1. Program Development From Concept to the Classroom

2. DACUM: Its Usefulness in Task Analysis for Course Development
Introduction
Background
DACUM Method
DACUM: Three Assumptions
Advantages & Limitations
A Successful DACUM Process
From Concept to the Classroom
Creating Learning Plans from a DACUM Analysis
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

3. Basic Premise in Canadian College Course Development
Unless an accurate, detailed job analysis is undertaken prior to developing a training program, companies may discover after investment of considerable resources that tasks trained for were not essential and not required
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

4. Today we will discuss:
Develop A Curriculum (DACUM) as an approach to task analysis that may be quite useful for instructional developers interested in competency-based learning and training
The origin, methodology, and underlying assumptions of DACUM.
The advantages and limitations of the process are explored.
How data gathered in a DACUM analysis is used to build a program – course outlines and course learning plans
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

5. Background
DACUM job analysis originated in Canada in the 1960's as a way to develop competency lists drawing on the expertise content experts
Post-secondary institutions use DACUM as an approach to competency-based learning because of its success in developing high-quality content analysis in a short period of time
The DACUM approach makes it possible to develop a complete job profile, with duties and tasks identified and prioritized, usually in only two days. The profile can then be validated by a larger sample
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

6. DACUM Method
A group of six to twelve experts who are competently performing the job are recruited to form the DACUM committee.
Because of their current occupational expertise, committee participants do not need to make advance preparations other than freeing time to be available.
A DACUM facilitator guides the committee to collectively develop the DACUM chart over a period of two to three days
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

7. Steps in the DACUM process
Orientation to the process
Review of job description
Identification of general areas of competence (GAC's)
Identification of tasks and skills
Duties and related tasks are written in observable and measurable terms.
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

8. Steps in the DACUM process
Organize and sequence task statements in relation to GAC's and complexity
Identification of behavior, attitudes, traits, general skills and knowledge, tools, and equipment required to perform the duties and tasks
Other options, as desired (e.g., leveling of tasks, addition of a rating scale)
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

9. DACUM is based on the following assumptions
Expert workers can describe and define their job more accurately than anyone else
Any job or outcome can be described in terms of the tasks expert workers perform
All tasks, in order to be performed correctly, require certain knowledge, skills, tools, and attitudes
Experts are able to identify valid, reliable outcomes and competencies
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

10. Advantages of DACUM
DACUM has been successfully used to analyze a diverse range of occupations at all skill levels
It can be accomplished in a short time frame of less than three days.
It is relatively inexpensive to develop, requiring minimal resources of a meeting room, facilitator, supplies, postage, telephone, and meals
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

11. Advantages of DACUM
Because those performing the competencies are involved in the process, its accuracy and likelihood of acceptance by those who implement and receive the subsequent training is increased.
It provides a detailed task analysis, a tool for performance appraisal, a basis for the development of competency-based learning and evaluation, and a means of identifying individual training needs
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

12. Limitations The process has been criticized as "very task oriented
Other criticisms are that it stifles creativity and there is no evidence that competency based education serves students better than traditional approaches
The two-day process can be very draining for committee members and facilitator as each item will be discussed, debated, written, rewritten, revised and revisited.
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

13. From analysis to course development
The DACUM process is effective for detailed task analysis, identification of individual training needs, performance appraisal, and development of competency-based learning.
The careful selection of facilitator and committee members is important to a successful DACUM.
A detailed, accurate DACUM chart can be created quickly at relatively low-cost.
It can then be used by instructional developers as a basis for developing a training program
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

14. DACUM Mapping
It is important to remember that DACUM does not produce the curriculum directly
DACUM is a tool that will assist in determining the skeleton of a competency-based training program
Educators must be aware of the learning gaps that remain following the DACUM process
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

15. DACUM Mapping
DACUM works best when faculty are content experts in the field that they are teaching
Faculty must be consulted to determine where each task will be taught
Careful consideration must be given to the process of skill development of the students
Careful consideration must be given to what order the skills will be developed
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

16. DACUM Mapping
Once the DACUM map is developed, faculty must determine what additional information the learner need so that they are educated and not simply trained
We must consider the theory and knowledge that the learner requires to fully conceptualize what they must know
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

17. Course Outlines
Well developed course outlines places the learner at the center of the learning process
We must consider the intended outcome and work backward to understand what we need to teach our students
Our course outlines are no longer about what we will teach, but rather, what our students will be able to accomplish upon successful completion of the course
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

18. Course Outlines
Each objective must be measurable so that we can authentically evaluate the learners progress
To authentically evaluate, each learning objective must begin with an action verb and be limited to a single objective
Bloom’s Taxonomy provides educators with a list of verbs grouped by knowledge and skill development levels
A tentative program title;
• Program rationale including educational needs to be addressed with evidence of agency/industry endorsement where possible
• Current and future employment opportunities;
• A proposed implementation schedule including date for submission of detailed proposal;
• Estimates of operating and capital costs;
• Funding sources;
• Resource requirement;
• Agencies or groups that will be consulted;
• Types of courses/areas of study and calendar descriptions if possible;
• Other sites where the program is offered outside the province.

19. Part 2: Course Portfolio Binders
Creating Learner Plans

20. Behaviours of the Outstanding Teachers
Carefully conceptualizes the course to be taught
Carefully organizes ideas into working plans and detailed course documents
Is always prepared
Actively engages students in their learning

21. Behaviours of the Outstanding Teachers
Is aware of and attends to different learning styles
Makes learning topics relevant and current
Are aware that their roles is not to simply deliver information, but must be effective in facilitating learning
Are checking to make sure that learning has occurred

22. Behaviours of the Outstanding Teachers
Enables students to discuss, reflect, and think about what they have learned
Identifies the specific knowledge, skills and attitudes they want the student to gain
Evaluates fairly

23. How can we be effective teachers?
Learner Plans

24. Why use a Learner Plan Learner Plans give direction to instruction
A Learner plan attempts to ensure effective alignment among
The stated learning outcomes
The activities undertaken to achieve those goals
The way in which achievement of the goals will be recognized and assessed

25. Why use a Learner Plan
A Learner plan aids in the successful execution of a lesson
A Learner plan allows for you to check activities you have designed against the time available so that the most important activities are completed

26. Why use a Learner Plan
A Learner plan helps you insure continuity between lessons, linking past learning to current ideas while preparing for future classes
A Learner plan aids in the successful execution of a lesson
A Learner plan acts as a concrete record of the class experience from which you can take notes

27. Why use a Learner Plan
A Learner plan allows for reflection so that methods, activities and content can be updated to best reflect the intended outcomes
A Learner plan allows you or an entire department to integrate a curriculum across a sequence of courses, ensuring that each class builds on those that preceded it

28. Why use a Learner Plan
Most importantly, a Learner plan can help you move away from the model of education that is often described as “teach-by-telling” model of education
A Learner plan serves a reminder that the lesson needs to be experienced by the student, and not just heard

29. Components to a Learner Plan
Employs the correct techniques
Considers the students
Considers the physical teaching environment and the available equipment and resources
The type of learning you are aiming for

30. Components to a Learner Plan
Techniques to consider when conveying information include:
Lecture
Field trips
Discussion group
Interviewing an expert
Selected reading
Case studies
Demonstration by the instructor
Classroom discussion

31. Components to a Learner Plan
Techniques to consider when reinforcing memory include:
Practice with feedback
Memory aids
Written work exercises

32. Components to a Learner Plan
Techniques to consider when teaching a skill include:
Demonstration by an expert
Practical assignments in a laboratory setting
Guided experience
Coaching (practice with feedback)

33. Tips for Great Learn Plans
Examine other templates
Understand the Plan’s purpose
Remember it’s a starting point, but you should be flexible
Utilize your peers
Don’t have so much detail that it is the course
Make sure you have the main points

34. Thank You