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Course design

The document outlines the principles of course design in training programs, emphasizing the importance of clearly defined training objectives to enhance learning outcomes. It discusses elements such as learning objectives, delivery methods, assessment activities, and considerations for effective training design. Key recommendations include making sessions interactive, utilizing appropriate training methods, and tailoring content to the needs of the learners.

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Kungumaselvan T Ph.D Scholar Agricultural Extension & Communication Course Design
Course design • The course design is the technique of arranging the course content in a logical manner, so as to enable the trainees to learn maximum from the training course.
• The design of the training program can be undertaken only when a clear training objective has been produced. • The training objective clears what goal has to be achieved by the end of training program. • Training objectives assist trainers to design the training program.
Elements of course design Learning objective TNA Course goal Delivery method Assessment Activities
Training need analysis Process of identifying the needs of the employee - job effectiveness First stage of the training development process Addressing skill gaps in an organization
Course goal Overall intended results for the learners to attain from the educational session Keep instruction focused on the targeted content Provides overall direction for learning
Learning objectives Statement which describes ‘what the learner will able to do as a result of the course activities. Identifies what behaviour a participant must demonstrate in order to confirm the intended learning took place.
Delivery method Ways of communicating or imparting the new information to the learners. Lecture, demonstration, group discussion, case study
Activities Experiences that allow the learners to practice applying the new skills and knowledge. Prepares the learners for assessment. Participants: large group, small group, individual. Activities: workshops, role play, presentations and group discussion.
Assessment Evidence to show the learners has met the objectives Measures the learners ability to convert theory into practice Capacity measurement
Principles Employees need based designing and selecting of course material. Create content around training objective Consider adult learning principles
Creation of Practical oriented session Session should be Interactive Proper flow and connect between the segments No longer sessions – break it into small
Steps for effective training
Important considerations while designing a training programme • Cover all content of the course
Motivating / Interesting course design – AV aids – Training methods – Active involvement – Related with job
Combination of training methods
Divide into modules Step by step Easy to manage High efficiency Full resource utilization
Do not start from Monday Do not start from 1st date of month Do not give a course during festivals
Constraints Time Accommodation Equipments Budget
Conclusion • Give importance to course deigning • Effective course designing – effective learning • Course material – learner centred – know your target learners
References • Brown, w. (2010). Course design. UNBC teaching manual. • https://saylordotorg.github.io/text_human-resource- management/s12-04-designing-a-training-program.html • http://thepeakperformancecenter.com/business/learning/cou rse-design/elements-of-course-design/ • Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.