PetrSU curriculum development
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This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
PetrSU curriculum development
- 1. Getting the bigger picture From course design to curriculum development
- 2. Overview • Conceptual scheme on curriculum design Elements of the scheme o Circles for quality development Zooming in on: o Learning outcomes o Curriculummapping o •
- 3. Conceptual scheme on curriculum design Alignment of course and curriculum design
- 4. Conceptual scheme on curriculum design Alignment of course and curriculum design What do my students HAVE to know? Previous Course My Course What do my students know YET? Next Course
- 5. Alignment of course and curriculum design Conceptual scheme on curriculum design sign Courses are structured in a thoughtful way The delivered curriculum structure and sequence learning, teaching and assessment strategies
- 6. Conceptual scheme on curriculum design Alignment of course and curriculum design the intended curriculum learning outcomes structure and sequence learning, teaching and assessment strategies
- 7. Conceptual scheme on curriculum design Alignment of course and curriculum design the intended curriculum • • • Knowledge Skills Attitudes learning outcomes structure and sequence learning, teaching and assessment strategies
- 8. Conceptual scheme on curriculum design Alignment of course and curriculum design the intended curriculum • • • Studentcentred Competency based … learning outcomes structure and sequence learning, teaching and assessment strategies
- 9. Conceptual scheme on curriculum design Alignment of course and curriculum design Against other the similar intended curriculum programmes learning outcomes structure and sequence learning, teaching and assessment strategies
- 10. Alignment of course and curriculum design Conceptual scheme on curriculum design discipline/ research community / labour market / society learning outcomes structure and sequence learning, teaching and assessment strategies
- 11. Alignment of course and curriculum design Conceptual scheme on curriculum design discipline/ research community / labour market / society learning outcomes Policy Resources structure and sequence learning, teaching and assessment strategies Student charact Student resources
- 12. Alignment of course and curriculum design Conceptual scheme on curriculum design Labour market wants discipline/ research community / labour market / society good researchers Let students gradually structure and Policy master them: sequence - Defining hypotheses - Using correct sources Resources - Data collection - Data analyses - Data presentation learning outcomes Translation of good researchers into learning outcomes learning, teaching and assessment strategies Student charact Student resources
- 13. Circles for quality development
- 14. Circles for quality development A Rethinking intentions
- 15. Circles for quality development B Translating intentions
- 16. Circles for quality development C Implementing the curriculum
- 17. Circles for quality development D Implementing the course
- 18. Actors researchers / faculty employers discipline, research community, labour market, society alumni educational developers program leader courses faculty students structure and sequence teaching assistents learning, tea ching and assessment strategies resources for students institutional resources supporting staff teaching faculty program learning outcomes assistents leader student characteristics program leader students policy startenu policy makers society student counsellors
- 19. Added value of the scheme - Common language - A tool for quality development - Different pathways
- 20. Zooming in on learning outcomes
- 22. Learning outcomes: what? • Definition: Learning outcomes describe the knowledge, skills or attitudes, or an integration of them in competences, to be acquired by a graduate (Diamond, 2008). Learning outcomes are formulated in a student centred way and should be assessed. • Guiding frameworks o Europe o Flanders o University of Leuven
- 24. Learning outcome 1: The students have a grounded scientific insight in geography as a whole and in the main specialisations of geography. Learning outcome 2: The students have achieved the necessary technical and analytical skills to analyse the geographical data and problems in a professional way. Course Learning objectives course X Learning objective 1: At the end of this course the student should be able to explain the different phenomena using the fundamental physical principles on which weather and climate science is based.
- 25. Need to know • Formulation o Content, active verbs, student-centred • Alignment o Course: learning objectives – learning environment – evaluation • Importance o communication
- 28. Curriculummapping: what? • Tool for visualizing the coherency in a programme • Starting point • Statements: o o o Realisation learning outcomes? Identifying learning trajectories Gap or overlap
- 30. Analysis and interpretation OPO1 OPO2 Fase 1 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 Fase 2 Fase 3 X X BP LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 X X
- 31. Analysis and interpretation OPO1 OPO2 Fase 1 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 X LO 3 X X LO 2 Fase 3 X LO 1 Fase 2 BP X LO 4 X LO 5 X LO 6 X LO 7 X X
- 32. Analysis and interpretation OPO1 OPO2 Fase 1 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 X LO 3 X X LO 2 Fase 3 X LO 1 Fase 2 BP X LO 4 X LO 5 X LO 6 X LO 7 X X X
- 33. References • Biggs, J., Aligning teaching for constructing learning, cf. http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477 _aligning_teaching_for_constructing_learning.pdf ; • Diamond, R.M. (2008). Designing and assessing courses and curricula: A practical guide (3th Ed.).San Francisco: Jossey-Bass. • Huyghe, S., Creten, H., Totté, N., Clement, M., Buelens, H. (2009). Alignment of course and curriculum design: implications for faculty development. EARLI 2009: Fostering Communities of Learners. Book of abstracts. EARLI. Amsterdam, 25-29 August 2009. • Kennedy, D. et al.(2006). Writing and Using Learning Outcomes: a Practical Guide, in EUA Bologna Handbook, Froment E. et al. (Eds), article C 3.4-1, Berlin, Raabe.