Notes on Programme Design and Development

Focuses on phase 2 of the systems model: Design and Development of the Learning Programme.
Important principles of good training and development design include:
  • Careful planning for effectiveness
  • Appropriateness
  • Engagement in delivery for achieving desired learning and development outcomes.
Definition of a Learning Programme: A purposeful and structured set of learning experiences designed to enable students to achieve specific agreed exit-level outcomes.
- Description: Coherent combination of units of learning expressed in an outcomes-based format aimed at one or more qualifications for academic and/or vocational purpose.
- Alternative definition: A combination of courses, modules, or units of learning, learning support materials and methodology to achieve specified learning outcomes.
Areas of exploration in this chapter:
  • Requirements for outcomes-based education
  • Formulation and classification of learning outcomes
  • Content selection and sequencing
  • Training programme planning and factors influencing development.

Curriculum: The plan for teaching and learning processes following training needs assessment.
- Key elements include defining learning outcomes, selecting appropriate content, sequencing learning, assessment methodology, instructional methods, and media.
Outcomes in outcomes-based education serve as the basis for aligning teaching, learning, and assessment strategies.
Learning outcomes act as the golden thread for teaching and assessment coherence.

Every course/programme must have a clear, concise purpose statement defining its existence and requirements for student achievement.
Purpose statement includes:
• The environment(s) for undertaking activities
• Level of expertise to be gained by the student.
Example Purpose Statements:
  - Diploma in Labour Relations Management: "The primary purpose is to equip learners with the knowledge, skills, and attitudes to succeed in labour relations."
  - Certificate in Welding: "The purpose is to enable students to perform gas and arc welding on ferrous metals."
  - Advanced Diploma in Business Management: "The purpose is to facilitate management knowledge and skills, focusing on business ethics and corporate social responsibility."

Essence of outcomes-based education involves focusing on what students must achieve after their learning experiences.
6.4.1 What is a Learning Outcome?
  - An outcome is a result of a learning process defining what students must achieve regarding knowledge, skills, competencies, and attitudes.
  - Not interchangeable with terms like goals or objectives.
  - Defined as clear learning results wanted at the end of significant learning experiences. They should represent tangible applications of what has been learned.
  - Spady's definition: "Outcomes are the learning results we desire that lead to culminating demonstrations."

Outcomes should be defined by observable action verbs and outcomes need to reflect observable activities.
Requirements include:
  • The Verb: Indicates observable behavior and outcome type (examples: 'describe’, 'explain’).
  • The Noun/Object: Depicts what is to be achieved.
  • The Modifying Phrase: Indicates the scope/methodology (such as ‘using a scientific calculator’).
An outcome must be:
  • Demonstrable
  • Achievable and assessable
  • Written in a format in alignment with norms and criteria for learning.

6.4.3.1 Critical Outcomes: Macro outcomes linked to national goals and crucial for lifelong learning, including:
• Communication skills, Problem-solving skills, Interpersonal skills, Organisational skills, Research skills, Technology literacy skills, Systems thinking skills.
6.4.3.2 Specific Outcomes: Focused results for a course, unique to the program, requiring specific knowledge and skills.

Different types of outcomes exist based on complexity, leading to the creation of Taxonomies of Learning.
6.5.1 Bloom's Taxonomy:
  - Classifies learning objectives into three domains: Cognitive, Affective, and Psychomotor with a hierarchy from basic to complex skills.
  - Cognitive Domain: Levels range from remembering to creating, using verbs specific to each category.
    - Knowledge: name, label, select
    - Comprehension: interpret, explain
    - Application: demonstrate, apply
    - Analysis: distinguish, analyse
    - Synthesis: create, design
    - Evaluation: judge, critique.
6.5.2 Anderson and Krathwohl's Taxonomy: Revised to emphasize cognitive actions and types of knowledge stored in grids to formulate assessments and educational objectives.

Key components of phase selection and sequencing of content for effective training based on identified learning outcomes.
6.6.1 What is Content?: Knowledge, skills, attitudes, and values necessary to master outcomes, including practical activities essential for application.
6.6.2 Factors Influencing Content Selection:
  • Subject-matter characteristics
  • Student characteristics (prior knowledge, cultures)
  • Trainer competencies and methods.
6.6.4 Types of Content:
- Essential, Helpful, Peripheral, Unrelated.

Effective training requires meticulous planning at both program and intervention levels.
A programme must cover specific information:
  • Target audience
  • Learning outcomes and prerequisites
  • Timing and methods
  • Assessment methods
  • Delivery strategies and resources.

Several external and internal factors can influence course design, including students' needs and backgrounds, available resources, and external regulations.
Considerations include diversity in student knowledge, beliefs, societal implications, and course effectiveness criteria.

Develop learning outcomes for a chosen subject ensuring they meet established guidelines, emphasizing verbs, nouns, and qualifiers.