petrsu curriculum development
TRANSCRIPT
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Getting the bigger picture
From course design to curriculum development
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Overview
• Conceptual scheme on curriculum design
o Elements of the scheme
o Circles for quality development
• Zooming in on:
o Learning outcomes
o Curriculummapping
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Co
nc
ep
tual sch
em
e o
n c
urr
icu
lum
desig
nAlignment of course and curriculum design
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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?
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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
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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
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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
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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
• …
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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
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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
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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
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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
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Circles for quality development
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Circles for quality development
Rethinking intentionsA
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Circles for quality development
Translating intentionsB
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Circles for quality development
Implementing the
curriculum
C
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Circles for quality development
Implementing the
course
D
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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
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Added value of the scheme
- Common language
- A tool for quality development
- Different pathways
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Zooming in on
learning outcomes
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Learning outcomes
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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
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Learning outcomes
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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.
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Need to know
• Formulation
o Content, active verbs, student-centred
• Alignment
o Course: learning objectives – learning environment –
evaluation
• Importance
o communication
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Zooming in on
curriculummapping
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Curriculummapping
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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
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Curriculummapping
Bachelor programme
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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
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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
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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
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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.