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Curriculum Development
Seta A. Wicaksana
Founder and CEO of
www.humanikaconsulting.com
dan hipotest.id
Seta A. Wicaksana
0811 19 53 43
wicaksana@humanikaconsulting.com
• Business Psychologist
• Pendiri dan Direktur Humanika Consulting dan hipotest.com
• Anggota Komite Nominasi dan Remunerasi Dewan Komisaris PT Askrindo
• Sekretaris Prodi MM Program Pasca Sarjana Universitas Pancasila
• Dosen Tetap dan Peneliti di Fakultas Psikologi Universitas Pancasila
• Pembina Yayasan Humanika Edukasi Indonesia
• Wakil Ketua Asosiasi Psikologi Forensik Indonesia wilayah DKI
• Penulis Buku: Sobat Way (2016), Industri dan Organisasi: Pendekatan Integratif dalam
menghadapi Perubahan (2020), Human Faktor Engineering: Integratif Desain Manusia
dan Lingkungan Kerja (2021), Psikologi Industri dan Organisasi (2021), Psikologi Umum
(2021), Manajemen Pengembangan Talenta (2021), PIODiagnostik: Pengukuran Psikologi
di Lingkungan Kerja (2021), Transformasi Digital: Perspektif Organisasi, Talenta dan
Budaya Organisasi (2021), Psikologi Pelayanan (2021) dan Psikologi Konsumen (2021).
• Dosen Tidak Tetap di: Program Pasca Sarjana Ekonomi di Univ. Pancasila, STP TRISAKTI,
Fakultas Psikologi Universitas Mercu Buana, STIKOM IMA
• Certified of Assessor Talent Management
• Certified of Human Resources as a Business Partner
• Certified of Risk Professional
• Certified of HR Audit
• Ilmu Ekonomi dan Manajemen (MSDM) S3 Universitas Pancasila
• Fakultas Psikologi S1 dan S2 Universitas Indonesia
• Sekolah ikatan dinas Akademi Sandi Negara
Learning outcomes
• By the end of this session, you will be able to:
• Describe how to develop an outcome-based curriculum or
learning module
• Write learning outcomes for an evidence-based practice
module
• Describe appropriate teaching and learning methods
• Describe appropriate assessment strategies
• Describe strategies for evaluating curricula
What is a curriculum?
• “Everything that happens in relation to
the educational programme.”
• (Genn J, 1995)
Formal and the informal learning
On the job
Off-the-job
Unconscious Conscious
Accidental learning
at work
Making and taking
learning opportunities at
work
Accidental learning at
home and socially
Structured learning
experiences e.g. courses,
workshops
Curriculum planning cycle
Curricular cycle
Needs assessment
Design
Implementation
Output
Peyton and Peyton, 1998
Outcome-based curricula
Aims, desired
outcomes (will be able
to…) and content
Teaching and learning
Assessment
Evaluation
Curriculum
development
• What sort of worker do we want?
• How will we reflect demands
from external agencies?
• What outcomes and content
should we include?
• What teaching and learning
methods should we use?
• How will we assess learners?
• How should we establish links to
evaluation?
• What sort of worker do we want?
• How will we reflect demands from external
agencies?
• What outcomes and content should we
include?
• What teaching and learning methods
should we use?
• How will we assess learners?
• How should we establish links to
evaluation?
Curriculum development
Specialists in
adult psychologist
“work with others to assess,
manage and treat people of
working age with mental health
problems and contribute to the
development and delivery of
effective services for such
people.”
Curriculum
development
• What sort of healthcare worker do we want?
• How will we reflect demands from external
agencies?
• What outcomes and content should we
include?
• What teaching and learning methods should
we use?
• How will we assess learners?
• How should we establish links to evaluation?
Curriculum
development
• What sort of healthcare worker
do we want?
• How will we reflect demands
from external agencies?
• What outcomes and content
should we include?
• What teaching and learning
methods should we use?
• How will we assess learners?
• How should we establish links to
evaluation?
Learning
outcomes
should:
• Be written in the
future tense
• Identify important
learning requirements
• Use language which
students can
understand
• Be achievable
• Be assessable
Learning outcomes
Acceptable verbs:
•To describe
•To compare
•To analyse
•To plan
•To critically appraise
Unacceptable verbs:
•To know
•To understand
•To appreciate
•To enjoy
•To believe
Evidence-based practice
• Ask an answerable question
• Access the evidence
• Appraise the evidence
• Apply the appropriate
evidence
• Assess the process
Curriculum
development
• What sort of healthcare worker do we
want?
• How will we reflect demands from
external agencies?
• What outcomes and content should
we include?
• What teaching and learning methods
should we use?
• How will we assess learners?
• How should we establish links to
evaluation?
Planned
curriculum
Learned
curriculum
Taught
curriculum
Educational strategies
Student-centred
Problem-based
Integrated
Community-based
Electives + core
Systematic
Teacher centred
Information gathering
Discipline-based
Hospital-based
Uniform
Apprenticeship
Spiral Curriculum
•“Doer” of EBP
• Clinical Expert
• Knowledge manager
•“User” of pre-appraised
resources
• Shared decision-maker
•“Replicator” - guidelines
Teaching and learning
Knowledge Skills Attitudes Behaviours
Stand-alone
teaching
√
Integrated
teaching √ √ √ √
Coomarasamy A, Khan K. What is the evidence that
postgraduate teaching in EBM changes anything? A
systematic review. BMJ 2004;329
Curriculum development
• What sort of healthcare worker do we want?
• How will we reflect demands from external
agencies?
• What outcomes and content should we
include?
• What teaching and learning methods should
we use?
• How will we assess learners?
• How should we establish links to evaluation?
Assessment
Knows
Knows How
Shows How
Does
Performance review
Essay papers
Multiple choice
Simulation
Critical Appraisal Paper
Workplace-based assessment
Critically Appraised topics
Curriculum development
• What sort of healthcare worker do we want?
• How will we reflect demands from external
agencies?
• What outcomes and content should we
include?
• What teaching and learning methods should
we use?
• How will we assess learners?
• How should we establish links to evaluation?
Kirkpatrick’s hierarchy
Level 1: Reaction
Kirkpatrick D, 1967
Level 2: Knowledge change
Level 3: Behaviour change
Level 4: Performance change
Evaluating
the
Curriculum
CIPP
Evaluation
• The means for determining what needs
improvement and for providing a basis for
effecting that improvement
• Measures achievement, instructor’s performance,
the effectiveness of a particular approach or
methodology
• Problems in evaluation
CIPP model
Combines three major steps in
the evaluation process
• delineating
• obtaining,
• providing -three classes of
change settings homeostasis,
incrementalism, Neo mobile
Evaluation and Decision Making (DM)
4 Types of
Evaluation
4 Types of
DM
Recycling
Implementing
Structuring
Planning
Product
Process
Input
Context
Models can be used independently
or in conjunction with each other.
Learning and Giving for
Better Indonesia
www.humanikaconsulting.com

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Curriculum development

  • 1. Curriculum Development Seta A. Wicaksana Founder and CEO of www.humanikaconsulting.com dan hipotest.id
  • 2. Seta A. Wicaksana 0811 19 53 43 wicaksana@humanikaconsulting.com • Business Psychologist • Pendiri dan Direktur Humanika Consulting dan hipotest.com • Anggota Komite Nominasi dan Remunerasi Dewan Komisaris PT Askrindo • Sekretaris Prodi MM Program Pasca Sarjana Universitas Pancasila • Dosen Tetap dan Peneliti di Fakultas Psikologi Universitas Pancasila • Pembina Yayasan Humanika Edukasi Indonesia • Wakil Ketua Asosiasi Psikologi Forensik Indonesia wilayah DKI • Penulis Buku: Sobat Way (2016), Industri dan Organisasi: Pendekatan Integratif dalam menghadapi Perubahan (2020), Human Faktor Engineering: Integratif Desain Manusia dan Lingkungan Kerja (2021), Psikologi Industri dan Organisasi (2021), Psikologi Umum (2021), Manajemen Pengembangan Talenta (2021), PIODiagnostik: Pengukuran Psikologi di Lingkungan Kerja (2021), Transformasi Digital: Perspektif Organisasi, Talenta dan Budaya Organisasi (2021), Psikologi Pelayanan (2021) dan Psikologi Konsumen (2021). • Dosen Tidak Tetap di: Program Pasca Sarjana Ekonomi di Univ. Pancasila, STP TRISAKTI, Fakultas Psikologi Universitas Mercu Buana, STIKOM IMA • Certified of Assessor Talent Management • Certified of Human Resources as a Business Partner • Certified of Risk Professional • Certified of HR Audit • Ilmu Ekonomi dan Manajemen (MSDM) S3 Universitas Pancasila • Fakultas Psikologi S1 dan S2 Universitas Indonesia • Sekolah ikatan dinas Akademi Sandi Negara
  • 3. Learning outcomes • By the end of this session, you will be able to: • Describe how to develop an outcome-based curriculum or learning module • Write learning outcomes for an evidence-based practice module • Describe appropriate teaching and learning methods • Describe appropriate assessment strategies • Describe strategies for evaluating curricula
  • 4. What is a curriculum? • “Everything that happens in relation to the educational programme.” • (Genn J, 1995)
  • 5.
  • 6. Formal and the informal learning On the job Off-the-job Unconscious Conscious Accidental learning at work Making and taking learning opportunities at work Accidental learning at home and socially Structured learning experiences e.g. courses, workshops
  • 7. Curriculum planning cycle Curricular cycle Needs assessment Design Implementation Output Peyton and Peyton, 1998
  • 8. Outcome-based curricula Aims, desired outcomes (will be able to…) and content Teaching and learning Assessment Evaluation
  • 9. Curriculum development • What sort of worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 10. • What sort of worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation? Curriculum development
  • 11. Specialists in adult psychologist “work with others to assess, manage and treat people of working age with mental health problems and contribute to the development and delivery of effective services for such people.”
  • 12. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 19. Learning outcomes should: • Be written in the future tense • Identify important learning requirements • Use language which students can understand • Be achievable • Be assessable
  • 20. Learning outcomes Acceptable verbs: •To describe •To compare •To analyse •To plan •To critically appraise Unacceptable verbs: •To know •To understand •To appreciate •To enjoy •To believe
  • 21. Evidence-based practice • Ask an answerable question • Access the evidence • Appraise the evidence • Apply the appropriate evidence • Assess the process
  • 22. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 24. Educational strategies Student-centred Problem-based Integrated Community-based Electives + core Systematic Teacher centred Information gathering Discipline-based Hospital-based Uniform Apprenticeship
  • 25. Spiral Curriculum •“Doer” of EBP • Clinical Expert • Knowledge manager •“User” of pre-appraised resources • Shared decision-maker •“Replicator” - guidelines
  • 26. Teaching and learning Knowledge Skills Attitudes Behaviours Stand-alone teaching √ Integrated teaching √ √ √ √ Coomarasamy A, Khan K. What is the evidence that postgraduate teaching in EBM changes anything? A systematic review. BMJ 2004;329
  • 27. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 28. Assessment Knows Knows How Shows How Does Performance review Essay papers Multiple choice Simulation Critical Appraisal Paper Workplace-based assessment Critically Appraised topics
  • 29. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?
  • 30. Kirkpatrick’s hierarchy Level 1: Reaction Kirkpatrick D, 1967 Level 2: Knowledge change Level 3: Behaviour change Level 4: Performance change
  • 32. CIPP
  • 33. Evaluation • The means for determining what needs improvement and for providing a basis for effecting that improvement • Measures achievement, instructor’s performance, the effectiveness of a particular approach or methodology • Problems in evaluation
  • 34. CIPP model Combines three major steps in the evaluation process • delineating • obtaining, • providing -three classes of change settings homeostasis, incrementalism, Neo mobile
  • 35. Evaluation and Decision Making (DM) 4 Types of Evaluation 4 Types of DM Recycling Implementing Structuring Planning Product Process Input Context Models can be used independently or in conjunction with each other.
  • 36. Learning and Giving for Better Indonesia www.humanikaconsulting.com