Reflect on these quotes

 “It is not proposed that the children of the poor should be educated in a manner to elevate their minds above the rank they are destined to fill in society… Utopian schemes for an extensive diffusion of knowledge would be injurious and absurd.” (Colquhoun, 1806, writing about education in England)

 “We must get away from the idea that it is only the people at the top who should be thinking, and the job of everybody else is to do as told. Instead we want to bring about a spirit of innovation, of learning by doing, of everybody each at his own level all the time asking how he can do his job better.” (The Prime Minister of Singapore, Mr Goh Chok Tong, 1997, at the opening of the 7th International Conference on Thinking)

Educational Aims

“Human beings have potential for developing in many directions and the problem of educational aims is deciding which kinds of development should be fostered and whichdiscouraged”

Wringe, C., 1988, ‘Understanding Educational Aims’, P.43)

Key Questions for Curriculum

• What knowledge is most useful to attain?• Why is this knowledge most useful to attain?• How is this knowledge most effectively

attained or created?

Major influences on curriculum

CurriculumCurriculum

Educationalinstitutions

Practitioners

Industry

Dominanteducationalperspective

Students

Dominantpoliticalideology

“Curriculum can be seen as the battlefield of many competing influences and ideologies” (Kelly, 1995, p.149)

Curriculum Development Cycle

Needs AnalysisLearning Outcomes

Needs AnalysisLearning Outcomes

ContentContent

InstructionalMethods

InstructionalMethods

AssessmentAssessmentEvaluationResources

Aligned Curriculum Design Model

Learning Outcomes

InstructionalStrategies

AssessmentSystem

Types ofThinking

In basic terms this means that the types of thinking incorporated in the LearningOutcomes must be effectively taught through the Instructional Strategiesused and accurately measured in the Assessment System.

Write a Lesson Plan

Plan a Unit

Obtain Student Instructional Resources

Develop Learning Experiences

Select Media

Select Equipment

Obtain Supplies

Prepare Teacher-made Instructional Materials

Develop Curriculum Goals

Make Curriculum Planning Decisions

Obtain School-related Data

Obtain Community – Related Data

Determine Curriculum Content

Make Curriculum Content Decisions

Write Objectives

Sequence Objectives

Determine Student Needs and Interests

Develop Curriculum Materials

Evaluate Curriculum Materials Effectiveness

Inst

ructi

onal

D

evel

opm

ent Curriculum

D

evelopment

Finch, C.R. and Crunkilton,J.R. (1999). Curriculum Development in Vocational and Technical Education,p.13.

Differences Between Instructional and Curriculum Development

Overview

8

Parameters of the Curriculum

9

Purpose of the curriculum

10

Defined as the major learning goals and learning objectives of the curriculum

Competency standards

• Competency elements• Performance criteria• Underpinning knowledge• Range and context• Evidence sources

11

Subject matter

• Subject matter can be determined with a literature review of the latest findings on the field of knowledge

12

Target groups

13

Profiled in terms of both demographic and psychological factors

Three Dimensions of Learning Model

14

Curriculum qualification

WSQ System: Seven qualifications (but six levels)

15

WSQ Qualification Level

Graduate Diploma Highest

Graduate Certificate

Specialist Diploma

Diploma

Advanced Certificate

Certificate

Statement of Attainment Minimum

Factors to Consider

16

17

18

Analysis of the purpose of the curriculum

19

What to Analyse

Curriculum Structure

The prevalent domain/s (as denoted in Bloom’s taxonomy) The level of competency expected (e.g. Level 5 – Evaluation)

Curriculum Content Domain/s and Levels (Bloom’s Taxonomy)

Units of Learning Programme

Audience, Behaviour, Conditions and Degree of the Curriculum Goals

Delivery and Assessment Strategies

Domain/s and Levels (Bloom’s Taxonomy)

Analysis of Competency and Competency Standards

What to Analyse

Curriculum StructureHow the Performance or Behavioural indicators are clustered together (mapping) according to job scope

Curriculum Content Is there any overlap in skills and knowledge among the CUs or modules? How are the skills and knowledge linked across the modules?

Units of Learning Programme

The depth and breadth of each CU in the curriculum

Delivery and Assessment Strategies

Do the competencies lend themselves well to training and assessment pathways besides the facilitated learning and assessment pathway?

20

Analysis of the Subject matter

21

What to Analyse

Curriculum Structure

The breadth of the subject matter (e.g. nursing studies)The degree of specialisation of the knowledge (e.g. waste management)

Curriculum Content The currency of the field (e.g. clean environment and 3-D animation are new fields)

Units of Learning Programme The strength of the linkages across discrete skills (e.g. curriculum design and facilitation)

Delivery and Assessment Strategies

The domains and levels of competency required

Analysis of the Target Learners

22

What to Analyse

Curriculum Structure The andragogical characteristics of the learners

Curriculum Content The targeted learner product that the curriculum is supposed to produce The learner competencies in the subject matter

Units of Learning Programme Learner’s cognitive ability to link, retain and apply concepts

Delivery and Assessment Strategies

The strengths of the learners to acquire the competencies using certain approaches (e.g. discussion and project work formats)Details can be found in the Adult Learning Module (based on TDLM)

Analysis of the Qualification Levels

23

What to Analyse

Curriculum StructureThere may be a level of complexity tagged to the curriculum qualification.

Curriculum Content The complexity and the quantity of the curriculum content needs to be pitched at the right level, appropriate for the level of qualification identified.

Units of Learning Programme

The breadth and depth of coverage linked with the qualification needs to be determined i.e. number of DIFFERENT units (breadth) and the extent of coverage per unit (depth).

Delivery and Assessment StrategiesAt higher levels of qualifications, there may be scope for alternative assessment methods such as portfolios and practicum.

Chap 2: Design Methods

24Session 1

Lets do some modelling

Think of the best and the worse programme you attended

• What made it very good or very bad for you?• What specific experiences or components

in the curriculum made the difference?

25

Major curriculum paradigms(the Academic Perspective)

Classical HumanistFocuses on the development of a rational mind through instruction in established Forms of Knowledge.

Traditional schools subjects are derived from this paradigm.

ProgressiveFocuses on the individual needs and growth of learners. What is learned is open to negotiation between teacher and learner. Experiential approaches to learning are emphasised.

Cultural ReproductionFocuses on providing learners with a broad and representative introduction into the culture of society. Emphasises a broad and varied curriculum, e.g., sciences, arts, sports, etc.

ReconstructivistFocuses on producing a critical perspective, seeking improvements in society. This often involves not just technological improvement but also issues of equity and social justice.

Curriculum as Framework

GRADUATE ATTRIBUTES

Skills

Technical knowledge T

Overview CDIO+ Design Thinking General Education Academic Mentors Faculty Development

Curriculum Models• Curriculum models help designers to systematically and transparently map out the

rationale for the use of particular teaching, learning and assessment approaches• The curriculum is then structured based on the key principles of the model

Main Models:• Product Model (plans and intentions)• Process Model (learning activities and the experience)Some Specific Models:

– Outcomes-based – Standards-based– Competency-based– Problem-based learning– Understanding by Design– Integrated curriculum– Spiral Curriculum

Curriculum as Content (or product)

Content –based model

Process-based Model

Process-based Model

Comparison of Product & Process-based models

Interaction between Curriculum

35

Outcomes-based Curriculum

Standards-based Curriculum

What is PBL?

“The principal idea behind problem-based learning is…that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve”

(Boud. D, 1995, p.13. Enhancing Learning through Self Assessment. London: Kogan Page)

Problem-based courses start with problems rather than with exposition of disciplinary knowledge. They move students towards the acquisition of knowledgeand skills through a staged sequence of problems presented in context, together with associated learning materials and support from teachers

What I know best I have taught

“…the individuals learning the most in the teacher-centred classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning:

actively seeking new information, integrating it with whatis known, organising it is a meaningful way, and explaining it to others”

(Huba & Freed, 2000)

“The search for educational methodologies that emphasisereal world challenges, higher order thinking skills,multi-disciplinary learning, independent learning, teamwork and communication skills has a confluence in the holistic approach to problem-based learning”.

(Tan Oon Seng, 2000)

Competencies for a Knowledge-Based Economy (KBE)

• Problem-solving• Communication and team-working• Creativity and innovation• Leadership• Adaptability• Learning-to-learn skills

Key Features of PBL Activities

PBL activities can vary in terms of size, structure and discipline involvement. However, they typically involve:• Working on real world tasks – developing specific and

generic competences• Process driving content• Active and collaborative learning• Accessing, organising and making sense of relevant

content knowledge• Developing learning to learn skills and dispositions

Content - Process relationship

Problem Scenario

Process skills(Thinking, Communication, Teamwork)

ContentDerived from the world of practiceEmphasis on essential concepts

PBL Sequence of Activity

There is no universal approach to PBL, but the following features are characteristic of the process• Presentation of problem as a simulation of professional practice or a

‘real life’ situation• Generation of questions and use of thinking to explore the problem

and plan a course of action that will lead to its solution• Collaborative research activity to access and explore information

sources in order to build up of knowledge base of relevant resources relating to the problem

• Presentations of information found, peer teaching and application of the learning to the problem situation

• Review of the problem in relation to new knowledge and evaluation of the learning process

Example: PBL Approach

45

Meeting / Breakout Session

Duration Activity

Meeting 1 1 h Presentation of problem followed by group discussion

Study and Research Period 1

1 h Determine work allocation and generate ideas from preliminary research

Meeting 2 1 h Re-align approach with the problem and reflect on learning based on materials and resources

Study and Research Period 2

2.5 h Conduct further research and work on presentation

Meeting 3 2 h Group presentation of solutions and facilitator conducts debrief on the learning

Self-Evaluation 2 h Learner assesses his or her own learning via a quiz

Pedagogic benefits attributed to PBL

• Is consistent with established knowledge on how we learn. The active learning ‘real world’ approach helps students to create knowledge structures/mental models that facilitate understanding (deep learning). This enables rapid recall in situations of future practice and transfer of learning

• Promotes both independent and cooperative learning by empowering students in the organisation of the learning process

• Fosters core competencies and dispositions essential for lifelong learning

• Models the world of what professionals actually do -hence a better means of preparation for work than traditional content based curricula.

PBL problems should…

• contain ‘cues’ that trigger learners to identify the desired learning outcomes

• be at the appropriate level of complexity for learners profile

• integrate knowledge, skills and attitudes across topics

• mirror the real world of professional practice• promote collaborative and active learning• sufficiently identify the expected task and context

Checklist for developing a problemHave I:

Selected appropriate content relating to the Curriculum (learning outcomes) _______________________________________________________________Determined the availability of necessary resources(personnel, equipment, learning materials, etc) ________________________________________________________________Written a problem statement that:

• Is grounded in the student experience• Is appropriate for developmental/competence level • Provides a focused question• Is sufficiently ill structured to allow more than one correct answer• Allows for a variety of teaching/learning strategies

________________________________________________________________Chosen an activity that will motivate students _________________________________________________________________Produced an assessment strategy and necessary marking scheme

Problem Evaluation

• Did the problem create student interest • Did the problem build core content knowledge • Did the problem promote types of thinking • Was the problem sufficiently real world based • Did the problem allow sufficient student choice • Was the problem at the right level for the students • Were the students able to access sufficient resources In what ways can this problem be improved:

_____________________________________________________________________________________________________________________________________________

The Director of DACE has requested us to consider the usefulness of problem-based learning as a means of making the curriculum more suited to the needs of a knowledge-based economy.

The above could be a PBL activity for us as teaching professionals. You will notice that the problem is:

• Real world based- relevant to our professional lives• Involves much research activity, good thinking and the development of a rich knowledge base• Requires collaborative learning• Challenging but achievable

Designing a PBL Curriculum

• Produce a discipline map for each subject (e.g., key concepts, principles procedures) that are to constitute the content objectives

• Identify the generic competences to be developed (e.g., types of thinking, team-working, communications skills, etc)

• Prepare a range and progression of problems that facilitate the integration of content objectives and generic competences

CENTRAL QUESTIONS FORENGINEERING EDUCATION

WHAT knowledge, skills and attitudes should students possess as they graduate from university?

HOW can we do better at ensuring that students learn these skills?

1. Disciplinary Knowledge & Reasoning• Knowledge of underlying mathematics and sciences• Core engineering fundamental knowledge• Advanced engineering fundamental knowledge, methods and tools

2. Personal and Professional Skills & Attributes• Analytical reasoning and problem solving• Experimentation, investigation and knowledge discovery• System thinking• Attitude, thought and learning• Ethics, equity and other responsibilities

3. Interpersonal Skills: Teamwork & Communication• Multi-disciplinary teamwork• Communications• Communication in a foreign language

4. Conceiving, Designing, Implementing & Operating Systems in the Enterprise, Societal & Environmental Context

• External, societal and environmental context• Enterprise and business context• Conceiving, systems engineering and management• Designing• Implementing• Operating

How CDIO started Implementation in SP CDIO + Design Thinking Sharing Small Successes

CDIO Syllabus

How CDIO started Implementation in SP CDIO + Design Thinking Sharing Small Successes

CDIO Standards

Adopt CDIO as a context

CDIO Syllabus OutcomesIntegrated CurriculumIntroduction to EngineeringDesign-Build Experiences

CDIO Workspaces

Integrated Learning ExperiencesActive Learning

Enhancement of Staff CDIO SkillsEnhancement of Staff Teaching Skills

CDIO Skills AssessmentCDIO Program Evaluation

Curriculum

Workspace/Labs

Teaching & Learning Methods

Enhancement of Faculty Competence

Assessment Methods

Standard 1

Standard 2Standard 3Standard 4Standard 5

Standard 6

Standard 7Standard 8

Standard 9Standard 10

Standard 11Standard 12

How to Integrate the CurriculaFogarty, R, 2009, Sage: London

Why integrate curricula:- Principles of learning- Nature of knowledge in the real world- Interest and meaning for students

“...one critical element of integrated learning is the lifelike projects that are relevant and meaningful to students” (p.9)

Models of Integration

• Cellular – Traditional, forms of knowledge (Hirst & Peters)• Connected – Within topic linking and structuring• Nested - Connecting content knowledge with a thinking skill and/or social skill• Sequenced – topics in different subject areas are arranged to coincide with each other, and

similar ideas/concepts taught in relation with each other• Shared - Two disciplines are considered for overlapping concepts/ideas as organizing elements –

as well as overlapping content• Webbed - Integrates a number of subject disciplines through a key theme. Uses a deductive

approach, starting with the big understanding/idea• Threaded - Focuses on infusing a key thinking skill (e.g., compare and contrast)• Integrated - Full integration across a number of disciplines (wider extension of Shared). Uses

an inductive approach, from a deep understanding of each discipline and comparison of disciplines for natural integration

• Immersed – Individual focused – deep study, doing own integration• Networked – Similar to immersed, but involving wider network (e.g., other experts in

different fields

Determining Curriculum Models

• Considering the type of information in the Subject Matter

• Considering Target Learner Groups

57

Pulling it together:

PS1, PS2 & PS3

An Example of a Curriculum

Design Process

58

Global Trends

• Higher standards for all students• Differentiated curriculum• Flexible learning pathways• Centralized curriculum (e.g., national Curriculum)• Accountability and audit• Integrated curriculum• 21st century skills

Curriculum: Educational Contexts

Pre-industrial society Industrial society Knowledge based-economy

Family-based Growth of schools Real life focused Knowledge in Supervised practice subjects, largelyby competent elders separated from real world

Transmitted by teacher

?

Chapter 3: Determine Methods

61

Chapter 3: Determine Methods

62

What is Pedagogy?

Pedagogy has evoked much debate in terms of adequate definition. Approaches to pedagogy have gone through various phases, focusing on such aspects as ‘teaching styles’, ‘paradigms of learning’, ‘models and methods of teaching’ and the ‘context of teaching’.

…any conscious activity by one person designed to enhance learning in another.

(Mortimore, 1999, p.3)

What are Instructional methods?

An instructional method, in the broadest sense, refers to any planned activity on the part of the teacher that seeks to promote identified learning.

Examples?

Is this still the case now?“Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance.

In teaching we rely on the "naturals," the ones who somehow know how to teach”

Sadly, Education has been a Creature of Fashion

For those of us who have been around education for a few decades or so –you may remember Traditional (3 RRR’s) - Progressive Education - Back to Basics (Traditional) Now Student-centred, inquiry-based, game-based, etc)

Educational Jurassic Park

The present vogue is Constructivism and the teacher is no more the Sage on the Stage but the Guide on the Side(Why many don’t take teacher professionalism seriously)

Good Teaching – Science or Art?

The Serial Position Curve80

70

60

50

40

30

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Position on List

Pro

port

ion

Cor

rect

Primacy Effect

Recency Effect

von Restorff Effect

Psychological Effects

• Primacy Effect (the tendency for the first items presented in a series to be remembered better or more easily)

• Recency Effect (the tendency for the most recently presented items or experiences to be remembered best)

• • Von Restorff Effect (the tendency to remember distinct or

novel items and experiences)

Model of Human Memory

SightHearingTouchSmellTaste

SightHearingTouchSmellTaste

WorkingMemory5-9 bits of

information

Long –TermMemory

ENVIRONMENT Forgetting

Effective transfer from Working Memory to Long –Term Memory is crucial. This requires information to be well organised, meaningful and sufficiently rehearsed

Infinite Capacity

Moving out of Educational Jurassic Park“Contrary to common belief, people don’t have different learning styles. They do, however, have different personalities. The distinction is important, because we need to be clear that everybody learns in the same way” (Schank. R., 1999, p.48)

“Emphasizing learning styles...are noted for their lack of impact”

(Hattie, J, 2009, A synthesis of over 800 Meta-Analyses Relating to Achievement,p.199)

“While our lives and our problems are very different, our brains work in similar ways” (Goulston, 2009, p.3)

Towards a Science of Learning

…over the past 3 decades, we have amassed enough research and theory about learning to derive a truly research based-model of instruction.

(Marzano, 1992, p.2)

There are systematic and principled aspects of effective teaching, and there is a base of verifiable evidence of knowledge that supports that work in the sense that it is like engineering or medicine.

(Darling-Hammond & Bransford, 2006, p.12)

A Learning Design is a planned experience (e.g., a Strategy involving a number of instructional methods, activities and resources) that facilitates desired learning outcomes for a group of students.

A Learning Activity is any task (e.g., experiment, case, project, etc) that students are given to do, which aims to build key understanding/competence relating to specific learning outcomes.

Learning Design

The Essential Questions• How to produce a Learning Design that can

effectively and efficiently facilitate the desired learning?

• How to actually facilitate the learning experience for students in practice?

Planning the Learning Design• What Learning Outcomes (objectives) are to be met

– Specific subject content (facts, concepts, principles, procedures)– Other graduate attributes (e.g., teamwork/communication, types of

thinking, ethical reasoning, etc)• What Instructional Methods can be employed

– (e.g., explanation, demonstration, Q & A, group work, simulation, etc)• What Activities can support learning/assessment

– (e.g., performance task, case, project, etc)• What additional Resources can support learning

– (e.g., texts, handouts, web links, etc)• How can an effective and efficient strategy be designed for this

group of learners?

Note: this process is Iterative , not Linear

Core Principles of Learning

1. Learning goals, objectives and expectations are clearly communicated

2. Learners’ prior knowledge is activated and connected to new learning

3. Motivational and Attentional strategies are incorporated into learning designs

4. Content is organized around key concepts and principles that are fundamental to understanding the key structure of a subject

5. Self-directed learning is encouraged through facilitating the development of good thinking

Core Principles of Learning [cont’d]

6. Instructional methods and presentation mediums engage the range of human of senses (e.g. visual, auditory, kinaesthetic)

7. Learning design takes into account the working of memory systems

8. Learner competence is promoted through active and experiential learning

9. A psychological climate is created which is positive, success orientated and promotes self-esteem

10. Assessment practices are integrated into the learning design to promote desired learning outcomes and provide quality feedback

Core Principles – A Synergetic System

While each principle focuses attention on a key area relating to effective pedagogy, they are not discrete or separate in that they should be considered independently of each other. In fact, they are mutually supporting, interdependent and potentially highly synergetic.

As Stigler & Hiebert (1999) highlight:

Teaching is a system. It is not a loose mixture of individual features thrown together by the teacher. It works more like a machine, with the parts operating together and reinforcing one another, driving the vehicle forward. (p.75)

Using Core Principles Thoughtfully- The Situated Context of learning

Effective and creative design of learning involves a thoughtful consideration of the core principles as well as relevant situated factors in the construction of teaching and learning strategies. Key situated factors involve:

The specific learning outcomes (e.g., recall of facts, conceptual understanding, competence, etc)

Learner characteristics (e.g., motivational level, prior competence, learner preferences, etc)

Learning context and resource availability (e.g., learning environment, facilities, resources, etc)

Core Principles in the Online Environment

The core principles that underpin good learning design in the face-to-face learning context are equally applicable to designing and managinglearning in the online environment. Learning online does not changethe way the human brain functions or the basic processes of learning.

Colvin Clarke (2005) illustrates this fundamental point when he arguedthat:

The most robust instructional principles are those based on a model of human psychological learning processes….Any given instructional method will be effective or ineffective depending on the extent to which it supports or disrupts basic-learning psychological processes regardless of the delivery media. (p.594)