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]
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.
Major transitions should always involve pause and reflection. Initially, when I put in my resignation as Director of Online Education at the fastest growing university in Ohio, all I was thinking about was the future. Since my #1 strength in the Strength Finders test is “Futuristic”, this is not particularly shocking to me. However, knowing this has created a self-awareness that reflection is critical for my ability to maximise my future.
This post is the continuation of a mini-series of stories on how Personal Kanban has infiltrated the fastest growing university in Ohio in an organic way. Previously we looked at the story of the Finance office and the effect that it is having on the team despite only having used it for a relatively short period of time. Now we will look at the story of the Recruitment and Marketing experience that has a longer period of time adapting it … [Read More]
I have long felt that Personal Kanban is a viral condition, spreading based on observing it’s use and then experiencing it. As our development team has used a virtual version of team-based Personal Kanban for many different aspect including administrative tasks, the curriculum development process, and the faculty recruitment process, it was thrilling to see other areas adopting Personal Kanban effectively. This post is the start of a mini-series of stories on how Personal Kanban has infiltrated the fastest growing … [Read More]