Book Description

Many trainers and instructional designers often struggle with the connection(or lack thereof) between the different phases of instructional design. We know that analysis is followed by design, which is followed by development and implementation, and that everything should culminate in an evaluation of the learning. One of the many struggles faced however is that most instructional design systems do not make a clear connection between these phases. While there are many valid models and concepts, when phases are treated as separate entities it tends to increase the amount of time and energy needed to successfully complete each. In turn, these misunderstandings lead many training and learning professionals to focus on aspects that are less valuable in developing effective training programs. Today's training and learning professionals often desire for programs to be created quickly which often leads to designers skipping important steps in developing an effective program. Many have asked if this better, more efficient way exists. The answer is the DACUM System. DACUM, standing for Develop A CurriculUM, was developed in 1968 by Robert E. Adams and has been successfully implemented by organizations world-wide. The DACUM System has experienced much success over they ears because unlike other instructional design systems, DACUM connects all the phases. Not only does the DACUM System connect all phases of instructional design, but it also can be done effectively in significantly less time than traditional instructional design. This book specifically focuses on the program/curriculum designer's role(often referred to as a coordinator) within the DACUM system and outlines everything one would need to build an effective DACUM learning program. Throughout this book we include specific models, illustrations and examples designed to walk potential program designers through the DACUM curriculum design process in greater detail than has ever been provided before. Also, within the book are strategies and techniques for effectively completing program development grids, orienting curriculum committees to the DACUM process, creating learning activities, designing printed and A/V materials, organizing Learning Activity Batteries, selecting human resources, implementing learning, evaluating learning, program refinement, and managing the DACUM learning program.