petrsu curriculum development
TRANSCRIPT
Getting the bigger picture
From course design to curriculum development
Overview
• Conceptual scheme on curriculum design
o Elements of the scheme
o Circles for quality development
• Zooming in on:
o Learning outcomes
o Curriculummapping
Co
nc
ep
tual sch
em
e o
n c
urr
icu
lum
desig
nAlignment of course and curriculum design
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
Previous Course Next CourseMy Course
What do my
students know
YET?
What do my
students HAVE to
know?
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
mdesig
nAlignment of course and curriculum design
sign
The delivered curriculum
Courses are structured in a
thoughtful way
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
the intended
curriculum
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
the intended
curriculum• Knowledge
• Skills
• Attitudes
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
the intended
curriculum
• Student-
centred
• Competency
based
• …
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
the intended
curriculum
Against other
similar
programmes
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
discipline/ research community / labour market / society
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
discipline/ research community / labour market / society
Resources
Policy Student
charact
Student
resources
learning outcomes
learning, teaching
and assessment
strategies
structure and
sequence
Conceptu
al schem
e o
n c
urr
iculu
m d
esig
nAlignment of course and curriculum design
discipline/ research community / labour market / society
Resources
Policy Student
charact
Student
resources
Labour market wants
good researchers
Translation of good
researchers into learning
outcomes
Let students gradually
master them:
- Defining hypotheses
- Using correct
sources
- Data collection
- Data analyses
- Data presentation
Circles for quality development
Circles for quality development
Rethinking intentionsA
Circles for quality development
Translating intentionsB
Circles for quality development
Implementing the
curriculum
C
Circles for quality development
Implementing the
course
D
stu
de
nt
ch
ara
cte
ristic
s
learning outcomes
discipline, research community, labour market, society
resourc
es fo
r
stu
de
nts
learning, tea
ching and
assessment
strategies
structure
and
sequence
po
licy
sta
rtenu
institu
tion
al
reso
urc
es
courses
Actorsresearchers / faculty
alumni
employers
society
students
teaching
assistents
faculty
studentsteaching
assistentsfaculty
policy
makers
program
leader
program
leader
program
leader
educational
developers
student
counsellorssupporting
staff
Added value of the scheme
- Common language
- A tool for quality development
- Different pathways
Zooming in on
learning outcomes
Learning outcomes
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
Learning outcomes
Course
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.
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.
Need to know
• Formulation
o Content, active verbs, student-centred
• Alignment
o Course: learning objectives – learning environment –
evaluation
• Importance
o communication
Zooming in on
curriculummapping
Curriculummapping
Curriculummapping: what?
• Tool for visualizing the coherency in a programme
• Starting point
• Statements:
o Realisation learning outcomes?
o Identifying learning trajectories
o Gap or overlap
Curriculummapping
Bachelor programme
OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP
Fase 1 Fase 2 Fase 3
LO 1
LO 2
LO 3
LO 4 X X X X
LO 5
LO 6
LO 7
Analysis and interpretation
OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP
Fase 1 Fase 2 Fase 3
LO 1 X
LO 2 X
LO 3 X
LO 4 X X X X
LO 5 X
LO 6 X
LO 7 X
Analysis and interpretation
OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP
Fase 1 Fase 2 Fase 3
LO 1 X
LO 2 X
LO 3 X
LO 4 X X X X
LO 5 X
LO 6 X X
LO 7 X
Analysis and interpretation
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.