For most instructional designers, this phrase simply means that you make sure the student can read the expected outcome just before an activity or are made aware of it as they go into an activity. However, Liz Keogh nicely blended the affective learning levels of receiving, responding, and valuing into her training due to her complete integration of the cognitive learning levels with the training.
This is the final blog post in a series that I have created for developing curriculum with an agile mindset.
The blog series that I have created for developing curriculum with an agile mindset is coming to a close, with only two posts remaining. This one focuses on the slack that the process has now given us.
Next on the list for my blog series for developing effective curriculum is to take a look at technology, in all of it’s glory and pitfalls! Recall that we discussed that developing solid outcomes are the cornerstone that drives the quality of your course so that you can then determine resources, and then select activities, optimize your facilitation options, and diversify the experience based on the needs of your learners. Throughout all of those posts, you’ll note a distinct lack of technology. … [Read More]
Next on the list for my blog series for developing effective curriculum is a look at not only selecting and optimising appropriate activities to ensure outcomes or objectives fulfillment, but that you also deepen your activity diversity for maximal learning impact.
We are continuing my blog series on developing effective curriculum after a hiatus of travel and illness, so it’s good to be “back in the saddle” again! This post assumes you have already created excellent outcomes or objectives and have selected appropriate activities to ensure that your outcomes will be fulfilled. At this point in the course development process, any expert could facilitate your workshop or course. However, let’s make sure you have created options for yourself and your learners.
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. Let’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, it’s challenging to convince ourselves to move them, even when they are no longer necessary. As such, it is our advice to not lose one’s mind trying to estimate the resources, whether that is subject matter experts (SMEs) to contract, multimedia, … [Read More]
Bloom’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 Mayer’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]