Curriculum Design
When a group of individuals designed to be members of a sales force for a brick and mortar multinational business go 'back to school,' the curriculum philosophy, implementation and design of the firm will be by definition much, much different in its objectives than the aims of the curriculum of a local school district. The difference will not simply be in the age of the individuals, as many older people are becoming part of the nation's high school and community college graduates. Rather, the primary difference will be that the curriculum for the corporation must be praxis-driven, rather than simply designed to foster learning in the students. Customer service and retention and employee satisfaction and retention must be the prime objectives of such corporate training. Companies "use training to meet an ever-growing mix of strategic objectives. Significantly, nearly 60% use training to instill brand identity." (Vargas, 2005) The object of the training is to serve the brand and the company, not the individual, and to make a better and more confident and productive salesperson for the company, not necessarily a better student.
The sales curriculum must thus be designed with practicality and profits in mind. Academic learning is open ended, and designed to encourage students to ask 'what works.' But in corporate settings, management and outside consultants, as well as the past experiences of the company have already reached a consensus about what works. Now, the task of the curriculum is to enable the sales staff to implement the company's designed program to make effective sales. For example, in a school, one might ask, what is the best way to treat...
" How much the design of curriculum may affect the student in terms of learning outcomes is another very important consideration in this humanistic theory of Combs and Snygg. Differentiation in the Perceptions of Learning Style Just as different individuals have different tastes, views and personalities the theories of learning are differentiated as well. Some of the learning styles that exist are Learning preferences that exist are based in (1) Concrete learning
Curricular instruction on what to expect both practically and emotionally from the patient and his or her surrounding support system will be instrumental in preparing to help these individuals navigate the difficult course of treatment. Designed Nursing Case: Instruction through the Electronically-mediated approach would ultimately segue into graduating involvement with real case management scenarios. The practical design of this aspect of the curriculum will revolve on breast cancer, which is useful
curriculum of all the schools of a district. It uses 5 sources and is in APA format. The main aim of my curriculum that I have designed for five elementary schools, 4 middle schools and one high school of the district, is that I intend uniformity in the curriculums of all the schools so all the schools impart the same educational quality and therefore there is no discrepancy and the
Learning theories play a large role in the cultivation of curriculum within the realm of education. The purpose of this discussion is to describe how a selected learning theory influences curriculum. For the purposes of this discussion, we will focus on Social learning theory. Our research will contain a discussion of the learning theory, a description of how it affects curriculum design, and thoughts on the use of the theory
7. What policies should be taken into account for the curriculum design? Institutional policies concerning the disciplines being offered should be taken into account (Keating). Case Study #2: Philmore College 1. What parameters must the curriculum committee consider when designing the courses? The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of
All foundations are important, but social forces are becoming increasingly influential as planners struggle to design and develop curriculum that meet the diverse multicultural needs of students. 7. What is the difference between curriculum development and design? Curriculum design defines learning objectives, what learning and teaching strategies should be adopted; and what evaluation strategies will ensure that the desired aims and learning outcomes are achieved. Curriculum development uses information from the
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