Bureau of Medicine & Surgery Phases of Curriculum Design: Development

1. Bureau of Medicine & SurgeryPhases of Curriculum Design: Development Click to continue.

2. IN THIS MODULE: 1. Overview of group- and self-paced formats. 2. Overview of lesson structure. 3. Overview of presentation methods. 4. Overview of learning activities. 5. Cardinal rule for measuring student achievement.

3. Analysis Design Development Implementation Evaluation / Maintenance DEVELOPMENT In the development phase, you build on the skeleton of the course constructed in the analysis and design phases. As in previous phases, you may find it necessary to go back and modify the output from the design phase as you put together the teaching materials and methods for the course, or the revised section of an existing course.

4. DEVELOPMENT The development phase focuses on HOW a course will be conducted, based on the learning objectives written in the design phase. Training Requirements Inventory (Analysis) Learning Objectives Course Structure (Design) Content Outline Instructional Methods and Media Lesson Topic Guides (Development)

5. DEVELOPMENT The following activities are completed during the development phase: 1. Determine how the course as a whole will be presented; group-paced or self-paced. 2. Develop the content outline.* 3. Select methods for presenting new material. 4. Select methods for reinforcing material (learning activities). 5. Select or develop materials that will be used in the course. 6. Develop the lesson topic guide.* *Not covered in this module. See Chapter 4 in the Curriculum Development Guide: Technical Education & Training.

6. DEVELOPMENT In addition, instruments for measuring student achievement are frequently developed during this phase. Strictly speaking, developing testing procedures belongs with the design phase. As a minimum, the method of measuring student achievement will be specified then. However, writing the actual test instruments is usually easier after completing the lesson topic guides. See the module “TESTING” for more information on evaluating student performance.

7. Group- and Self-Paced Courses In group-paced courses, all students progress through the course at the same rate. The pace may be slow for some students, fast for others. Group-paced In self-paced courses, students move through the course materials at their own rate. Each student takes as much or as little time on each segment of the course as he or she needs. Self-paced

8. Group-paced Group- and Self-Paced Courses • Advantages of group-pacing: • Generally easier and less expensive • to develop. • Easier to schedule course events. • May allow more interaction among students. • Disadvantages of group-pacing: • Frequently more expensive to run, as average completion time is • frequently higher than in self-paced instruction. • Generally harder to allow for differences in learning styles.

9. Self-paced Group- and Self-Paced Courses • Advantages of self-pacing are: • More easily accommodates different • learning styles. • May be less expensive to run since • the average time for completing the course tends to be lower. • Disadvantages of self-pacing are: • Initial costs for development tends to be higher than for group-paced • (may be offset by savings from decrease in student time). • Emphasis on computerized interactive courseware incurs heavy costs • for initial outfitting. • May be more expensive to revise and update.

10. Group- and Self-Paced Courses Courses may combine group- and self-paced modules. If the majority of the course is group-paced, the course is considered group-paced. If the majority of the course is self-paced, the course is considered self-paced. Group-paced Self-paced Courses that focus primarily on cognitive material and that require little student-to-student interaction or hands-on application are well suited to a self-paced mode. Courses requiring numerous skills labs for hands-on practice or lengthy student-to-student interaction are best suited to a group-paced mode.

11. Lesson Structure • Every lesson, whether it is group-paced or self-paced, consists of several parts. These parts are not necessarily labeled in the lesson topic guide, but all should be present. • INTRODUCTION • The introduction gives the purpose of the lesson, tying it to previous material and the overall purpose of the unit and course. The introduction should motivate students to do their best. • PRESENTATION OF NEW MATERIAL • Every lesson includes new material that students must master. The presentation of this new material must support the type of learning required in the learning objectives. • Continued on next slide.

12. Lesson Structure (continued from last slide) • STUDENT PRACTICE (Learning Activities) • Students need the chance to practice before being evaluated. This is true of cognitive material as well as skill mastery. • FEEDBACK • During student practice or learning activities, students need feedback to let them know how well they are doing and where they can improve. Feedback helps build student confidence (for those who are doing well) and helps students focus their practice where it will be most useful. • REVIEW • The review reinforces the teaching points and puts the completed practice into context.

13. Lesson Structure Introduction A lesson or even a part of a lesson may loop through the cycle of introduction, presentation, practice, feedback, and review several times. Or it may have several iterations of practice and feedback with single introduction and review segments. Feedback MUST follow practice, as shown in the illustration here. Review Presentation Practice Feedback

14. And Others Computer Presentation Audiovisual Presentation Reading Assignment Lecture Demonstration Methods of Presenting New Material The methods illustrated above are only a few of the available methods for presenting new material to students. The best method for any particular segment of a course depends on: 1. The learning required in the learning objective. 2. The prior learning and experience of the students (the more knowledgeable and experienced the students, the more actively they can be involved in the presentation). 3. The facilities, manpower, and equipment available.

15. Learning Activities - Practice, Reinforcement And Others Group or Joint Exercises Interactive Computer Tutorials Clinical Experience Field Experience Skill Practice Learning activities allow students to use the knowledge from the lesson and practice the skills required to complete the course. The most appropriate learning activities depend on: 1. The learning required in the learning objective. 2. The prior learning and experience of the students (the more knowledgeable and experienced the students, the more actively they can be involved). 3. The facilities, manpower, and equipment available. Yes, you did see this on the last slide. The most appropriate methods for presenting new material and the most appropriate learning activities depend on the same factors!

16. And Others Computer Presentation Audiovisual Presentation Reading Assignment Lecture Demonstration The best presentation methods: 1. Directly support the learning required by the learning objectives. 2. Actively involve the students with the material. 3. Get the material across efficiently in terms of student comprehension and retention. 4. Allow students to learn through different modes such as seeing as well as hearing. 5. Make efficient use of course time, instructors, supplies, equipment, and facilities.

17. Learning Activities - Practice, Reinforcement And Others Group or Joint Exercises Interactive Computer Tutorials Clinical Experience Field Experience Skill Practice The best learning activities (note similarities to the list for presentation methods): 1. Directly support the learning required by the learning objectives. 2. Reinforce student comprehension and retention. 3. Actively involve the students with the material, building on prior learning and experience. 4. Allow students to learn through different modes such as seeing as well as hearing. 5. Make efficient use of course time, instructors, supplies, equipment, and facilities.

18. Selecting Instructional Materials • Instructional materials include all of the following: • Student materials: • Texts • Handouts • Assignments • Computer-based materials • Instructional aids: • Audiovisual materials • Models • Demonstration equipment Texts Computer-based Materials Audiovisual Materials Demonstration Equipment Models

19. Selecting or Developing Instructional Media Two basic rules apply to selecting or developing instructional media: 1. Select or develop instructional media to meet the objectives of the course. 2. Do not reinvent the wheel. Use existing materials or revise existing materials whenever possible.

20. Evaluating Student Achievement Types of instruments for measuring student achievement and types of test items are covered in some detail in the Curriculum Development Guide for Technical Education and Training (Chapter 3 and Appendix 3B). The main thing you need to keep in mind is: TEST THE STUDENT’S ABILITY TO PERFORM AS STATED IN THE LEARNING OBJECTIVE. This is THE CARDINAL rule for testing in technical education and training. Two other considerations, reliability and validity, are discussed in the module on testing and in the module on evaluation. See the module “TESTING” for more information on evaluating student performance.

21. SUMMARY (1 of 2): At the end of the development phase, you will have: • Lesson topic guides (instructor guides): Used by instructors; serve to standardize lessons from one iteration of the course to another. • Student materials: All of the texts, guides, study aids, and handouts that students will use. • Instructor aids: All of the audiovisual materials, models, slides, and any other media instructors will use to illustrate or expand on teaching points. • Specification of learning activities: As a minimum, suggested learning activities should be specified for each lesson. • Evaluation instruments: Written tests, performance checklists, product evaluation guides, clinical evaluation forms, and any other instruments that will be used to measure student achievement.

22. SUMMARY (2 of 2) • In addition, the following items from the design phase may need to be updated: • Curriculum Outline: Complete the front matter for the curriculum outline and make sure all of the learning objectives in the outline of instruction are correctly shown. • Student Evaluation Plan: Complete the student evaluation plan, showing the number of evaluations in each unit and details for computing unit and course grades. • Finally, review all of the materials selected or developed in this phase to make sure: • All methods and materials support the learning objectives in the course. • Materials for each part of the course are consistent, both within that segment and with other segments of the course.

23. If you have any comments or suggestions on this or other Curriculum Design and Development staff development modules, please forward them to: • Dr. Anne L. Ballard (BUMED-531) • Bureau of Medicine and Surgery • 2300 E Street NW • Washington, DC 20372-5300 • Phone: 202-762-3829 or DSN 762-3829 • Email: alballard@us.med.navy.mil • Your input is always welcome!