Curriculum innovation new ideas and practices into the existing curriculum.

1. SUBMITTED TO: MR: LUQMAN
The
Research,
Development
& Diffusion
Model
(RD&D)
April 1
2023
This model of curriculum encourages the large scale
curriculum innovation. Its aim how research and practice
relationship are shaped in RD&D projects with particular
focus on teacher’s role in the curriculum design process. It is
top to bottom approach in which central authority research
and conceive an idea after necessary modification it diffuse to
implement.
CURRICULUM
INNOVATION
NAME: ABDUL GHAFOOR CHHACHHAR ROLL# 2K23/BEDSW/03 ROLL#47 SUBJECT: ICCSE

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TABLE CONENT
S# Topic Pg#
1 Introduction, Definition of RD&D Model 3
2 Historical Perspective of Curriculum Development 4
3 RD&D Model and Steps 5
4 Examples and Merits and Demerits 6
5 Research paper reference 7
6 Recommendation 8
7 Practical Approach into the National Curriculum of Pakistan: STEM, ChatGPT 8
8 Conclusion 9

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INTRODUCTION:
The improvement in education is ongoing process and universal it never stops. Therefore,
changes always occur based on the student’s and society need. This is certain that human
development throughout ages facilitate their lives and lifestyles. However, education played
significant role in it. Since ancient times human tried to explore new ways of learning including
language, writings, the way of communications, and to understand the nature. There are several
studies on educational development and every question brought new development in to the
education. Similarly, development in technology also identified new needs that must be
embedding into the curriculum. Another hand cultural diversity and globalization brought new
challenges and changes in the education system that cannot be ignored.
Innovation involves the introduction of something new in curriculum that deviates from the
standard practice, often because society has changed and so must the curriculum. To meet these
changes, innovations are created.
An innovation must fit in with the goals and objectives of education which usually reflect the
needs, interests, values and problems of the society. An innovation must be appropriate,
economical in terms of time, space and resources and be aligned with the philosophy of the
society and the school, and rooted in sound educational theory.
Models of Curriculum Innovation
Various scholars have proposed different models of innovation. For instance, Ronald Havelock
(1969) identified three main models of innovation:
 Research, Development, and Diffusion (RD&D) model
 Social Interaction (SI) model
 Problem-Solving (PS) model
Research, Development, and Diffusion (RD&D) MODEL:
DEFINITION: AN IDEA OR PRACTICE IS CONCIEVED AT THE CENTRAL
PLANNING UNIT AND THEN FED INTO THE SYSTEM. RD&D IS EFFECTIVE
WHERE CURRICULUM DEVELOPMENT IS DONE ON A LARGE SCALE AND
IDEAS HAVE TO REACH WIDE GEOGRAPHICAL AREAS AND ISOLATED USERS.

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HISTORICAL PERSPECTIVE IN CURRICULUM DEVELOPMENT:
History is the evidence that changes in the curriculum has been made based on several social
studies to satisfy the learner’s need through modifying and removing traditional methods.
History addressed these changes in certain domains including.
1. The Political
2. The Religious
3. The Utilitarian
4. The Mass Education
5. The Traditional Education
6. The Modern Dimension
However, all these are very important but replacing old methods and bringing up new methods in
to the curriculum are very significant for education where it emphasize the new approaches and
place all the useful and address the requirements of student’s and society.
There are two schools of thought predominant throughout the history in the curriculum
development.
1. The Essentialist School. It considers the curriculum as something rigid consisting of
discipline subjects. It considers all learners as much as the same and it aims to fit the
learner into existing social order and there by status quo, its major motivation is
discipline and consider freedom as an outcome and not means of education.
2. The Progressive School. It considers the curriculum as flexible based on areas of
interest. It is learner centered approach based on individually need and believe that every
individual are naturally good.
According to the above schools of thoughts it seems that curriculum needs development based on
needs. However, to what extent it required and who is the responsible and what to change are the
core questions. These can be answered through research and practices. Therefore, research
development model emphasize new ideas to bring into consideration before applying. This
model conceives an idea and suggests prototype materials for its implementation.

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RD&D Model
This image clearly defines that how research development works. Te first phase of this model is
research which means to conceive an innovative idea or practice that would be part of
curriculum. The idea will be analyzed in all aspect to check the suitability to avoid political and
religious sensitivity that might clash between ethnic groups. It is the central unit’s authority to
take all the responsibilities of amending new ideas into the curriculum. Central Unit of planning
will be ensuring its broad picture and its development in large scale. Secondly, it should be
considered that how this idea is the need of society and learner. After that what prototype
materials are required to make it possible of its implementation? Based on these concepts an
initial plan will be designed. The initial version has to go through several field trials to analyze
its pros and cons and based on that data modification will be done. After all modification central
unit will held trainings, workshops and conferences to trained the teachers and explain all that
they experienced and how it works by explaining the process to implement. Finally, teachers
have brought this idea into the classroom to implement.
However, the role teacher in this innovation will starts after the implementation where his/her
observation will be recorded for further modification. Teacher plays very significant in
curriculum development where they share the practically output of students and parents and their
observation about the changes have been made.
STEPS:
 Research: basic research by a central project team which develops a new curriculum devises
(Plan) and designs prototyped (initial version) materials,
 Development of Prototype: field trials of the prototyped materials and redesign them where
necessary,
 Mass Production: mass production of the modified prototyped materials,
 Mass Diffusion: mass dissemination or diffusion of the innovation through courses, conferences,
and workshops, and
 User: Implementation of the innovation by the users (school, teachers, and pupils).

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EXAMPLE: INNOVATION IN CURRICULUM
1. STEM
2. PISA
3. CAT4
4. TPACK
5. LMS
6. SCHOOLOGY
7. MOODLE
8. PARADIGM
9. MICROSOFT TEAMS
10. GOOGLE CLASSROOM
11. INTERNATIONAL ASSESSMENT
This model is used in areas that have centralized system of education such as universities or
department of education.
Merits and De-merits of Research, development and diffusion model in curriculum
innovation:
Curriculum change and innovation has a very bad reputation in the US. K-12 education has been
inundated with a steady stream of curriculum innovations generated by our teacher colleges.
They are accompanied by expensive changes in teaching materials and consulting costs, paid to
the professors, who generate them. “Innovations” in teaching of math and reading are the biggest
sellers. There is little no evidence that any innovation in education has had any major long term
impact on US education. The results continue to be mediocre and very expensive - close to the
most expensive education system in the world.
Perhaps it is time to reassess this strategy. The high cost of education is, in part, associated with
the high overhead costs of non-teaching employees. Cut back on research such as this and the
employees who sit in school district offices churning curriculum changes? Redirect attention to
teachers and how well they are doing the jobs that are assigned to do.
This is also big question into the developed countries where they get aids from developed
countries and ensures the new changes in to the curriculum but inexperienced researchers and
teachers exploit and distort all the practices. It is fine to say that diffusion and implementation
process has to observe as a worst part of it.

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Research Paper DOI: 10.35923/JES.2020.2.06
Curriculum Innovation and Practices In this article, curricular innovation is approached in the
sense of re-conceptualizing, modernizing, and optimizing the university curriculum. This is
referring to the organizational, methodological, and content side of the educational process. The
analysis of the literature on this subject shows that curricular innovation has been and is being
studied in terms of changes in methods, forms, techniques, means, contents, objectives, etc.
Studying curricular innovation by defining and creating the curriculum serves to develop and
implement educational policies. Studies that approach curricular innovation from this perspective
aim to develop effective, sustainable, and developmental strategies such as that of Bovill and
Woolmer (2019) on how conceptualizations of the curriculum in higher education influence
student-staff co-creation or the studies of Franco, Saito, Vaughter and al. (2019), which argue
about the influence of higher education in sustainable development: introducing global goals in
policy, curriculum, and practice. Other authors, like Fishman and Krajcik (2003), talk about the
process of creating sustainable science curriculum innovations. Voogt, Pieters, and Handelzalts
(2016) analyze teacher collaboration in curriculum design teams: effects, mechanisms, and
conditions. UK researchers Kirk, Newstead, Gann et al. (2018) have studied the benefits offered
by the internationalization of the curriculum, as well as its related practices. This research
indicates that the success of curricular policies depends to a large extent on the understanding of
regional specificities, local problems, and needs.
Davis and Krajcik (2005) have researched the great influence that designing educational
curriculum materials has on promoting teacher learning while Cheng-Man Lau (2001) studies the
curriculum development process by using three models: the modern model, the postmodern
model, and the model suggested by the actor-network theory. Wall and Ryan (2010) described
the design process of curriculum innovation in terms of learning styles, policies and procedures,
curriculum tools, collaboration resources, social networking tools. According to Ponnusamy
(2019), the role of knowledge in curriculum innovation creates unique learning trajectories, in
which teacher capacities and the contexts for curriculum innovation plays an important role.
Another type of approach to the research curriculum is related to the study and experimentation
of new methods and technologies in education. Chee-Kit, Daner et al. (2018) describe the impact
of a professional development model for a mobilized science curriculum from the teachers'
perspective. Xiaolan, Yiwei, and Ying (2018) were concerned with the quality of the Chinese
curriculum and studied how to streamline learning by using the MOOC teaching method. Also to
this end, Cui (2018) designed and implemented an online platform to improve the quality of
training, part of a successful curricular innovation. Other researchers like Drake, Land and
Tyminski (2014) suggest that using educational curriculum materials will support the
development of prospective teachers’ knowledge. About the process of curriculum design,
Huizinga (2014) argues the importance of collaborative teams in developing curriculum design
expertise through teacher design teams. This type of research offers teachers opportunities for
continuous development, improvement, and advancement from a didactic point of view. In 2018,

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Chediak, Bizelli, and Ryymin published the article “Brazil-Finland Dossier: Trends, Perspectives
and Challenges of Education for The 21st Century”, in which they justify capitalizing on the
experiences of teachers in Brazil and Finland. It is this collaborative approach that has generated
for the two countries the development strategy of their education for the 21st century. In this
context, we can state the importance of our research, which collected, systematized, and
analyzed the experiences of university teachers and generated a prospective strategy for
curricular innovation.
Recommendation:
According to the above research article it is recommend that in innovation curriculum emphasize
on educational policies but I believe that not only educational policies but educational practices
are more important.
Curriculum innovation encourages the new ideas and its practices in to the curriculum and
implementation of the classroom.
Central authorities always look the big picture of the innovation and its scope and sequences.
Pakistan’s national curriculum is lack of these approaches where students have to follow an
outdated curriculum without technology and its use of. Therefore, educational authorities should
embed new approaches into the curriculum to make balance approach into the national and
international curriculums where all the students should stay on the same page and ensure the
learning targets alignment.
Practical Approach into the National Curriculum of Pakistan:
A unanimous structure must be designed for national curriculum to implement new ideas.
STEM PROJECT:
Government should integrate the STEM project in national curriculum to encourage student’s
idea and reinforce the critical thinking among all students. The STEM will enhance the learner’s
cognitive abilities by using logic and reasons.
STEM laboratories should be developed in high school levels where students perform different
experiment related to the real life applications. It also ensures the use of 21st
century skills across
the national curriculum and alignment with other curriculum where both public and private
schools will enjoy same learning environment.
CHATGPT4:
An open approach to the curriculum and learner centered-approach must be integrated which
increase the learner’s choice and develop learning interest of students. Students are tired with

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traditional methods and lecturing let them to explore the new ideas and use of it into their real
life example. This will help students and make them more practical.
Conclusion:
I strongly believe that innovation is the most important factor in education system. It is the
transition from traditional classroom to digital classroom where cosmopolitan thoughts mingles
and enable individual to think critically to explore the adventure with logic and reason. This is
why today we have technological development and integration into the curriculum which help
students to think out of the box.
Furthermore, innovation in curriculum meets the new requirements of learners. This is the
innovation that facilitated during pandemic where students learned at home through distance
learning. It encouraged teachers, schools, and parents to meet online and keep the learning
process on.
Last but not the least, innovation reduced the learning GAP and brought new ways into learning
which is continuous and universal process for all learners.
THANKS