Content Design and Development 201
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description
An intermediary training for instructional designers on how to develop content. The ideas are a mashup of Kaplan, Shulman and some general thinking. This is a practical sort of training, put together based on things I've run into on-the-job. :)
Transcript of Content Design and Development 201
Content 201
Intermediary ID Training
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Learning About the ContentThe First Steps
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Basic Exploration of a Content Topic
Who
What
When
Why
How
Where
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Example: Basic Exploration of a Content Topic
Who clears the exit? Who blocks the exit?
What could block the exit? What does an exit look like?
When does an exit have to be unblocked? When does an exit tend to get blocked?
Why does an exit have to be unblocked? Why does an exit get blocked?
How do you unblock an exit? How does an exit get blocked?
Where is the exit located in the building? Where is the equipment you need to clear the exit?
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Example: Leave exits unblocked
Building a Picture of the Content Topic
Origin
Paradox
Parallel
Convergence
Contribution
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Example: Building a Picture of the Content Topic
How did the need for this guideline originate? (Origin)
What happens if there is only one entrance to the building?
(Paradox)
When a tap is blocked, it has consequences for the sink and
the rest of the supply line. (Parallel)
Safety policies, regulatory requirements and common sense
intersect to create this imperative. (Convergence)
History of accidents on the work floor. (Contribution)
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Example: Leave exits unblocked
Detailing the Picture
Change over time
Multiple points of view
Cross-disciplinary views
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Example: Detailing the Picture
Workplace policies and laws(Change over time)
Fire safety regulation, shop floor safety, efficient movement of
stock and materials, customer experience (Multiple points of
view)
Regulatory, architectural, marketing, commercial (Cross-
disciplinary views)
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Example: Leave exits unblocked
Enhancing the Picture
The ‘big idea’ of the subject
Essential details of the subject
Language of the discipline
Rules of the subject
Patterns and trends
Unanswered questions
Ethical dimensions
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Example: Enhancing the Picture
The ‘big idea’ of the subject (safety, operational efficiency)
Essential details of the subject (signage, machanisms and
systems)
Language of the discipline (applicable regulatory terms or
industry terminology)
Rules of the subject (here, simple rules: obey, comply)
Patterns and trends (everything in its place, just-in-time)
Unanswered questions (how to manage single entry/exit
buildings)
Ethical dimensions (endangering people inside the building in
times of emergencies)
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Example: Leave exits unblocked
Organising the PiecesPrinciples, Considerations, Tools
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Principles for Sequencing
Simple to complex
Easy to difficult
Pre-requisite learning
Whole to parts
Parts to whole
Chronological
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Tools
Mind maps
Objective maps
Depth maps
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Mapping Content Topics and Relationships
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Training Objective Matrices
You could similarly map
audiences to objectives;
particularly useful when
you’ve been given a
requirement that spans
multiple audiences.
This is also useful to gauge if
you can combine groups or
have to develop different
content for each.
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Link
Depth Map
The levels may map to
Bloom’s taxonomy, or to the
levels defined in your
programme.
You can also check if there is
a sufficient build up to higher
level content, gauge the
evenness of raw content
inputs, evaluate how well
designed your curriculum
flow is.
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Curricular Decisions
Breadth vs depth
Evenness of content coverage (and gaps)
Needs of the moment
Experience, skills, values, sources of information
Approach influences
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Possibilities in the Types of Curricula
Linear
Exploratory
Spiral
Hidden
Parallel
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The End
Go forth and practice merrily!
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