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Xcellon > Academics > Instructional Systems Design  
Instructional Systems Design  
Instructional Systems Design (ISD) is based on the "systems" thinking concept of input-process-output. It is a scientific, process based approach for curriculum development. At Xcellon, the curriculum is designed following the principles of ISD, based on the "ADDIE" model (Analyze, Design, Develop, Implement, Evaluate)

a) Analysis
Curriculum needs for programs are analyzed through meetings with senior and expert academicians, key professionals holding dominant positions in the corporate world and subject experts. The team conducting the interview meetings is specifically trained for the process. Industry requirements are also studied in-depth through analyzing published reports.

b) Design
Based on industry expectations, Program Objectives are designed using "Blooms Taxonomy". The Program objectives clearly specify the "end results" that should be observed in the participants after the academic and non academic requirements of the Program are satisfied.

c) Develop
Based on the Program Objectives, learning outcomes for subject modules are prepared.
Learning outcomes clearly specify what the student should be able to do due to his learnings after the module is taught. In addition, delivery methods that need to be used are also planned in advance. The concepts are usually taught in class using experiential exercises, role plays, visits, simulation exercises, business games, group discussions, online simulations, etc.

d) Implementation and evaluation
Regular feedback from students ensures the achievement of learning outcomes. Faculty members continuously share with each other teaching styles, assignments used, games and other in-class activities.

In addition, assignments in one subject are co-related to assignments and concepts taught in other subjects by other faculty members.

The curriculum document prepared for each program gives a detailed description of Program Objectives, details on subject modules that will be covered, learning outcomes of the subject module, examinations, distribution of marks, quizzes, assignments, books to be referred and segregation of concepts taught into essential, critical and need to know.
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