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T4: HRD design (Ch8/9) - Curriculum design (Overview of design process (p…
T4: HRD design (Ch8/9) - Curriculum design
Overview of design process (p.267)
Fig 9.2 Checklist for designers (p.276)
Models
Platform or naturalistic model (Walker 1971) (p.268)
Objectives or rational model (Tyler 1949) (p.267)
Cyclical model (Wheeler 1967) (p.267)
Interaction model (Taba 1962) (p.267)
The product (p.271)
Evaluation plan (p.275)
Budget (p.275)
Product marketing plan (p.274)
Resource plan (p.274)
Program and session plans (p.272) eg Fig 9.1 (p.273)
Extensive 'basics of design' list (p.269-270)
Four variables: (p.224) - Constructive alignment (p.225)
Indirect and Contextual variables
Ch9
(p.260)
Designers personal frame of reference (p.266)
Amount and type of resources available (p.264)
Key stakeholders (p.263)
Organisational culture (p.262)
Strategic orientation and a systems approach (p.260)
Effect of legitimate system on strategic plan (p.262)
Legitimate / shadow systems (p.261)
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Strategic planning - SWOT (p.261)
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Learners (p.240)
Learner maturity (p.254)
Learning styles (p.251)
Ultimately, the aim is for designers to incorporate all learning styles into learning experiences using different activites (p.253)
Honey & Mumford (p.252)
Pragmatist - planning the next steps
Theorist - concluding from the experience
Reflector - reviewing the experience
Activist - having an experience
Table 8.1 (p.252)
Kolb (p.251)
Accommodators
Convergers
Assimilators
Divergers
Characteristics of learners, i.e. cultural dimensions (p.241)
Current level of knowledge (p.241)
Learning orientation - four stages (p.245)
Fig 8.3 (p.246)
Stage 4 (low pedagogy / low andragogy) (p.250)
Stage 3 (low pedagogy / high andragogy) (p.248)
Stage 2 (high pedagogy / high andragogy) (p.247)
Stage 1 (high pedagogy / low andragogy) (p.246)
Motivation (p.242)
Theories
Maslow's hierarchy of needs (not in book)
Motivation
theory
(Biggs) (p.244) & Box 8.12 (p.245)
Levels
Interest
Achievement
Utility
Expectancy-valence
theory
(Vroom) (p.243) & Box 8.11 (p.244)
Hertzberg two-factor
theory
(p.242) & Box 8.10 (p.243)
Learning outcomes
Hierarchy of learning outcomes (HLO) from most explicit to most tacit knowledge (p.226)
Practical use of HLO (p.240)
Fig 8.2 gives a good overview (p.228)
Programmed knowledge (p.227)
Tasks (p.229)
Implementing subgroup (p.232)
Logistical subgroup (p.231)
Analytical subgroup (p.229)
Meta-abilities (p.238)
Critical thinking (p.237)
Relationships (p.233)
Interpersonal subgroup (p.233)
Intrapersonal subgroup (p.234)
Concern for others subgroup (p.235)
Classifications:
Attitudes
Motor skills
Verbal information
Cognitive strategies
Intellectual skills
Learning strategies
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(Ch10/11)
Designers checklist Fig 8.4 (p.255)
Should consider: (p,224)
Worthwhile to the organisation
Worthwhile knowledge to learners
Organisation of activities
Effective activities