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Weekly Overview: Week 1 1 HSN/544 Version 5 Weekly Overview

Week 1

Overview

Week 1 begins with an introduction to curriculum design. Current issues and trends, such as the use of technology in higher education, are explored. Course materials and discussions also address trends that include curriculum design issues in corporations and nonprofit sectors. Additionally, you learn when and how effective learning and teaching strategies should be incorporated into curriculum design and how to plan in a variety of environments. This week also includes an overview of traditional, practical, and radical instructional design models.

What you will cover

.1 Introduction to curriculum design .a Identify issues and trends in curriculum design. )1 Trends and issues in higher education )a Technology is a driving force. Brick and mortar colleges and universities are providing more content online. )b Virtual schools and campuses are changing the way content is designed and delivered. )c Technology is more integrated with instruction. )d Instructional designers must be competent with integrating different forms of technology when creating higher education content. )2 Trends and issues in business and organizations )a Corporate universities and training departments must prepare employees and organizations for a global market place. )b More organizations are turning toward technology to deliver education to employees. )c Education and training is focused on organization goals and growth and must demonstrate a return on investment. )3 Trends and issues in community and not-for-profit sectors )a These programs can be formal or nonformal and can be developed for a variety of groups and organizations. )b Educational programs can be developed for small groups such as residents of an adult care center or an entire community. .b Describe the importance of effective learning and teaching strategies for curriculum planning and design. )1 Effective learning and teaching strategies improves learner retention and transfer of knowledge. )a Effective strategies will be based on learner characteristics and performance-based objectives. )b Instructional designers must have a deep understanding of a variety of teaching and learning strategies, and these must be matched with objectives. )2 Effective strategies help meet overall goals of the instruction and enhance outcomes. )3 The designer must select the most effective method to ensure a successful plan. )a Lecture )b Group discussion )c One-on-one instruction

)d Demonstration )e Simulation )f Role play )g Self-instructional models )h Computer assisted instruction .c Compare various instructional design models. Cafferella and Daffron (2013) characterize instructional design models and program planning into traditional, practical, and radical approaches. )1 Conventional or traditional approach Progression though the steps as demonstrated in the ADDIE model: analysis, design, development, implementation, and evaluation (http://www.instructionaldesign.org/models/addie.html) )2 Pragmatic or practical approach )a The pragmatic approach takes into account real-word constraints. The approach does not follow a strict linear set of steps, but plans for changes along the way. )b This approach takes into account cultural differences and it is fluid and flexible. )c One pragmatic or practical approach to instructional design is the Interactive Model of Program Planning (Cafferella & Daffron, p. 29). This model includes 11 components and is presented as a circle rather than a linear list of steps: ()1 Needs assessment, goals and objectives, instruction, learning transfer, evaluation, context, support, scheduling, budgets, marketing, and details ()2 This circular models is then supported by adult learning, technology, power and interest, relationship building, and cultural differences )3 Radical approach to planning )a This approach is focused on social activism and social transformation. )b It has a rich history dating back to the 18th century, and has aspects such as participatory learning and cooperation.

REFERENCE

Caffarella, R., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide (3rd ed.). San Francisco, CA: Jossey–Bass.