welcome. building the curriculum in higher education: a conceptual framework nicole totté steven...
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Welcome
Building the curriculum in higher education:a conceptual framework
• Nicole Totté• Steven Huyghe• Alexandra Verhagen
Academic Development Unit KU Leuven
• Largest and oldest university in Belgium
• Research intensive university
41000 students
1500 professors
16 faculties
55 Bachelor programs
250 Master programs
18500 staff
Academic Development Unit
Course design
Introduction
Academic Development Unit
Course designCurriculum
development
? clear and useful tool for design, revision and evaluation of curriculum
? building blocks and their relationships
? mindmap for all stakeholders
Introduction
Approach
• Exploration of literature on curriculum design
• Identification of key components describing curriculum
• Visualisation of the scheme and quality circles
Elements for a conceptual scheme
learning outcomes
educational philosophypositioning
Planned curriculum
Learning outcomes
Selection and integration of the knowledge, skills, and
attitudes to be acquired by the graduates
learning outcomes
educational philosophypositio
ning
Planned curriculum
Educational philosophy
Description of the educational purposes
and instructional philosophy that underlie
curriculum decisions, reflecting the vision
and mission of the institution.
learning outcomes
educational philosophypositioning
Planned curriculum
Positioning
• Level (Undergraduate, Bachelor, Master,…)
• Orientation (content related)
• Strategic choices about the disciplines involved
• Comparison with similar curricula at other institutions
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
Alignment with discipline, research
community, labour market, society
• needs of employers and recruiters
• expectations of society
• new findings of the research communities
courses
structure and
sequence
all courses are
sequenced and
structured
together to form
a coherent
program of
study
Aligned curriculum
learning, teaching and assessment strategies
learning, teaching
and assessment
strategies are
aligned between
courses
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
learning, teaching and assessment strategies
structure and
sequence
po
licy sta
rtenu
courses
•departmental•institutional•regional•(inter)national
regulation and organization
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
learning, teaching and assessment strategies
structure and
sequence
institu
tion
al reso
urces
courses
• teaching facilities
• infrastructure• technology• staff• financial
resources
stud
ent
characteristicslearning outcomes
educational philosophypositioning
discipline, research community, labour market, society
learning, teaching and assessment strategies
structure and
sequence
courses
•student selection•characteristics of incoming students•diverse back-ground of students
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resou
rces for
stud
ents
learning, teaching and assessment strategies
structure and
sequence
courses
•student guidance•student mobility• facilities for
students
student
characteristicslearning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resources for stu
dents
learning, teaching and assessment strategies
structure and
sequence
policy sta
rtenu
institutio
nal resources
courses
Circles for quality development
student
characteristics
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resources for stu
dents
learning, teaching and assessment strategies
structure and
sequence
policy sta
rtenu
institutio
nal resources
courses
A quality circle of the
planned curriculum
student
characteristics
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resources for stu
dents
learning, teaching and assessment strategies
structure and
sequence
policy sta
rtenu
institutio
nal resources
courses
Bimplementation of
the curriculum
student
characteristics
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resources for stu
dents
policy sta
rtenu
institutio
nal resources
learning, teaching and assessment strategies
structure and
sequence
courses C the aligned curriculum
student
characteristics
learning outcomes
educational philosophypositioning
discipline, research community, labour market, society
resources for stu
dents
learning, teaching and assessment strategies
structure and
sequence
policy sta
rtenu
institutio
nal resources
courses
Dthe aligned course
stud
en
t ch
ara
cteristics
learning outcomes
educational philosophypositio
ning
discipline, research community, labour market, society
resources for stu
dents
learning, teaching and assessment strategies
structure and
sequence
policy sta
rtenu
institutio
nal resources
courses
Actorsresearchers / faculty
alumni
employers
society
students
teaching
assistents
faculty
studentsteaching
assistentsfaculty
policy
makers
program
leader
program
leader
program
leader
educational
developers
student
counselerssupporting
staff
Evaluating the framework
= verifying validity and usability for different stakeholders
• since 2009: use in educational development
• in 2012: Workshop with program leaders and educational developerso introduction of schemeo curriculum related caseo questionnaire on usability
Evaluating the framework
• Resultso useful toolo Implicit useo need for additional information on implementation
• Scenario’s will be provided to program leaders and educational developers
Discussion
Contact
Dr. Ir. Nicole TottéDr. Steven Huyghe Academic Development UnitTeaching and Learning departmentKapeldreef 62 – bus 52063001 HeverleeBelgium
[email protected]@kuleuven.be
http://www.doel.kuleuven.be