The document discusses top-down and bottom-up approaches to curriculum development and maturing. Traditionally, standards are developed top-down but courses can evolve standards bottom-up by incorporating new knowledge and competencies. Curricula can mature through bottom-up contributions from courses that help standards evolve. Semantic mapping of curricula, standards, competencies, activities and assessments allows for academic analytics and formative evaluation to support ongoing curriculum improvement through bottom-up and top-down processes.

1. Top-­‐down
and
bo+om-­‐up
curriculum
maturing
processes
Kai
Pata
kpata@tlu.ee
Tallinn
University,
Center
for
Educa?onal
Technology

2. An
expert:
Crea?vity
and
freedom
Tradi?onally
top-­‐to
down
processes
prevail
in
curriculum
development:
mapping
to
the
standards,
evalua?on
based
on
fixed
standards
Courses
can
bring
in
evolving
knowledge
and
competences
and
mature
the
curriculum
and
standards
in
bo+om-­‐up
manner
Evalua?on
against
the
standard
-­‐
an
approved
collec?ve
knowledge

3. Mapping
the
curriculum
to
the
standards
Educa?onal
technology
curriculum
–
the
competences
ISTE
NETS
competences
Standards
maturing
Curriculum
development
and
evalua?on
h+p://intelleo.eu/
see
demonstrator
3
Issues:
curriculum
competences
should
incorporate
new
course
competences,
the
standard
should
evolve
based
on
bo+om-­‐up
contribu?ons

4. Mapping
the
courses
to
the
standard/
curriculum
Matching
learning
outcomes
from
standard
to
the
courses
h+p://htk.tlu.ee/EpoAbi/
Mapping
the
competences/learning
outcomes
at
courses
Standard
/
curriculum
Course
competence
descrip?ons
competences
Are
contextualized
to
domain
context
Issues:
-­‐
ill-­‐formulated
competences/learning
outcomes
cannot
be
objec?vely
measured
-­‐
standard
is
unevenly
covered

5. Mapping
ac?vi?es
and
assessment
to
competences/
learning
outcomes
Mapping
competences/learning
outcomes
with
learning
ac4vi4es
and
assessment
h+p://htk.tlu.ee/EpoAbi/
Competence/Learning
outcome
descrip?on
Assessment
types
Learning
ac?vity/assignment
types
Get
advice
from
different
formula?ons
at
the
curriculum
-­‐
standard
competences
-­‐
assessment
types
-­‐
learning
ac?vity
types
Issues:
-­‐
Mapping
competences/learning
with
fiSng
assignments
and
assessment
-­‐
overlaps
between
learning
ac?vi?es/
assignments
at
courses
-­‐
Collec?ng
academic
analy?cs
Shared
vocabulary
across
the
curriculum
Academic
analy4cs
based
on
competences,
ac4vity
and
assessment
types

6. Academic-­‐
and
learning
analy?cs
for
evalua?on
• In
porTolio-­‐based
eDidak?kum
we
can
map
course
elements
with
competence
standard
(competence
ontology)
and
domain
ontology:
– the
learning
ac?vi?es/assignments
– the
learning
resources
with
competence
standard
– Academic
analy4cs
for
courses
can
be
used
for
forma4ve/
summa4ve
evalua4on
of
the
curriculum
• The
learner
who
takes
the
assignment
will
map
the
planned/graded
competences
to
his
eporTolio
– Learning
analy4cs
for
competence
development
at
the
course,
forma4ve
evalua4on
of
the
course
– Learning
analy4cs
of
personal
development
h+p://edidak?kum.ee/

7. Curriculum
maturing
processes
STANDARD
COMPETENCES
EVOLVING
DOMAIN
KNOWLEDGE
&
COMPETENCES
???
KNOWLEDGE
AND
COMPETENCES
STUDENT
PORTFOLIOS
PERSONAL
LEARNING
CONTRACTS
DOMAIN
ONTOLOGIES
COMPETENCE
/
LEARNING
OUTCOMES
ONTOLOGIES
CURRICULUM
LEARNING
OUTCOMES
STUDENTS’
EXPECTED
LEARNING
OUTCOMES

8. Seman?c
curriculum
management
goals
• Managing
curriculum
and
course
development
(to
address
coherence
within
the
curriculum
courses,
to
maintain
traceability
of
curriculum
linkages
with
resources
for
planning
and
upda?ng
it,
to
address
coherence
within
the
course
competences,
ac?vi?es
and
resources,
to
manage
and
update
case-­‐based
ac?vi?es
and
resources
dynamically
across
the
curriculum);
• Managing
curriculum
and
standard
evolu4on
(using
standards
such
as
competence
models,
domain
ontologies
and
similar
curricula
as
reference
ontologies
for
modeling
the
curriculum
and
evolving
the
standards);
• Managing
internal
and
external
evalua4on
of
curricula
based
on
academic
analy?cs
and
geSng
overviews;
• Managing
shared
vocabulary
development,
collabora4on
and
“ownership
taking”
in
curriculum
development;
• Managing
student-­‐centered
approach
to
learning
with
personal
porDolios
in
the
curriculum
development
(to
use
the
curriculum
as
the
“underground
map”
for
planning
learning
for
competences,
finding
learning
resources
for
personalized
learning
experiences,
proposing
learner’s
expected
learning
outcomes,
ac?vi?es
and
resources
to
the
courses
and
the
curriculum).

9. Curriculum
maturing
concepts