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Curriculum Design: The Basics

25 September 2012 Nicolene Murdoch Executive Director: Teaching, Learning & Quality Monash South Africa. Curriculum Design: The Basics. Student ‘ images ’ of curriculum. CURRICULUM. The race course in the Roman coliseum, much like the race track in a modern stadium.

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Curriculum Design: The Basics

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  1. 25 September 2012 Nicolene Murdoch Executive Director: Teaching, Learning & Quality Monash South Africa Curriculum Design: The Basics

  2. Student ‘images’ of curriculum

  3. CURRICULUM • The race course in the Roman coliseum, much like the race track in a modern stadium. • In Latin “curriculum”refers to a racing chariot; “currere” was to run • THUS - a "running a course, race, or career”. • Modern definitions include: 1) A course / programme2) A set of courses / modules3) A fixed series of studies required, at an institution leading to graduation, obtaining a qualification in a major field of study4) All of the courses, collectively, offered in a school, college, etc., or in a particular subject.

  4. A curriculum can be viewed from three vantage points: • What is intended or planned; • what is delivered; and, • what is experienced (Pideaux, 2003)

  5. OBE (Outcomes-based education) “…defining, organizing, focusing, and directing all aspects of a curriculum on the things we want all learners to demonstrate successfully when they complete the program” Outcomes-based education is a student-centered, results oriented design premised on the belief that all individuals can learn. The strategy of OBE implies the following: • What students are to learn is clearly identified • Each student’s progress is based on demonstrated achievement • Each student’s learning needs are addressed through multiple instructional strategies and assessment tools • Each student is provided time and assistance to realize his/her potential. Boschee and Baron 1993

  6. An OBE curriculum

  7. Programme design

  8. Framework for curriculum development • Plan - scale, scope, goals, stakeholders, timelines • Vision - mission/purpose, ideal graduate, intended learning outcomes, focus, pedagogy • Determine needs –stakeholder, industry, surveys, benchmarking, mapping, analoguous programmes • Develop –design curriculum outline • Improve & Alignment – programme structure, progression, educational experience • Monitor & Adapt - programme evaluation and impact, achieved learning outcomes, multi-stakeholder feedback

  9. Curriculum design

  10. What needs to happen

  11. Curriculum mapping 1. What methods of instruction do you use in your course? 2. What methods of assessment are used in your course? 3. Which program-level learning outcomes are developed in your course? 4. What level of complexity/depth is expected for each of the learning outcomes? 5. Please specify how each of the learning outcomes are taught and assessed in your course.

  12. Credits and hours, year levels The design of programmes makes assumptions about the volume of learning that is likely to be necessary to achieve the intended outcomes. This measure of volume is expressed in terms of study time, e.g. the number of notional hours of study expressed in credits. • 1 credit = 10 notional hours (SA system) • Indicator of the volume of learning required for completion • Notional hour – any activity in which a student is involved that relates to their mastering an outcome

  13. Level descriptors • Help to “peg” a qualification on a particular level • Purpose: coherence in learning achievement and to facilitate comparable assessment and qualifications • Describe learning achievement linked to types of outcomes and assessment criteria for the programme offered on that level • Levels of applied competence: • Foundational • Practical • Reflexive • Academic, vocational, professional & occupational qualifications • CCFOs are embedded in level descriptors • Descriptive nor prescriptive • They are not learning outcomes or assessment criteria PROVIDE A BROAD FRAME WORK FOR ENSURING SUITABLE LEVEL OF COMPETENCE IS ACHIEVED

  14. Bloom’s Taxonomy • Benjamin Bloom (1950) • Classification for thinking behaviors / learning expected from students: • The cognitive - knowledge based domain, consisting of six levels • The affective - attitudinal based domain, consisting of five levels, and • The psychomotor - skills based domain, consisting of six levels. • Taxonomy with objectives • From LOTS to HOTS

  15. Bloom vs. Revised Bloom

  16. Associated verbs

  17. Learning outcomes Statement of what a student can expect to attain or achieve as a result of the learning process THUS What do we expect the students to know upon completion of… At the end of this module / session / programme etc. students will be able to + VERB + substance

  18. Categories of learning outcomes • Demonstrating knowledge and understanding • Thinking critically and making judgements • Solving problems • Performing procedures and demonstrating techniques • Designing, creating, performing • Managing and developing oneself • Accessing and managing information

  19. How do we manage the quality of Teaching & Learning? • Strategy / Approach • Governance • Intention with curriculum • Methodology • Teaching and learning scholarship (informed by research) • Investment • Internal reviews • Annual monitoring • Peer observation of teaching • External examining • Student feedback

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