Whether you refer to “it” as a Curriculum Architecture or a Learning Architecture, or a Training Architecture or an Instructional Architecture or a Modular Curriculum, or a Learning Continuum – producing Learning Paths, Training Paths, Development Road Maps, Planning Guides, Curriculum Blueprints, Course and Module Matrices, Content Inventories – are your Methods and Processes…
Innovative or Old School?
12:35 Minute Video
Old School uses old approaches – traditional interviews and observations and document reviews.
- Interviews with people who cannot – even if/when they want to – give you what you need to produce complete and accurate content to guide/teach performance. They are performing on auto-pilot – where most of what they know is sub-conscious. Research tells us this.
- Observations of mixed behavior and cognitive processes – where the cognitive process that you think you can see or ask about (where their hand isn’t quicker than the eye) aren’t really observable. And when you ask them what they are thinking – well, see #1 above. At best you can observe their behavior – but there is more to it than that!
- Document Reviews of details and nuances – when you wouldn’t know a nuanced issue and maybe even the “most obvious issues” if it/they were a rattle snake – noisily rattling – and about to bite you. Are you really in position of having enough prior knowledge yourself to understand what you are reading? And your clients really believe’s your “take-aways?”
But Wait – There’s More
Old School has Instructional Designers making business decisions that they shouldn’t be asked/allowed to make.
They are left/asked to decide what the high, medium and low (and zero) priorities are – or – if when Push Comes to Shove and not everything can/should be addressed – what stays – and what gets left behind.
Yikes, yikes, and yikes!!!
Is there a better way? A more Innovative Way?
Yes, there is. And there has been.
But it all depends on whether you think/believe that Instruction (Training, Learning, Knowledge Management content) should be more of an artistic product from an artistic process – or an engineered product from an engineered (architected) process.
My business partners and I used the term architecture in our 1984 article in the September issue of TRAINING Magazine – here. We could have used Engineered. Same-Same. From the Resource Tab…
CAD – Training Mag – 1984 – 6 page PDF – the first publication about Curriculum Architecture Design via a Group Process – published in Training Magazine in September 1984. Original manuscript (30 pages) – How to Build a Training Structure That Won’t Keep Burning Down.
My inspiration for the analysis methods of this approach came from one of my key mentors, the late Geary Rummler, who also re-designed the cover of my draft for the 1999 book – “lean-ISD” – after reviewing the book and sitting with me in his Tucson offices in 1999 – to grill me about it all.
Then he wrote his review…
Testimonial 1 – from the late Geary Rummler
Testimonial 2 – from Miki Lane
Here is a 12 minute sub-set from that longer video – focused on Content ReUse – and how that is accomplished via The PACT Processes:
More Video: The Holy Grail of ReUse
The only way to approach ReUse of Instructional Content – is NOT with the typical Learning Object Concept – but with the PACT Processes’ Content Architecture models and structure – for authentic, performance improving Content – of any blend. Otherwise you’ll share generic content that won’t really teach/instruct – and improve performance.
You’ll only Share Content – and that’s NOT the point, goal, objective, metric, etc.
For more info – please send me an email or give me a call!
Email me at: firstname.lastname@example.org
Or call: 704- 746- 5126 (mobile)
The first 4 resources in the next graphic are available for free in the Resources Tab
For more about these methods – and moving from Training/Learning to Performance-based Training/Learning and then to Performance Improvement Consulting:
The Latest Book Series – A 6-Pack
For more info about these 6 books – updates and reconfigurations from earlier writings – published in 2011 – please go here.
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