HSCI 611 Lesson 6 LO1 & LO2 Flashcards.pptx

•Download as PPTX, PDF•

0 likes•42 views

Identify and describe areas for assessment and potential change in the curriculum maintenance and enhancement process. Explain elements of the management of change, including level of decision making, accreditation standards, environmental changes, and faculty development.

Education

HSCI 611
CURRICULUM DEVELOPMENT IN
HEALTH SCIENCES
Lesson 6
Flashcards on Curriculum Maintenance & Enhancement
(Lesson Objectives 1 & 2)

If you're assessing funding, you might ask these types of
questions.

"How is the curriculum funded? Have
funding needs changed with addition of
new expectations, additional learners, and
new technologies or methodologies?" (Kern
& Thomas, 2022, p. 200).

If you're assessing congruence, you might ask these types
of questions.

"Does the curriculum on paper match the
curriculum in reality? If not, is that a
problem? Does one or the other need to be
changed?" (Kern & Thomas, 2022, p. 200).

If you're assessing goals and objectives, you might ask
these types of questions.

"Are they understood and accepted by all involved in the
curriculum? Are they realistic? Can some be deleted,
should some be altered, or do others need to be added,
based on review of Steps 1 and 2? Do some address new
external requirements/accreditation standards, such as
milestones or entrustable professional activities (EPAs) (see
Chapter 4)? Are the objectives measurable?" (Kern &
Thomas, 2022, p. 200).

This element of the management of change has to do with
both identifying the need for change and, "who should
make the changes and at what level they should be
addressed" (Kern & Thomas, 2022, p. 204).

This element of the management of change has to do with
the organizations or bodies that serve as "important
drivers of change in health professional curricula" (Kern &
Thomas, 2022, p. 204).

The transition at UIndy from Sakai (or ACE) to Brightspace's
D2L learning management system is an example of this
element related to the management of change.

This element of the management of change has to do with
ensuring that the key individuals who implement the
curriculum have the appropriate training in concepts
related to "time management, teaching, curriculum
development, management, or research skills" (Kern &
Thomas, 2022, p. 206), as well as educational technology.

Similar to HSCI 611 Lesson 6 LO1 & LO2 Flashcards.pptx

Admission Criteria For MBA Programs

Tye Rausch

Understand the importance of leadership development initiatives in corporate environments. It is not enough to evaluate our programs using formative and summative evaluations or implementing the Kirkpatrick evaluation model to gain insights into how participants implement the knowledge or skills after training. We must understand how to design a program that has elements that will promote transfer before, during, and after the program. This paper will examine the impact of learning transfer and the models used to understand better how to achieve this. Afterward, a deep dive will be done into the relationship between learning transfer and leadership development and what elements can be incorporated before, during, and after the programs that can impact transfer.

Learning transfer in leadership programs.docx

Sara239500

Applying Performance Management Principles To A Learning Environment For Unde...

Laurie Smith

Recent trends and issues in assessment and evaluation

ROOHASHAHID1

Dr. S. Michael Putman, Ball State University

William Kritsonis

Article Review

fatinnah

Assessing Service-Learning

Kristen Flores

Exploration of Transformational Learning Experiences of Adult Community Colle...

Kristen McKenna

Organisational change management of the transition of polytechnics in ghana t...

Alexander Decker

https://syndwire-videos-new.s3.amazonaws.com/fw1mz1554712036.pdf

tester0010

https://syndwire-videos-new.s3.amazonaws.com/esu1q1556619949.pdf

tester0010

https://syndwire-videos-new.s3.amazonaws.com/efihq1556015613.pdf

tester0010

https://syndwire-videos-new.s3.amazonaws.com/fw1mz1554712036.pdf

tester0090

https://syndwire-videos-new.s3.amazonaws.com/efihq1556015613.pdf

tester0090

https://syndwire-videos-new.s3.amazonaws.com/esu1q1556619949.pdf

tester0090

Aspects Of New Technology Discussion Paper.docx

4934bk

When you really get down to analysing it, the promises of E-Learning often have yet to materialize. The question how e-learning can be successful becomes more urgent as we move from an ‘early adopter’ stage to a more general offering. In the discussion about the best strategy for e-learning it becomes more an more clear that e-learning has to be based on the learner. This includes the necessity to postulate in a clear way that the needs of the learners have to be determined in a concrete manner before starting the project. Important aspects are therefore the awareness of the learning biography, of individual learning preferences and of social needs. It is important to acknowledge that quality of a learning process is not something that is delivered to a learner by an e-learning provider but rather constitutes a process of co-production between the learner and the learning-environment. That means that the product/ outcome of an educational process is not exclusively a result of the production process of an educational institution. Quality therefore has to do with empowering and enabling the learner. It has to be defined at the final position of the provision of the learning-services: the learner. The article describes learners preferences in e-learning based on empirical results of today’s largest survey in this field [1]. It thus facilitates the construction of learner oriented services portfolios in e-learning.

QUALITY IN E-LEARNING FROM A LEARNER’S PERSPECTIVE (award winning paper) by U...

Ulf-Daniel Ehlers

Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com

William Kritsonis

Assessment Matters Newsletter_November 2015 (3)

Tom Kohntopp

Academic institutions have been fundamental contributors of education in the society. From tapping the talents of potential students to shaping them into responsible citizens, academic institutions have at all times played a vital role. This is the reason why quality of academic institutions has been under steady scrutiny for quality. What an institution of higher studies has to offer to students seeking to pursue their studies with it then becomes imperative. The purpose of this study is to provide an insight into the various perceptions as perceived by individuals with respect to quality of academic institution. The objective of this paper is to re-present an overview of the variables critical to the quality of an academic institution of higher studies and to indicate and /or re-emphasize upon factors that stand out important to quality in this domain. A random sample of 398 graduates from varied areas of work and study expressed their opinion about factors that they considered was most significant to academic quality. Interactions, Discussions, interviews, dialogues and questionnaires were used to consolidate the results. This paper presents a list of most extensively cited variables perceived as essential to quality education. These variables are generated from a pilot survey conducted in UAE and is a segment of an ongoing research in the areas of academic quality

An exploratory re-search for variables representative of Academic Quality

Waqas Tariq

Similar to HSCI 611 Lesson 6 LO1 & LO2 Flashcards.pptx (20)