Curriculum Design
Aptech Learning Services designs training curriculum based on Knowles’ Postulates of Adult Learning & Merrill’s Components Display Theory , among others. Following these scientific methods helps map skills to program content.
In curriculum design, the focus is on:
- Instructional design: Content scope, structure & objectives
- Multimedia design: Textual, visual & audio representation
- Technical architecture: Specification of courseware & platform features and functionalities
Eventually, customers receive a Curriculum Design Document (CDD) consisting of:
- Competency grid, featuring role-wise competencies & skill levels
- Table of contents for each learning program/ courseware
- General multimedia specifications for learning programs
- General technical architecture for blended learning programs (classroom + E-learning)
Knowles’ Postulates of Adult Learning
Malcolm Knowles’ theory of Andragogy is a theory directed specifically at adult learning. Knowles emphasizes that adults are self-directed & expect to take responsibility for their decisions. Adult learning programs must accommodate this fundamental aspect.
Andragogy makes the following assumptions about the design of learning:
- Adults need to know why they need to learn something
- Adults need to learn experientially
- Adults approach learning as problem-solving
Aptech Learning Services designs learning programs around Knowles’ 4 Postulates:
Self-concept & Motivation to learn: Adults need to be involved in the planning & evaluation of their learning. This includes pre-assessments & custom learning paths for different knowledge prerequisites
- Experience: Experience (including mistakes) provides the basis for learning activities. This encompasses practice activities with feedback and remedial reviews
- Readiness to learn: Adults are most interested in subjects that have immediate relevance to their job or personal life. Job-specific content & job aids are provided for this purpose
- Orientation to learning: Adult learning is problem-centered rather than content-oriented. For this, scenarios & simulations for real-world problem-solving experience are provided
Merrill’s Components Display Theory
Every learning unit consists of certain components & presentation tactics. Effective use of these components facilitates the learning process.
David Merrill’s Components Display Theory (CDT) deals with learning components & tactics of displaying them. The theory enables Instructional Designers to keep the learner engaged in each learning unit.
TTypical course content covers ‘facts’, ‘concepts’, ‘procedures’ and ‘principles’ dealing with a specific knowledge or skill component. Depending on the learning outcomes, a combination of tactics & components enables the learner to ‘remember’ the new learnings acquired via the courseware, ‘use’ these learnings at work, and also ‘find’ new ways to apply the learnings.
CDT tactics - called ‘Primary Performance Forms’ - are:
- Expository: ‘Show’ the learners, through visuals & demonstrations
- Expository: ‘Tell’ the learners, through text & audio
- Inquisitory: ‘Ask’ the learners, via learner interactivity
CDT components - called ‘Secondary Performance Forms’ - are:
- Prerequisites, such as learner prerequisites
- Objectives, such as learning objectives
- Helps, such as global/ contextual helps, hints, job-aids (templates)
- Mnemonics, such as job aids (checklists)
- Feedback, such as remedial, reinforcement