This document discusses curriculum design from an academic quality perspective. It addresses common myths around curriculum design, such as the relationship between QAA Subject Benchmark Statements and curriculum. It also discusses the difference between good and efficient curriculum design, and providing inclusivity in teaching. The document provides a case study of how to design a philosophy curriculum using QAA benchmarks. It also outlines key principles for inclusive curriculum design and lists important university contacts and resources to support curriculum development.
Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concept, generalization, principles, theories)”
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The learners are offered learning opportunities including set courses, activities, methods of transaction, ideas, for making their own courses, instructions as to how to set up a learning co-operative, self-instructional packages, and available learning resources and opportunities.
Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concept, generalization, principles, theories)”
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The learners are offered learning opportunities including set courses, activities, methods of transaction, ideas, for making their own courses, instructions as to how to set up a learning co-operative, self-instructional packages, and available learning resources and opportunities.
L’IRAN NEI MEDIA
LE SANZIONI
IL BUSINESS
IL SISTEMA BANCARIO
INVESTIMENTI
COME INVESTIRE
L'Iran è un mercato assolutamente prioritario per le aziende italiane che desiderano offrire collaborazione industriale per coadiuvare la crescita della produzione iraniana ed innovarla al fine di modernizzarla e renderla in grado di competere a livello internazionale.
Le caratteristiche di un sistema bancario di matrice islamicaItalian Network
Islam, mondo arabo e finanza. Precisazioni e cenni storici:
Islam è dinwadunyawadawla
Le principali caratteristiche della Finanza Islamica:
il divieto di “riba”
Il PLS scheme
Ilgharar
I contratti bancari islamici
La certificazione Halal-Halal International AUTHORITYItalian Network
Perchè certificarsi Halal:
Per validare processi aziendali nel pieno rispetto della normativa Iso 9000 e delle normative internazionali cui lo standard Halal fa riferimento
Per validare prodotti secondo uno standard riconosciuto e riconoscibile che li rendono fruibili ad un pubblico vastissimo che non è soltanto il consumatore islamico
Per promuovere un approccio culturale e multiculturale nell’azienda funzionale alla sua competitività sui mercati internazionali
Per promuovere una nuova immagine aziendale attenta quindi alle esigenze di tutti gli utenti finali
A Study On Retailers’ Satisfaction Level With Chandras’ Chemical Enterpris...ranjansaha
1. To analyze the factors that affects the retailer’s preference in dealing with adhesives.
2. To study the level of retailer’s satisfaction.
3. To study the satisfaction of retailer’s towards service, availability, quality of ordering and delivery, trade schemes etc from the distributor.
4. To know the strength, weakness, opportunity and threats to the company.
5. Kind of services expected by retailer’s from the company.
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Curriculum development process in pakistanMohsin Awan
Curriculum Development.
Educational process in Pakistan.
curriculum design.
how to develop curriculum.
curriculum standards.
standards based curriculum.
characteristics of a quality curriculum standards.
benchmarking in curriculum.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Update on Education Transformation and the Science Curriculum
Conceptual Curriculum Design
1. In Scientia Opportunitas
Opportunity from Knowledge
Dr Chris Lawton,
BA (Hons), MA, PGCert, PhD, MAUA.
Academic Quality Officer
(Monitoring & Development)
Academic Quality & Development Unit
Curriculum Design Myths:
An Academic Quality & Development Unit Perspective
2. Common Curriculum Design Myths:
• QAA Subject Benchmark Statements – what are
they, and what do they have to do with
Programmes & Modules?
• Good design vs efficient design?
• How & When to include inclusivity in teaching,
learning & assessment.
• Key contacts around the University
• Curriculum development resources.
3. QAA Subject Benchmark
Statements
•Part of the Quality Code - Part A: Setting and
maintaining academic standards.
•3 (relevant) Categories: Bachelors with Hons,
Masters, and Health Professional.
•Available from www.qaa.ac.uk
•Intended to assist those involved in programme
design, delivery and review.
4. QAA Subject Benchmark
Statements
Set out expectations about degree standards for a
particular subject:
•Describe what gives a discipline its coherence and
identity.
•Define the graduate skills and abilities required for
understanding/competence in a given subject.
Not a national curriculum – rather a flexible, conceptual
framework establish by communities of academic subject
experts.
6. Problem:
Everyone typically wants to teach modules on their own
research interests, but this can lead to inefficient
curriculum design, teaching overload (no time for
research, etc), small student cohorts & a poor student
experience.
Key Question:
How do we avoid designing more modules than we need,
without restricting colleagues’ freedom to choose what
they teach?
Some Solutions:
Module Sharing, Co-teaching, & Shell Modules.
7. Using QAA Subject Benchmarks
in designing a high quality &
efficient curriculum.
CASE STUDY:
BA (Hons) Philosophy.
8. The Writings of Major Philosophers
L4 Logic
Value
Theory
Philosophy
of Mind
Metaphysics Epistemology
Philosophy
of Language
L5 Logic
Value
Theory
Philosophy
of Mind
Metaphysics Epistemology
Philosophy
of
Language
L6 Logic
Value
Theory
Philosophy
of Mind
Metaphysics Epistemology
Philosophy
of
Language
Thematic strands defined in the QAA subject benchmark
9. PHI2000: Formal & Philosophical Logic
PHI2001: Ethics & Moral Philosophy
PHI2002: Modern
Metaphysics
PHI2003: Knowledge
& Knowing
PHI2004: Minds,
Brains, & Computers
PHI2005: Language,
Sense & Meaning.
BA (Hons) Philosophy: Level 5 Module Diet
10. PHI2001: Ethics & Moral Philosophy
A shell module where a module leader can use a range of
different vehicles to deliver the same validated:
•Module Title
•Indicative Content
•Module Learning Outcomes
•Assessment Strategy
•Flexible – can deliver different topics within this conceptual
framework (i.e. different aspects of ethics/moral philosophy)
•Academically Robust – clear links to PLOs, & Benchmarks.
•Practically Robust – Not tied to a specific member of staff.
•Other advantages…
12. Principles of inclusive curriculum design:
Taken from: Morgan, H. & Houghton, A. (2011). Inclusive curriculum design in higher
education: Considerations for effective practice across and within subject areas. Leeds: Higher
Education Academy. 12-13.
Anticipatory:
It is proactive in considering the entitlements of all students in
the design and delivery of all activity, considering prospective
and existing students as well as the whole student life cycle,
from admissions through induction, the course and beyond.
Adopting an anticipatory approach reduces the need for
reactive and individualised responses that can arise when
inclusive issues have not been considered at the design
phase.
13. Flexible:
Open, versatile and responsive to an evolving student
population, and to changes in circumstances that may require
adaptations to the timetable or delivery format to
accommodate student availability, for instance blended
learning.
Accountable:
Encourages staff and students to be responsible for the
progress they have made against equality objectives and
actions agreed.
14. Collaborative:
Builds on partnership between students, colleagues and
other stakeholders including professional bodies, sector
bodies, international partners and employers to enrich the
curriculum content and relevance. It is important that staff are
receptive to feedback recognising that developing inclusive
provision is an ongoing process that benefits from the active
involvement of all participants.
15. Transparent:
Makes clear the reason for design decisions by increasing
general awareness of the benefits for all and reduces the
possibility of misunderstandings based on perceived
preferential treatment.
Equitable:
The processes and procedures used for students are the
same and decisions are made in a fair, open and transparent
way.
16. Key Messages:
•Inclusivity is not an afterthought or post-hoc
adjustment – there must be a clear connection between
the curriculum design process and the eventual module
delivery.
•(Broadly speaking) an inclusive curriculum design
approach promotes student success by:
Taking into account students’ educational, cultural and
social background and experience as well as the
presence of any physical or sensory impairment and
their mental well-being.
Ensuring an anticipatory response to equality in
teaching, learning & assessment.