Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
This is a simple paper on the levels of assessment and proficiency which is used in the K+12 Curriculum. This is done for our Assessment of Student Learning 1.
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
Mental Modeling For Content Work: Contextual Inquiry, Personas and PlanningDaniel Eizans
Slides from my Confab 2014 workshop: Mental Modeling For Content Work.
Anyone working in content strategy knows that dealing with messy web content is a difficult task. Creating effective, engaging content that’s relevant to potential users and customers while supporting a good information architecture is even more difficult.
Take some of the guesswork out of content by investing more time in the upfront planning and inquiry, getting to the bottom of who your users really are. Spend a day with Daniel Eizans and learn how to conduct contextual inquiry, develop more relevant personas, and mental model your way to a better content strategy.
Daniel will bring real, field-tested examples of personas and mental models that have impacted organizational content strategy and take attendees through a series of hands-on exercises that will immediately add value to content planning and production.
You will:
Learn about the fundamentals of contextual inquiry and how to conduct this type of research when creating personas
Understand how to create more effective personas for content creators and content planners
Plan content with others using a modified mental modeling technique driven by inquiry and persona data
Receive tools and templates for bringing this technique to your clients or organization.
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
This is a simple paper on the levels of assessment and proficiency which is used in the K+12 Curriculum. This is done for our Assessment of Student Learning 1.
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
Mental Modeling For Content Work: Contextual Inquiry, Personas and PlanningDaniel Eizans
Slides from my Confab 2014 workshop: Mental Modeling For Content Work.
Anyone working in content strategy knows that dealing with messy web content is a difficult task. Creating effective, engaging content that’s relevant to potential users and customers while supporting a good information architecture is even more difficult.
Take some of the guesswork out of content by investing more time in the upfront planning and inquiry, getting to the bottom of who your users really are. Spend a day with Daniel Eizans and learn how to conduct contextual inquiry, develop more relevant personas, and mental model your way to a better content strategy.
Daniel will bring real, field-tested examples of personas and mental models that have impacted organizational content strategy and take attendees through a series of hands-on exercises that will immediately add value to content planning and production.
You will:
Learn about the fundamentals of contextual inquiry and how to conduct this type of research when creating personas
Understand how to create more effective personas for content creators and content planners
Plan content with others using a modified mental modeling technique driven by inquiry and persona data
Receive tools and templates for bringing this technique to your clients or organization.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1vYkUBK
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yknErn
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1FAP2D3
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Similar to Curriculum Development in Health Professions - Creating Academic Plans (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Curriculum Development in Health Professions - Creating Academic Plans
1. Creating Academic Plans
Chapter 5 2-16-2010
Seton Hall University
Curriculum Development in
Health Professions
Marwah Zagzoug, MSHS
2. Chapter
Highlights
• Course Planning
– Courses serve as the structural building blocks of curricula
– “Characterized as decision making about the selection,
organization, and sequence of routines.” (Yinger, 1979, p. 165)
• Program Planning
– Academic programs consist of a group of courses and experiences
designated for a specific field or discipline
• Institutional (College-Wide) Planning
– The college curriculum integrates programs, disciplines, and fields
of study
3. Course Planning
• Content
– Most instructors consider course
content (not course objectives) as the
first step when planning a course.
• Context
– Contextual influences filter/modify
instructors’ views about their field.
• learners’ characteristics, availability of
facilities, external influences
(professional and occupational fields)
• Form (design)
– Course decisions on goals, subject
matter, instructional activities, sequence
5. Program Planning
• Content
– Adapted to the demands of outside
stakeholders (professional associations
and accrediting agencies)
• Context
– Importance of goals and mission are
strongest contextual influence on
program planning
• Mandates from specialized accreditors
reinforce this influence
• Form
– Sequence designed to help students
build a coherent view of the field
6. College-Wide Planning
• Focuses on alignment of academic
program with the institutional mission
– Establishing, adjusting, or reaffirming
the institution’s mission
– Modifying academic programs in
response to external environment.
• Faculty members, administrators,
experts, and students tend to be
involved in college-wide curriculum
planning.
• Large universities are slower to
consider curriculum change than small
colleges.
8. Online Course
Development
Traditional Course
Development
• Face-to-face environment
• Focus on content and
sequencing of content
• Solo faculty development
• Online environment
• Focus on interactivity to
replace f2f discussions
• Collaborative faculty
development
9. Overview
Researchers investigated the development
of an online humanities course by a team
of faculty and instructional designers. Data
were collected through semi-structured
interviews with participants, observation of
four face-to-face planning meetings, and
content analysis of course development at
the online site. The study was guided by
the theoretical frameworks of Berge’s
typology of online facilitator roles and Stark
& Lattuca’s framework on academic plans.
10. Overview
• The research explores two areas
– The course development process for
online courses
– The use of collaborative approach to
course development
11. Theoretical Framework
Berge’s Typology of Online Facilitation
– Pedagogical (Curricular) role
• Intellectual tasks
– Social role
• Community-building
– Managerial role
• Organizational, procedural,
administrative
– Technological role
• Programming, HTML coding
13. Findings
• Development model for f2f courses can
be applied to online courses
• Content was the primary focus
• Perceptions of the collaborative process
– Increased workload
– Potential conflicts
– Faculty development opportunity
• Partnering novice faculty members with
experienced peers in online course
development provides greater benefit
than partnering them with an
instructional designer.
14. Findings
• The team approach to course
development combines the experience
of instructional designers and
disciplinary experts
• Faculty report that working in a
collaborative environment can be
inspiring and reinforcing.
– To be successful in a team environment,
the individual needs to relinquish some
decision-making control to others,
respect the skills and knowledge of
others, and be willing to compromise.
15. Questions for Discussion
• When comparing a solo developed course vs. a
collaboratively developed course, does collaborative work
affect learning in the online environment?
• Are online concerns and activities different for faculty
members from the sciences than from the humanities?
• Does collaborative work impede creative autonomy and
flexibility that faculty normally enjoy in traditional course
planning?
16. References
Lattuca, LR, & Stark, JS. (2009). Creating
Academic Plans. Shaping the College
Curriculum: Academic Plans in Context
(2nd ed., pp 115-143). San Francisco:
Jossey-Bass.
Xu, H., & Morris, L. (2007). Collaborative
Course Development for Online
Courses. Innovative Higher Education,
32(1), 35-47.
Editor's Notes
Academic planning occurs at several levels: course, program, and college. Course and program planning are similar in regards that they both take special consideration of content, context, and form.
Contrary to the expectation of design theorists, studies reveal that most instructors begin course planning by selecting content, rather than by determining objectives.
Instructors “fine-tune” courses on an ongoing basis (routine course planning) through contextual influences.
The Contextual Influences Model, found on pg. 118 in the textbook, demonstrates the current curricular planning processes at the course and program level. Content and context interact to shape decisions on course form.
Planning courses and experiences designated for a specific group of students. Programs include academic majors, general education programs, formal interdisciplinary programs, study abroad, independent study, and other forms of educational programs.
Program planning occurs sporadically as a result of strong organizational or external influences: shifts of thinking within field, changes in job market opportunities, modifications in accreditation standards
Development of course goals and objectives and the selection of content do not differ between online and traditional course development. Course content still depends on learning outcomes in both cases. However, one major difference in online vs. traditional is the need to attend to the learners’ characteristics. Online course development requires greater attention in orchestrating flow of instruction to ensure interaction and feedback.
The course development team that was used for this study consisted of “veteran faculty” experienced in developing and teaching online courses, and “novice faculty” who had no experience in online education.
The authors of the study used Berge’s typology to examine the roles of course development team members and how they interact throughout the collaborative process.
In the pedagogical role, the educational facilitator focuses on ways to probe learners for responses and discussions that focus on critical concepts, principles, and skills.
In the social role, the emphasis is placed on creating a friendly online learning environment that does not rely on face-to-face contact to learn new material.
The managerial role involves leadership in managing interactions by setting the agenda and objectives of the discussion and maintaining ongoing productive communication
In the technological role, the facilitator ensures that the technology used for the online course is user-friendly and that participants are comfortable navigating through the software system so they can concentrate on the academic tasks.
Increased workload: when developing a course on their own, faculty members treated it as more informal and less deliberate, hence it was less time-intensive.
Potential conflicts: at some points faculty members had mixed feelings in some elements, particularly course design and structure.
Faculty development opportunity: despite the hurdles, the team members unanimously agreed that the experience of collaboration in online course development is a valuable faculty development opportunity.