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Course design and objective setting in Training

This course covers the systematic approach to course design and objective setting in training, focusing on different levels of objectives and the process of course design. Participants will learn how to set clear and measurable learning objectives, identify training needs, and structure course contents effectively. The importance of using action verbs in learning objectives and the significance of measurable outcomes are emphasized throughout the training sessions.

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Course design and objective setting in Training

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  1. Course design and objective setting in Training BY Uttam Acharya 9841252849 NASC

  2. Revisit : Previous sessions • Adult Learning • Systematic Approach to Training • Training process • TNA ……..

  3. Preview What is course What is course design Process of CD Objective Setting in training Different level of objective

  4. Objectives • At the end of the session participants will be able to: • Explain course design process • Design course • Set objectives

  5. What is course? • Brainstorming • Meta card

  6. A course • A course is : “ an attempt to communicate the essential features and principles of a training proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. “ Stenhouse 1975

  7. What is a Course A course is… • Systematic learning of a specific subject • Established fields of knowledge • Intended learning outcomes • Useful subjects in the course • Means for personal improvement and development

  8. Course Design : Process Identify Training Needs  Break Training Needs into Components in terms of Knowledge, Skills and Attitude Formulate Training Objectives Determine Course Contents Breakdown Course Contents into Sub-subject areas Make into Sequential Order

  9. Learning objectives • A statement which describes the expected behavior of a participant in measurable terms • Describes what we want to have achieved by the end of the course/training program • States what the participants will be able to do by the end of the session/course ~ skills and knowledge, + behaviour & attitudes (competencies)

  10. Use ACTION verbs when writing learningobjectives We can only assess the extent to which participants have acquired skills and knowledge if we can actually: • observewhat they do • readwhat they write • hearwhat they say

  11. Learning objectives • S - specific • M - measurable • A - agreed • R - relevant • T - time & target bound

  12. Example • Avoid words with many interpretations that are not measurable e.g. Know, Understand, Appreciate • Use words that describe some observable action e.g. List, State, Describe, Demonstrate, Analyse

  13. Exercise : differentiate (KSA) apply, do , construct, explain,define,use, create, describe, verify, implement, name, locate, categorize, differentiate, generate, develop, compare , demonstrate , help, argue, modify , show, conduct, apply, examine , evaluate plan, analyze, calculate, identify, state, mark, specify,list, tell, discuss, adapt , diagnose,

  14. Level of Objectives … 14

  15. Exercise Select topic Set overall aim Cluster them into different module if any Set objectives for your module topic Set objectives of each topic (with 4 level) List out contents Choose appropriate methodology Mention weightage of session 15

  16. Thank you 16

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