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Where do I start?
Course-based curriculum deconstruction begins with content matter experts first identifying the main goal of the course. The next step is to then identify the course domains or categories and then break them down into sub-domains and individual knowledges, skills, and abilities (KSAs). KSAs should be identified based on industry needs as well as program pre-requisite curricular needs. The KSAs are then used to build learning objectives and program competencies.
When breaking down the curriculum, it will be important to have key individuals involved, such as faculty, advisory board members, other industry experts, alumni, industry governing entity representatives, and other subject matter experts. It is important for all faculty within the department to participate in the deconstruction process. For more information on this, visit the Connecting with Industry page.
Deconstruction
In the Learning Journey we outline what instruction, learning activities, and formative assessments the student should complete in order to demonstrate mastery in the assessment. The Learning Journey will be completed as you work through the development of each module. Deconstruction allows us to define Course Competencies and Learning Objectives.
Course Competencies define the applied skills and knowledge that enable people to successfully perform their work. Competencies represent what the student will be able to do upon completing the instruction (The student will be able to... (SWBAT) statements).
Learning Objectives are specific to a course of instruction and describe what the learner needs to know in order to achieve mastery of the Course Competency. They are the steps you need to take to complete the competency and demonstrate mastery.
Basically, Learning Objectives say what we want the learners to know and Course Competencies indicate how we can be certain they know it.
Learning Journey
Together, course leads with instructional designers will work together to plan out the course by taking the course deconstruction and determining the best ways to convey the information to the student and the best way to assess student competency. The learning activities, formative assessments, instructional materials and summative assessments will all be planned out on the Learning Journey document.
Learning activities represent the instruction in the course. What experiences are needed to best prepare the student so they can demonstrate mastery of the competency? These activities can take any number of forms, from simulations, to flash cards, and everything in between. These activities, paired with video and reading materials will help the student learn what they need to be successful.
Formative assessments are practice assessments and usually are not required nor are they graded. These are intended to allow students to check and see how they are doing in terms of mastery. A student can use a formative assessment to determine what they know well, and what they may still need to go back over before they attempt the final assessment for competency mastery.
Summative assessments, or mastery assessments, are judgmental in nature and refers to the use of assessment results by instructors or coaches to determine whether and how well a student achieved a learning objective or competency. In the context of program assessment, assessment results are used to determine the extent to which the program goals were achieved. Summative assessments can be performance-based, knowledge-based, or a combination of both depending on the objective to be measured.
Development
In Development, the Content Matter Experts (CMEs) and the Instructional Designers will collaborate to create enhanced online content and assessments for the new PBE course, and set up the official course in the LMS.
Using backward design, summative assessments are identified and created.
Modules or units are designed by CMEs to include instructional materials and learning activities to support successful completion of summative activities.
All elements of the course are documented in the Learning Journey.
CMEs work with Instructional Designers to ensure their vision is translated into the Learning Management System.
Post Development
Because PBE courses are primarily online, it is even more important that we ensure all the content is compliant with accessibility standards with the proper guidelines.
Utilize a course quality rubric such as OSCQR or Quality Matters to evaluation and improve courses.
Ensure accessibility needs are met with course navigation, design, and course elements such as text, images, files, documents, LMS pages, and external web links.
Provide alternative means of access to multimedia content in formats that meet the needs of a diverse learning population.
Create syllabus that outlines course competencies, learning objectives, formative and summative assessments, and stresses PBE grading policy.
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