ABSTRACT
Chapter 9 focuses on curriculum design and instructional systems design (ISD) practices, with regard to motivational immediacy. Some commonplace attitudes and practices are challenged in this chapter, and the implications of common practices are called into question. Taking the theoretical and practical concepts introduced in the first eight chapters of the book, recommendations are made for more meaningful and fruitful ISD practices in the workplace. A theoretical alignment pyramid is introduced and it is used as a framework for making purposeful and meaningful decision about curriculum design. The primary premise of this chapter is that curriculum design should not be about the content (as it most often is), but that it also should be about the learner. This chapter wraps up with a set of “heretical” curriculum rules.
