Brief Summary
Doug Neal discusses curriculum design, focusing on the development of the Verbal to Visual classroom and the "Learn in Public" project. He outlines a high-level planning approach involving understanding the audience, defining the transformation students will undergo, and determining the container for the curriculum. He shares how these principles were applied in designing the Verbal to Visual classroom, including identifying the target audience, setting learning objectives, and structuring the course into modules.
- Understanding the audience
- Defining the transformation
- Determining the container
Introduction
Doug Neal introduces the topic of curriculum design, highlighting its importance in creating a cohesive learning experience. He mentions two projects: a behind-the-scenes look at the development of the Verbal to Visual classroom's introductory course, and the "Learn in Public" project. He expresses excitement about applying curriculum design ideas to build a learning experience around the concept of learning in public.
High-Level Planning
The initial stage of curriculum design involves three key components. First, it's crucial to understand the target audience, including who the students are and their current situation. Second, define the transformation that students will undergo as a result of engaging with the curriculum. Finally, determine the container for the curriculum, whether it's a book, a semester-long class, or a series of online videos.
Applying the Ideas: Verbal to Visual Classroom
When designing the Verbal to Visual classroom, defining the target audience involved identifying the intersection of learners and makers interested in developing their visual note-taking skills. To gain specific insights, a survey was sent out to gather information about what people wanted to learn, their professions, and their reasons for learning visual note-taking. The goal was to create an experience that resonated with the audience and met their specific needs.
Transformation and Container
The transformation aimed to help students develop core visual note-taking skills and a customised visual note-taking process tailored to their needs. The container for the curriculum was structured as a nine-module course. The course was divided into two parts: developing core skills (text, layout, imagery, and colour) and using visual note-taking as a tool for learning, problem-solving, and sharing ideas. The course concluded with an outro to guide students on continuing to develop their skills.
Moving Forward
Identifying the audience, transformation, and container provided a foundation for further development. These three elements served as reference points for building out lessons and activities. The next video will explore how Steven Pressfield's clothesline method was used to flesh out the nine modules. Viewers are encouraged to apply these three pieces to their own curriculum development projects by clarifying their students, the desired transformation, and the learning experience's context.
