ENVISION - this is the process of envisioning the curriculum of the lessons, the courses or the whole program. Envisioning is more big picture, though it does require rigor in understanding the content, context and outcomes for the learning. It is important to build a comprehensive understanding of the knowledge domain, its current innovations and how it fits with related and connected knowledge domains. The struggle with this first step is there is no waiting until it is finished before people can start learning. People should start learning as soon as the general direction is known. Envisioning iterates with the other steps and what is learned from subsequent steps adds to the envision step.
- High level Curriculum Planning should be done by those not overly tied to the learning outcomes or (from and individual learner perspective) without knowledge of any particular learning outcomes. This is due to those indoctrinated into the subject area may have difficulty seeing the breadth of the subject area. An outsider with broad understanding can see how curriculum plans relate to other subject areas. And from the individual learner perspective they begin to relate the knowledge domain to their personal knowledge. So the high-level curriculum planning should be done as follows;
- From an individual learner perspective this should be done by the learner with input / feedback from their learning network.
- Form a community of practice or peer learning group it should be done through discussion, collaboration and engagement.
- From the institutional perspective this should be done by a librarian and the subject area experts should fulfill the SME role.
- Outcomes: Mind Map / Concept Map, Drawing or creative works, listing of keywords for knowledge domain. What the group or individual responsible for curriculum planning believes is the best way to capture the information.
|AID Themes as Concept Map|
Outcomes: Elaborate on the document / drawing / artefact created during the high level curriculum planning. Learning themes may be documented as additional stories or highlights.
Outcomes: User role descriptions. These could be cards or full pages describing each role with details of breadth of knowledge, background, role within the learning experience.
To a certain extent ENVISIONING is the brainstorming step of Agile Instructional Design. It may be worth considering alternative approaches when envisioning a new curriculum. Many new approaches exist for getting people together to discuss things that matter. Curriculum development matters, particularly when put into the context of global or community change. One particularly effective approach is the World Cafe. I suggest exploring this approach to discovering a shared curriculum.