
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Develop
RelevanceHow it will improve the studentAnswers WIIFM (what’s in it for me?)
What about tomorrowMatching needs (Maslow’s hierarchy of Needs)Allow students to use learning method they like
best
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Develop
ConfidenceLet the learner succeed; but, with a degree of
challengeObjectives and prerequisitesDon’t put students into information overloadProvide feedbackHelp learners feel in control
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Develop
SatisfactionProvide feedback and reinforcementFeeling good is a motivation to learnBased on motivation
Intrinsic or extrinsic
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Develop
Synthesize into viable training programIntegrate training material and media Follow a sequence and buildBuild in strategies and don’t forget breaksDetermine time blocksMake sure it meets your objectives
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Do I need to say it?
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Implement
Develop a management plan1. A clear and complete course description 2. Description of target audience3. Administration directions4. Directions for testing5. Directions for guidance, assistance, and
evaluation of learners6. A list of tasks to be taught
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Develop a management plan7. Course map or sequence8. How the course is to be taught9. A copy of all training materials10. Instructor and staff training requirements11. Any other administrative documents for the
course
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Implement
You may need train-the-trainersTeach the classThe instructor role beginsPilot classes are a good idea if you have the
opportunity
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Evaluation
Review and evaluate each phaseBe sure it meets objectives
External evaluationsBe sure what they are learning can be actually
applied to the jobAdjustIf you need to, make corrections
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And?
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Lesson Plans
An effective way to organizeA guide to followAssists in the evaluation processAlong with objectives, define what is to be covered in classDoes not take the place of preparation
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Needs Assessment
Similar to what you use in curriculum developmentMake sure you knowWhoWhat Where When
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Needs Assessment
WhoAge and experienceTravel distances and trafficBreaks and lunchMotivation – “have to be vs. want to be”Educational backgroundTechnology requirementsWork schedules or other commitments
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Lesson Plan
Have a list of needsBe sure you have it allMost important – Be sure it works and you know how to use it
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Lesson Plan
Schedule has so many variablesRemember – “the mind will only absorb what the bottom will tolerate”.
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Lesson Plan
Determine contentIs awareness or mastery required?You may want to review your final exam
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Lesson Plan
Student toolsEncourage note takingProvide an outlineCopy computer
generated plans and hand out
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Lesson Plan
Evaluate plan and presentationCompare goals, objectives and contentShould build on previous goals and objectivesEducational and practical should support each
otherGoal of instruction, lesson objectives, and the
actual contentDO THEY AGREE?
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Lesson Plan
Summative EvaluationHow effective was your teachingHow do you improve
Survey toolsTests and quizzes – don’t forget student feedbackStudent participation in designing improvement
plans
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SummaryEstablished courseCreating 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
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