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Curriculum design:

pieces of the puzzle


Ren Hermens
Ann Pittomvils
AVLM 2016

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Curriculum
Program level
??

Every way of seeing is also a way of


not seeing. It is better to have a
variety of models and archetypes so
we stay flexible and open.
Kenneth Burke

Broadening the perspective

Broadening the perspective

Alignment !

Broadening the perspective


Context factors + preconditions
Regulations and policy
Local political & economical situation
Available resources and support
Available staff
Stakeholders
Teachers
Educational leaders (deans, principals,
department chair, program leaders)
Students
AVLM scholar
Project worker

Conceptual framework on curriculum design

Building the curriculum

characteristics

(7) institutional
resources

(10) resources for


students

(9) student

(8) policy
startenu

Added value of the framework


Common language

A tool for quality development


o

How do we use it in our support?

Different pathways

Planned curriculum

learning outcomes

Learning outcomes
Selection and integration of the knowledge, skills, and
attitudes to be acquired by the graduates
Students are able to define and analyse problems in mathematics.
Students are able to assess the ethical implications of research in the
social sciences.

Planned curriculum

learning outcomes

Educational philosophy
Description of the educational purposes
and instructional philosophy that underlie
curriculum decisions, reflecting the vision
and mission of the institution

Planned curriculum

learning outcomes

Positioning
Level (Undergraduate, Bachelor, Master,)
Orientation (content related)
Strategic choices about the disciplines involved
Comparison with similar curricula at other institutions

discipline, research community, labour market, society

learning outcomes

Alignment with discipline, research


community, labour market, society
Needs of employers and recruiters
Expectations of society
New findings of the research communities

discipline, research community, labour market, society

Planned curriculum
learning outcomes

discipline, research community, labour market, society

learning outcomes

Alignment !
Delivered curriculum
courses

structure
and
sequence

learning,
teaching
and
assessment
strategies

discipline, research community, labour market, society

learning outcomes

Delivered
curriculum
all courses are
sequenced and
structured
together to form
a coherent
program of
study

courses

structure
and
sequence

learning,
teaching and
assessment
strategies

learning, teaching
and assessment
strategies are
aligned between
courses

Design dimensions

scope

sequence

continuity

integration

articulation

balance

Guidelines for curriculum design


1. Create a curriculum design committee
2. Create a schedule for meetings to make decisions
3. Gather data about educational issues and solutions
4. Process data on available curriculum designs
5. Schedule time for reflection on the design
6. Schedule time for revision of the design
7. Explain the design to stakeholders

Building an AVLM-curriculum
If you were designing an AVLM-curriculum:
o

Who are the participants/students?


Which learning outcomes would you formulate for the
participants/students? (students are able to)
Which content would you include? How would you
structure/sequence the courses/modules?

preparation in smaller groups (notes),


discussion in plenum

Groups
1. Mohammad, Carmen, Beverly
2. Eileen, Hue, Faisal
3. Yo A., Maria, Anushca
4. Jo G., Doreen, Gerald

discipline, research community, labour market, society

learning outcomes

policy

regulation and
organization

startenu

departmental
institutional
regional
(inter)national

  Influencing factors  
courses

structure
and
sequence

learning,
teaching
and
assessment
strategies

discipline, research community, labour market, society

learning outcomes

  Influencing factors  
courses

institutional
resources

teaching
facilities
infrastructure
technology
staff
financial
resources

structure
and
sequence

learning,
teaching
and
assessment
strategies

discipline, research community, labour market, society

learning outcomes

courses

structure
and
sequence

learning,
teaching
and
assessment
strategies

student
characteristics

  Influencing factors  

student selection
characteristics of
incoming students
diverse background of students

discipline, research community, labour market, society

learning outcomes

  Influencing factors  
courses

learning,
teaching
and
assessment
strategies

resources for
students

structure
and
sequence

student guidance
student mobility
facilities for
students

discipline, research community, labour market, society

Alignment !
learning outcomes

learning,
teaching
and
assessment
strategies

resources for
students

institutional
resources

structure
and
sequence

student

characteristics

policy
startenu

courses

Actors

researchers / faculty

employers

discipline, research community, labour market, society

alumni
educational
developers

program
leader

courses

faculty

students

structure
and
sequenceteaching

assistents

learning,
teaching
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
counselors

Analysis of influencing factors


List the elements, factors, stakeholders and preconditions for your
project that go beyond the course level: how do you connect to the
curriculum/policy level?
o

Use the conceptual scheme to structure these factors/stakeholders

Discuss your findings with colleagues (small groups)

Preparing for change management - reflection: look at the context


elements, strenghts/weaknesses, pitfalls of your project

Add your findings to your draft project proposal

References

Biggs, J., Aligning teaching for constructing learning, cf.


http://www.heacademy.ac.uk/assets/York/documents/resources/resou
rcedatabase/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., Tott, 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.
Ornstein A., & Hunkins, F. (2009) Curriculum Design. In Curriculum:
Foundations, Principles and Issues (5th Ed.), pp. 181-206. Boston,
MA: Pearson/Allyn and Bacon.