Lon Setnik, MD FACEP, MHPE 2022-12-16 %% #on/training #on/learning | #moc/publish ```toc style: number min_depth: 2 max_depth: 6 ``` %% ## What's the big idea here? *Curriculum design is the job of the [[learning leader]] before the activity starts. It is part of a cycle of learning activities. Curriculum design is intended to solve problems faced by the learners, organizations and ultimately in service of the society at large.* - Curriculum design concepts are key to leveraging the science of adult learning. *Use [[🐓 Idea Farm/Deadfall/For myself only/Readwise/Books/Understanding by Design]] ([[Backwards Design - Designing for Understanding]]) to raise the [[My Favorite Questions]] and expose our learners to them, so we can be the [[learning leader]] through [[Guiding, Intermediating, Facilitating, and Teaching]]. This process lets us [[begin with the end in mind]].* ## Curriculum Design Summary: ### Design for understanding ### 1) Readiness Goals: #### How do I know what the people, organizations or community need learners to be ready for at the end of this learning activity? - Have I done due diligence to [[ask five whys to learn the real issue]]s? - What standards, patient needs, relational needs or other needs are driving this learning activity? Why are those important? What are the real issues? ### 2) Evidence of Understanding: #### How do I know what acceptable evidence of readiness is for each step in this activity (Wiggins & McTighe, 2005)? How is this specific to this level of learner? - How will learning leaders know when the learners are ready? What will understanding look like? How does my activity allow me to see if they are ready? How does my activity allow the learner to experience the messy transition of learning? Does my activity protect them from having to learn, or allow them to experience learning? - What will the [[Roles of a teacher]] need to be in different moments of this activity? When will the learning leader guide, intermediate, facilitate, and teach (Roze des Ordons et al., 2022), (Fey et al., 2022) ? ### 3) Activity design: - What activities will allow the learners to engage in the messiness of learning? - What activities will allow the learning leader to assess their readiness, as well as close any gaps? #### How do I know what resources I have for this learning activity? - What are the constraints in terms of time, people, location, etc? - What are the tradeoffs that I should consider ## Failure Mode: Content Driven Learning Activities ![[CleanShot 2022-12-16 at 14.46.16.jpg]] ## Try it yourself: Lia's Curriculum Design Template https://docs.google.com/document/d/13hI0fnh5HfKoPttU2hz6BHgYTX-Dh-IJwONKAZgy1jc/edit?usp=sharing ## Self-Evaluate your design process ### Reflective curriculum [[exam wrappers]], ask this at the end of your activity? - #### How did I prepare this curriculum? - #### What happened as a result of this learning activity? As learning leaders you are creating an experiment, so consider your activity a hypothesis generating activity. The hypothesis is that you can make a change. How will you understand what actually changes? How will you understand what learning happens, [[🐓 Idea Farm/3 Inbox of ideas/beyond "did it work?"]]? What effect on the culture, on the learning experience, on the drive to learn. ![[🐓 Idea Farm/3 Inbox of ideas/beyond "did it work?"]] ## Sources: Cheng, A., Nadkarni, V. M., Mancini, M. B., Hunt, E. A., Sinz, E. H., Merchant, R. M., Donoghue, A., Duff, J. P., Eppich, W., Auerbach, M., Bigham, B. L., Blewer, A. L., Chan, P. S., Bhanji, F., & On behalf of the American Heart Association Education Science Investigators; and on behalf of the American Heart Association Education Science and Programs Committee, Council on Cardiopulmonary, Critical Care, Perioperative and Resuscitation; Council on Cardiovascular and Stroke Nursing; and Council on Quality of Care and Outcomes Research. 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