Curriculum Development: Identifying Outcomes, …...Curriculum Design Evaluation Kirkpatrick’s...
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Curriculum Development: Identifying Outcomes, Writing Objectives, and Designing Curriculum A.J. Kleinheksel, PhD, MEd, CHSE Educational Researcher Educational Innovation Institute
Transcript of Curriculum Development: Identifying Outcomes, …...Curriculum Design Evaluation Kirkpatrick’s...
Curriculum Development:
Identifying Outcomes,
Writing Objectives,
and Designing Curriculum
A.J. Kleinheksel, PhD, MEd, CHSE
Educational Researcher
Educational Innovation Institute
Objectives
1. Define the instructional design process
2. Identify measurable learning outcomes
3. Craft learning objectives that will achieve outcomes
4. Design curriculum that will meet learning objectives
What is Instructional Design?
A systematic process intended to “make learning more
efficient and effective and less difficult,” (Morrison et al.,
2010) using learning theories, instructional technologies,
educational research, and project management.
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. Hoboken, NJ:John Wiley & Sons.
The ADDIE Model
Analysis
Design
DevelopmentImplementation
Evaluation
Curriculum Design
Analysis
• Goal analysis
– Desired outcomes
• Needs of the stakeholders
• Learner analysis
• Resources available
– Time
– Staff
– Environment
– Technologies
Curriculum Design
Design
• Objectives
– Behavioral
– Cognitive
• Sequencing
• Strategies
– Individual
– Organizational
• Message design
Curriculum Design
Development
• Content
• Media
• Examples and illustrations
• Formative evaluations
• Summative evaluations
Curriculum Design
Implementation
• Scheduling
• Resources
• Delivery
Curriculum Design
Evaluation
Kirkpatrick’s Model• Reaction
– Satisfaction• Learning
– Knowledge– Skills
• Behavior– Performance
• Results– Individual– Organizational
Kirkpatrick, D.L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.
What is a Learning Outcome?
What a student will be able to do as a result of their educational experience; the product of the course or training.
Gagné’s Five Categories of Learning Outcomes• Affective
Attitudes• Psychomotor
Motor skills• Cognitive
Memory or Recall Complex or Procedural Knowledge Learning Strategies
Outcomes should be learner-centric and measurable.
Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design. Performance Improvement, 44(2), 44-46.
What is a Learning Objective?
How students will achieve the identified outcomes.
Learning objectives should be concrete and task-focused.
http://www.pinnacle-pt.com/blog/whats-new/post/smart-goals
Outcomes vs. ObjectivesConnect the identified gap with the
educational need.
Identify how the learning outcomes will
be achieved.
Provide context for the objectives. Provide structure for the learning
activities.
Measurable Measurable
Written as behaviors the learner will exhibit
at the conclusion of the course.
e.g., Demonstrate knowledge of evidence-
based treatment for hypertensive patients
by passing a post-test with score of ≥ 80%.
Written as tasks.
e.g., List 5 side effects of anti-hypertensive
agents.
Bloom’s Taxonomy
https://www.fractuslearning.com/2016/01/25/blooms-taxonomy-verbs-free-chart/
Activity
A needs analysis revealed that third year medical
students are in need of better oral presentation skills.
Specific goals include improving organization of
information, including relevant information, omitting
irrelevant information.
What learning outcome(s) would address this need?
What learning objectives would achieve the learning
outcome(s)?
Recommended Readings
1. Battles, J. B. (2006). Improving patient safety by
instructional systems design. Quality & Safety in
Health Care, 15(Suppl 1), i25–i29.
http://doi.org/10.1136/qshc.2005.015917
2. Cheung, L. (2016). Using an instructional design model
to teach medical procedures. Medical Science
Educator, 26, 175–180. http://doi.org/10.1007/s40670-
016-0228-9
Questions and Discussion
