Curriculum Design typically refers to the design of Curricula – which typically means a course. Sometimes it means an entire set of content, multiple courses, deliverables/learning solutions, etc.
Curriculum Architecture Design means (to me) something different. It means the performance-based design of a Learning Path/ T&D Path, Development Roadmap, etc., etc. It identifies what’s needed, what you’ve got and where the gaps are. Not that all gaps should be addressed, nor all existing sets of Instruction AND Information should continue to be supported: maintained and deployed/made accessible.
That T&D Path or Learning Path should be modular – meaning modular content – not a collection of modules. The Events (or whatever you’d like to call them) should be modular too. My modular Events are first composed of Modules – that later get converted into Lessons – which then get modularized themselves into Instructional Activities – of any blend.
The T&D Event Specs (specifications) and T&D Module Specs define the gaps based upon the analysis data and the Design Team’s embellishments (of additional content beyond what might have gotten captured – or missed – in the Analysis efforts of first defining the ideal job performance in terms of outputs and tasks – and then the systematic deriving of the enabling Knowledge and Skills. Then existing content – both Instructional and Informational – is assessed against that set of criteria.
Then the Design process starts – where the Path is established – for establishing a common understanding with the Team of: how long is the beginning of the Path – the On-Boarding part that goes beyond the HR paperwork and typical orientation welcome to the Enterprise, the business unit, the function, the department, the team or teams, and the job – which is all part of the beginning of the beginning of the path.
Then the middle of the beginning is defined – additional advanced organizers on the job’s Areas of Performance (AoPs).
Then the Survival Skills make up the end of the beginning of the path.
The rest of the analysis data is used to form the Modules and Events’ content for the Middle and End of the path. Each of which typically have their own beginning, middle and end.
The secret sauce is in the analysis data: both the performance data and the enabling knowledge/skills data. And the existing T&D/L&D content assessments – if there is existing content – and in 74 projects conducted by me – and the hundreds by my former staffs and my clients’ staffs – there almost always is. Even for jobs just created.
And most of that content – I’ve found and others have found – is mostly “enabling” content and less on the hands-on here is how to do your specific tasks to produce your outputs that need to meet Stakeholder – including but not limited to the Customers’ REQUIREMENTS.
I’ve been writing about this front-end approach to a later ADDIE-like approach to ISD and ID – where rapid doesn’t then not lead to overlapped and gapped content – since the early-mid 1980s.
I’ve also been training my clients’ staffs on these methods since 1984.
A CAD effort is for critical target audiences in critical processes – the Target Audiences I call “PUSH” versus “PULL” – and the PUSH efforts will identify content that can serve both PUSH and PULL Target Audiences – by using my design rules/guidelines and my 5-Tier Inventory Structure for modular content.
Architecture produces products – and can produce modular products that enable sharing of content – “as is” and/or “after modification.”
To be better stewards of shareholder equity. To get more bang – performance – better, faster, cheaper.
“Guy Wallace involved my team in a project with GM to build a curriculum for stamping plant supervisors using his CADDI process. Guy’s energy, experience, and skill, combined with the process made it possible for us to build an 18 month program that eventually won an award for our GM client. Our client really felt that a quality product was produced and that Guy and the team were excellent.” March 16, 2009
1st DeeAnn Caudel, Director, General Physics
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