In the course of work or study, we notice that learning gaps often limit the potential of the team – either in terms of learning or production. This learning gap can be bridged by developing new curricula for learning programmes that can extend the group’s existing capacities and develop new ones too. Identifying learning gaps and developing a curriculum to bridge them is a process that is called ‘Learning Design’ and needs to be supported by ample classroom teaching experience so that there is an understanding of what the learners are going through.
We have a very dynamic and active process of designing a curriculum. It comes together through stages of iteration and experimentation. Eventually, a curriculum can claim to work only if the learners validate it! With Learning Design, the success of an educational programme falls on the curriculum and not just the instructor or teacher. This makes it possible to analyse and address the performance problems in an institution appropiately