IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups: Backwards Curriculum Design From Target Complex-Skill Capabilities (for Nonformal Informal Learning)

Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups: Backwards Curriculum Design From Target Complex-Skill Capabilities (for Nonformal Informal Learning)
View Sample PDF
Author(s): Shalin Hai-Jew (Kansas State University, USA)
Copyright: 2020
Pages: 37
Source title: Form, Function, and Style in Instructional Design: Emerging Research and Opportunities
Source Author(s)/Editor(s): Shalin Hai-Jew (Kansas State University, USA)
DOI: 10.4018/978-1-5225-9833-6.ch005

Purchase


Abstract

Curriculum design is often applied to creating formal learning sequences to ensure that learners pursuing accredited coursework experience the proper learning contents, activities, life-building, and fair assessments in the proper order. In a lifelong learning context, learners will engage in a combination of formal (accredited), nonformal (byproduct learning from structured unaccredited learning contexts), and informal (unintentional) learning. For the latter two contexts, and for individual and groups of learners, there may be benefits in constructing a backwards curriculum design to enable target complex-skill capabilities (even those that require years of effort). This work explores how to create a backwards curriculum design from target complex-skill capabilities, using manually created data tables and related mind maps as early design tools. These enable advancing targeted learning by skill branches or by sequential approaches towards the target skillset.

Related Content

Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion: Implications for Instructional Design
Ouhao Chen, Slava Kalyuga. © 2020. 26 pages.
View Details View Details PDF Full Text View Sample PDF
Applying Uses and Gratifications to Promote Cognitive and Affective Learning via Online Instructional Content
Rebecca M. L. Curnalia, Amber L. Ferris. © 2020. 13 pages.
View Details View Details PDF Full Text View Sample PDF
Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy
Michael G. Strawser, Renee Kaufmann. © 2020. 12 pages.
View Details View Details PDF Full Text View Sample PDF
Some Basics to the Initial Setup and Maintenance of Serialized Online Learning
Shalin Hai-Jew. © 2020. 15 pages.
View Details View Details PDF Full Text View Sample PDF
Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups: Backwards Curriculum Design From Target Complex-Skill Capabilities (for Nonformal Informal Learning)
Shalin Hai-Jew. © 2020. 37 pages.
View Details View Details PDF Full Text View Sample PDF
Recognizing Curricular Infusions in Extant Online Learning Contents by Types and at Varying Scales
Shalin Hai-Jew. © 2020. 29 pages.
View Details View Details PDF Full Text View Sample PDF
Optimizing Static and Dynamic Visual Expressions of Time-Based Events, Processes, Procedures, and Future Projections for Instructional Design
Shalin Hai-Jew. © 2020. 17 pages.
View Details View Details PDF Full Text View Sample PDF
Body Bottom