This document provides an overview and introduction to a course on curriculum design in medical education. It includes the course objectives, which are to experience integrated learning design, think of assessment as ongoing, and design curriculum with the desired learner outcomes in mind. The document outlines the course assignments, which involve needs assessments, developing goals and objectives, designing instructional strategies, and creating assessment plans. It also describes the major components of effective teaching and a six-step approach to curriculum development involving identifying needs, goals, instructional plans, and evaluation. Finally, it addresses setting up accounts and resources for participating in the course blog and discussions.
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Institute H: The Road to Becoming a Center of Excellence
Thursday, October 8, 9:00 am - 12:00 p.m., Executive C D
Lisa D'Adamo-Weinstein, Director, Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson, Retired Director, Academic Success Center
Clemson University
Laura Sanders, Assistant Dean, Student Success, College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to:
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
This post-conference institute will walk participants through the rationale for the creation of the designation program;
review the criteria for evaluation and discuss the steps for completing an application. We will also share insights
gathered during the first two rounds of applications reviews to assist participants in developing a clear plan for how
they can best put together their own application
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Class Session 1
Introductions –
2 questions
Overview of the
Course
• Blog
• Syllabus
• Assignments
Thomas’ et al.’s 6 steps
of Curriculum Design
3. To experience the
integrated nature
of learning
experience design
To think of
assessment as
something that
happens during a
course to promote
learning
To design with the
end in mind:
What do you want
your learners to
be able to do?
(backward design)
To remember that
students learn
from what they
do, not what you
do
My Goals for You in this Course
3
4. What this Course in the TiME
Program Addresses
Curriculum Design
Learner Assessment
In-Depth Discussion of
Instructional strategies
Delivery Platforms
Online / Hybrid designs
Dissemination of
Curricular Innovations
(scholarly pubs,
presentations)
ADLT 672, Fall ‘16
ADLT 676, Fall, ‘16
ADLT 673, Spr, ‘17
5. Major Learning Goals
EPAs Assessment Instructional Strategies Learning Objectives All aspects
EPAs
Assessing
Learners
Instructional
Strategies
Learning
Objectives
All Aspects
of Design
6. Your Learners
30% teach medical students
(preclinical)
35% teach medical students (clinical)
65% teach residents, fellows
20% teach graduate students,
sciences
20% teach “others”
7. Lesson /
Course
Instructor /
or Director
= 11
Division
Director =
1
Clerkship
Director /
Associate
Director =
2
Residency
Program
Director /
Assoc = 3
Fellowship
Director /
Assoc = 3
Others
= 8
Your Roles
8. Four Components of Effective Teaching
Beginning of Instruction
Knowledge of
Subject
Matter
Teacher-
Learner
Interactions
Management of
the Learning
Environment
Design of
Instruction
Interpersonal and social skills
Facilitation
skills, setting a good
learning
climate
Skill development
Discipline or specialty-specific
9. Why a TiME course in Curriculum
Design?
Introduce
the basic
concepts in
designing a
learning
experience
Examine
how to write
goals and
learning
objectives
Illustrate
alignment
between
components
Consider
what makes
learning
experiences
significant
Provide
exemplars
of
instructional
strategies &
assessment
strategies
10. What do you want your
learners to be able to KNOW
or DO at the end of your
lesson, rotation, or course?
14. Six-Step Approach to Curriculum
Development
Problem Identification
and General Needs
Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies
and Program Evaluation
15. In reality, curriculum development is often an
interactive and iterative, ongoing process
Interactive and
Iterative Design
Building a
Solid
Base of
support
Identifying
Learning
Needs
Developing
Goals and
Objectives
Designing
Instructional
Plans
Devising
Transfer of
Learning
Plans
Formulating
Evaluation
Plans
Communicating
Results
Scheduling
Logistics
Discerning
the
Context
Scheduling
Faculty to
Teach
Assessing
Learners
16. Six-Step Approach to Curriculum
Development
Problem Identification
and General Needs
Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies
and Program Evaluation
17. Assignments
Needs Assessment (25 points)
Goals and Objectives (10 points)
Instructional Strategies (25 points)
Assessment Strategies (25 points
Engagement / Participation (10 points)
Plan for obtaining Feedback from Learners (5 points)
17
18. Develop a General Needs Assessment
What is currently being done?
What personal and societal factors are affecting the
problem?
What, ideally, should be done?
• Examine the accrediting requirements for the LCME,
ACGME, and the milestones project, as well as EPAs
• Your own research into future trends and needs for
medical education in your discipline
19. Develop a Targeted Needs
Assessment
Gather data about the learners for whom you
will be designing your educational plan
• Expectations about scope of knowledge/skill
• Previous training and experience
• Existing characteristics about these learners
• Your own preferences / experiences with instructional
approaches
Gather information about the learning
environment
• Barriers, enablers
• Needs of others, i.e. clerkship, course, or program
directors
• Informal or hidden curriculum
20. Develop Goals and Objectives
Focus on a
specific group
of Learners to
develop
3-5 overall
“course” goals
Develop
learning
objectives for
what you
want your
learners to be
able to do
20
22. Assessments
Formative and Summative, “best practices”
Assignment is for pairs/triads to research and
present an assessment strategy to the class
based on chapters in your text
30 minutes, 5-7 slides
22
23. What Questions Do
You Have?
• Take a 15-minute break
• Sit with others with learners similar to yours
• (residents, pre-clinical med students,
• clinical med students, graduate students)
24. Three things we are going to do BEFORE
you leave tonight
Provide your VCU ID
badge so we can get
you into the MMEC
after 6 pm - will be
returned to you
tonight!
Everyone set up a
Rampages account
http://rampages.us/
Everyone accept
invitation to join our
course blog
with same email