Reflect on these quotes It is not proposed

Reflect on these quotes “It is not proposed that the children of the poor should be educated in a manner to elevate their minds above the rank they are destined to fill in society… Utopian schemes for an extensive diffusion of knowledge would be injurious and absurd. ” (Colquhoun, 1806, writing about education in England) “We must get away from the idea that it is only the people at the top who should be thinking, and the job of everybody else is to do as told. Instead we want to bring about a spirit of innovation, of learning by doing, of everybody each at his own level all the time asking how he can do his job better. ” (The Prime Minister of Singapore, Mr Goh Chok Tong, 1997, at the opening of the 7 th International Conference on Thinking)

Educational Aims “Human beings have potential for developing in many directions and the problem of educational aims is deciding which kinds of development should be fostered and which discouraged” Wringe, C. , 1988, ‘Understanding Educational Aims’, P. 43)

Key Questions for Curriculum • What knowledge is most useful to attain? • Why is this knowledge most useful to attain? • How is this knowledge most effectively attained or created?

Major influences on curriculum Practitioners Educational institutions Industry Curriculum Dominant political ideology Dominant educational perspective Students “Curriculum can be seen as the battlefield of many competing influences and ideologies” (Kelly, 1995, p. 149)

Curriculum Development Cycle Needs Analysis Learning Outcomes Assessment Evaluation Resources Instructional Methods Content

Aligned Curriculum Design Model Learning Outcomes Types of Thinking Assessment System Instructional Strategies In basic terms this means that the types of thinking incorporated in the Learning Outcomes must be effectively taught through the Instructional Strategies used and accurately measured in the Assessment System.

Differences Between Instructional and Curriculum Development Write a Lesson Plan Develop Curriculum Goals Obtain Student Instructional Resources Instructional Development Write Objectives Sequence Objectives Develop Learning Experiences Select Media Select Equipment Obtain Supplies Determine Student Needs and Interests Develop Curriculum Materials Evaluate Curriculum Materials Effectiveness Make Curriculum Planning Decisions Obtain School-related Data Obtain Community – Related Data Curriculum Development Plan a Unit Determine Curriculum Content Make Curriculum Content Decisions Prepare Teacher-made Instructional Materials Finch, C. R. and Crunkilton, J. R. (1999). Curriculum Development in Vocational and Technical Education, p. 13.

Overview Establish Parameters PS 1: Establish parameters of curriculum design with stakeholders Analyze Relevant Information PS 2: Analyze relevant information that has impact on the design of curriculum Determine Design Methods PS 3: Determine the methods for curriculum design in consideration of target learner groups Learning Units PS 4: Establish the units of learning programmes making up the curriculum Formulate Curriculum Structure PS 5: Formulate the structure of the curriculum Develop Implementation Plans PS 6: Draw up the design specifications of the learning programmes PS 7: Validate design specifications of learning programmes PS 8: Develop implementation plans 8

Parameters of the Curriculum Purpose of the curriculum Competency standards Subject matter Target groups Curriculum qualification 9

Purpose of the curriculum Defined as the major learning goals and learning objectives of the curriculum 10

Competency standards • • • Competency elements Performance criteria Underpinning knowledge Range and context Evidence sources 11

Subject matter • Subject matter can be determined with a literature review of the latest findings on the field of knowledge 12

Target groups Profiled in terms of both demographic and psychological factors 13

Three Dimensions of Learning Model 14

Curriculum qualification WSQ System: Seven qualifications (but six levels) WSQ Qualification Graduate Diploma Graduate Certificate Specialist Diploma Advanced Certificate Statement of Attainment Level Highest Minimum 15

Factors to Consider c) Qualification levels a) Credits b) Credit transfer d) Articulation 16

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Step 1: Determine the Stakeholders within the Industry Step 2: Establish the Parameters of Curriculum Design Step 3: Analyse relevant information from TNA 18

Analysis of the purpose of the curriculum What to Analyse Curriculum Structure The prevalent domain/s (as denoted in Bloom’s taxonomy) The level of competency expected (e. g. Level 5 – Evaluation) Curriculum Content Domain/s and Levels (Bloom’s Taxonomy) Units of Learning Programme Audience, Behaviour, Conditions and Degree of the Curriculum Goals Delivery and Assessment Strategies Domain/s and Levels (Bloom’s Taxonomy) 19

Analysis of Competency and Competency Standards What to Analyse Curriculum Structure How the Performance or Behavioural indicators are clustered together (mapping) according to job scope Curriculum Content Is there any overlap in skills and knowledge among the CUs or modules? How are the skills and knowledge linked across the modules? Units of Learning Programme The depth and breadth of each CU in the curriculum Do the competencies lend themselves well to Delivery and training and assessment pathways besides the Assessment Strategies facilitated learning and assessment pathway? 20

Analysis of the Subject matter What to Analyse Curriculum Structure The breadth of the subject matter (e. g. nursing studies) The degree of specialisation of the knowledge (e. g. waste management) Curriculum Content The currency of the field (e. g. clean environment and 3 -D animation are new fields) Units of Learning Programme The strength of the linkages across discrete skills (e. g. curriculum design and facilitation) Delivery and Assessment Strategies The domains and levels of competency required 21

Analysis of the Target Learners What to Analyse Curriculum Structure The andragogical characteristics of the learners Curriculum Content The targeted learner product that the curriculum is supposed to produce The learner competencies in the subject matter Units of Learning Programme Learner’s cognitive ability to link, retain and apply concepts Delivery and Assessment Strategies The strengths of the learners to acquire the competencies using certain approaches (e. g. discussion and project work formats) Details can be found in the Adult Learning Module (based on TDLM) 22

Analysis of the Qualification Levels What to Analyse Curriculum Structure There may be a level of complexity tagged to the curriculum qualification. Curriculum Content The complexity and the quantity of the curriculum content needs to be pitched at the right level, appropriate for the level of qualification identified. Units of Learning Programme The breadth and depth of coverage linked with the qualification needs to be determined i. e. number of DIFFERENT units (breadth) and the extent of coverage per unit (depth). Delivery and Assessment Strategies At higher levels of qualifications, there may be scope for alternative assessment methods such as portfolios and practicum. 23

Chap 2: Design Methods PS 1: Establish parameters of curriculum design with stakeholders PS 2: Analyze relevant information that have impact on the design of curriculum PS 3: Determine the methods for curriculum design in consideration of target learner groups PS 6: Draw up the design specifications of the learning programmes PS 5: Formulate the structure of the curriculum PS 4: Establish the units of learning programmes making up the curriculum PS 7: Validate design specifications of learning programmes PS 8: Develop implementation plans Session 1 24

Lets do some modelling Think of the best and the worse programme you attended • What made it very good or very bad for you? • What specific experiences or components in the curriculum made the difference? 25

Major curriculum paradigms (the Academic Perspective) Classical Humanist Progressive Focuses on the development of a rational mind through instruction in established Forms of Knowledge. Traditional schools subjects are derived from this paradigm. Focuses on the individual needs and growth of learners. What is learned is open to negotiation between teacher and learner. Experiential approaches to learning are emphasised. Cultural Reproduction Reconstructivist Focuses on providing learners with a broad and representative introduction into the culture of society. Emphasises a broad and varied curriculum, e. g. , sciences, arts, sports, etc. Focuses on producing a critical perspective, seeking improvements in society. This often involves not just technological improvement but also issues of equity and social justice.

Curriculum as Framework

Overview CDIO+ Design Thinking General Education Academic Mentors Faculty Development GRADUATE ATTRIBUTES Competence Communication and Teamwork Creativity, Innovation and Enterprise Ethics and Responsibility Global Mindset Personal and Social Effectiveness Skills Technical knowledge T

Curriculum Models • Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches • The curriculum is then structured based on the key principles of the model Main Models: • Product Model (plans and intentions) • Process Model (learning activities and the experience) Some Specific Models: – – – – Outcomes-based Standards-based Competency-based Problem-based learning Understanding by Design Integrated curriculum Spiral Curriculum

Curriculum as Content (or product)

Content –based model

Process-based Model

Process-based Model

Comparison of Product & Process-based models

Interaction between Curriculum Syllabus Process Product Praxis 35

Outcomes-based Curriculum

Standards-based Curriculum

What is PBL? “The principal idea behind problem-based learning is…that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve” (Boud. D, 1995, p. 13. Enhancing Learning through Self Assessment. London: Kogan Page) Problem-based courses start with problems rather than with exposition of disciplinary knowledge. They move students towards the acquisition of knowledge and skills through a staged sequence of problems presented in context, together with associated learning materials and support from teachers

What I know best I have taught “…the individuals learning the most in the teacher-centred classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organising it is a meaningful way, and explaining it to others” (Huba & Freed, 2000)

“The search for educational methodologies that emphasise real world challenges, higher order thinking skills, multi-disciplinary learning, independent learning, teamwork and communication skills has a confluence in the holistic approach to problem-based learning”. (Tan Oon Seng, 2000)

Competencies for a Knowledge-Based Economy (KBE) • • • Problem-solving Communication and team-working Creativity and innovation Leadership Adaptability Learning-to-learn skills

Key Features of PBL Activities PBL activities can vary in terms of size, structure and discipline involvement. However, they typically involve: • Working on real world tasks – developing specific and generic competences • Process driving content • Active and collaborative learning • Accessing, organising and making sense of relevant content knowledge • Developing learning to learn skills and dispositions

Content - Process relationship Problem Scenario Process skills (Thinking, Communication, Teamwork) Content Derived from the world of practice Emphasis on essential concepts

PBL Sequence of Activity There is no universal approach to PBL, but the following features are characteristic of the process • Presentation of problem as a simulation of professional practice or a ‘real life’ situation • Generation of questions and use of thinking to explore the problem and plan a course of action that will lead to its solution • Collaborative research activity to access and explore information sources in order to build up of knowledge base of relevant resources relating to the problem • Presentations of information found, peer teaching and application of the learning to the problem situation • Review of the problem in relation to new knowledge and evaluation of the learning process

Example: PBL Approach Meeting / Breakout Session Meeting 1 Duration Activity 1 h Presentation of problem followed by group discussion Determine work allocation and generate ideas from preliminary research Study and Research Period 1 1 h Meeting 2 1 h Re-align approach with the problem and reflect on learning based on materials and resources Study and Research Period 2 2. 5 h Conduct further research and work on presentation Meeting 3 2 h Group presentation of solutions and facilitator conducts debrief on the learning Self-Evaluation 2 h Learner assesses his or her own learning via a quiz 45

Pedagogic benefits attributed to PBL • Is consistent with established knowledge on how we learn. The active learning ‘real world’ approach helps students to create knowledge structures/mental models that facilitate understanding (deep learning). This enables rapid recall in situations of future practice and transfer of learning • Promotes both independent and cooperative learning by empowering students in the organisation of the learning process • Fosters core competencies and dispositions essential for lifelong learning • Models the world of what professionals actually do -hence a better means of preparation for work than traditional content based curricula.

PBL problems should… • contain ‘cues’ that trigger learners to identify the desired learning outcomes • be at the appropriate level of complexity for learners profile • integrate knowledge, skills and attitudes across topics • mirror the real world of professional practice • promote collaborative and active learning • sufficiently identify the expected task and context

Checklist for developing a problem Have I: Selected appropriate content relating to the Curriculum (learning outcomes) ________________________________ Determined the availability of necessary resources (personnel, equipment, learning materials, etc) ________________________________ Written a problem statement that: • Is grounded in the student experience • Is appropriate for developmental/competence level • Provides a focused question • Is sufficiently ill structured to allow more than one correct answer • Allows for a variety of teaching/learning strategies ________________________________ Chosen an activity that will motivate students _________________________________ Produced an assessment strategy and necessary marking scheme

Problem Evaluation • Did the problem create student interest • Did the problem build core content knowledge • Did the problem promote types of thinking • Was the problem sufficiently real world based • Did the problem allow sufficient student choice • Was the problem at the right level for the students • Were the students able to access sufficient resources In what ways can this problem be improved: _______________________________________________

The Director of DACE has requested us to consider the usefulness of problem-based learning as a means of making the curriculum more suited to the needs of a knowledge-based economy. The above could be a PBL activity for us as teaching professionals. You will notice that the problem is: • Real world based- relevant to our professional lives • Involves much research activity, good thinking and the development of a rich knowledge base • Requires collaborative learning • Challenging but achievable

Designing a PBL Curriculum • Produce a discipline map for each subject (e. g. , key concepts, principles procedures) that are to constitute the content objectives • Identify the generic competences to be developed (e. g. , types of thinking, team-working, communications skills, etc) • Prepare a range and progression of problems that facilitate the integration of content objectives and generic competences

CENTRAL QUESTIONS FOR ENGINEERING EDUCATION WHAT knowledge, skills and attitudes should students possess as they graduate from university? HOW can we do better at ensuring that students learn these skills?

How CDIO started Implementation in SP CDIO + Design Thinking Sharing Small Successes CDIO Syllabus 1. Disciplinary Knowledge & Reasoning • Knowledge of underlying mathematics and sciences • Core engineering fundamental knowledge • Advanced engineering fundamental knowledge, methods and tools 2. Personal and Professional Skills & Attributes • Analytical reasoning and problem solving • Experimentation, investigation and knowledge discovery • System thinking • Attitude, thought and learning • Ethics, equity and other responsibilities 3. Interpersonal Skills: Teamwork & Communication • Multi-disciplinary teamwork • Communications • Communication in a foreign language 4. Conceiving, Designing, Implementing & Operating Systems in the Enterprise, Societal & Environmental Context • External, societal and environmental context • Enterprise and business context • Conceiving, systems engineering and management • Designing • Implementing • Operating

How CDIO started Implementation in SP CDIO + Design Thinking Sharing Small Successes CDIO Standards Standard 1 Adopt CDIO as a context Curriculum Standard 2 Standard 3 Standard 4 Standard 5 CDIO Syllabus Outcomes Integrated Curriculum Introduction to Engineering Design-Build Experiences Workspace/Labs Standard 6 CDIO Workspaces Teaching & Learning Methods Standard 7 Standard 8 Integrated Learning Experiences Active Learning Enhancement of Faculty Competence Standard 9 Standard 10 Enhancement of Staff CDIO Skills Enhancement of Staff Teaching Skills Assessment Methods Standard 11 Standard 12 CDIO Skills Assessment CDIO Program Evaluation

How to Integrate the Curricula Fogarty, R, 2009, Sage: London Why integrate curricula: - Principles of learning Nature of knowledge in the real world Interest and meaning for students “. . . one critical element of integrated learning is the lifelike projects that are relevant and meaningful to students” (p. 9)

Models of Integration • • Cellular – Traditional, forms of knowledge (Hirst & Peters) Connected – Within topic linking and structuring Nested - Connecting content knowledge with a thinking skill and/or social skill Sequenced – topics in different subject areas are arranged to coincide with each other, and similar ideas/concepts taught in relation with each other • Shared - Two disciplines are considered for overlapping concepts/ideas as organizing elements – as well as overlapping content • Webbed - Integrates a number of subject disciplines through a key theme. Uses a deductive approach, starting with the big understanding/idea • Threaded - Focuses on infusing a key thinking skill (e. g. , compare and contrast) • Integrated - Full integration across a number of disciplines (wider extension of Shared). Uses an inductive approach, from a deep understanding of each discipline and comparison of disciplines for natural integration • Immersed – Individual focused – deep study, doing own integration • Networked – Similar to immersed, but involving wider network (e. g. , other experts in different fields

Determining Curriculum Models • Considering the type of information in the Subject Matter • Considering Target Learner Groups 57

Pulling it together: PS 1, PS 2 & PS 3 An Example of a Curriculum Design Process 58

Global Trends • • Higher standards for all students Differentiated curriculum Flexible learning pathways Centralized curriculum (e. g. , national Curriculum) Accountability and audit Integrated curriculum 21 st century skills

Curriculum: Educational Contexts Pre-industrial society Industrial society Knowledge based-economy Family-based Growth of schools Real life focused Knowledge in Supervised practice subjects, largely by competent elders separated from real world Transmitted by teacher ?

Chapter 3: Determine Methods 4. Methods of Design in Consideration of Curriculum Content 3. Design of Curriculum in Consideration of Target Learner Groups 1. Definitions and Perspectives of Curriculum 2. Models as Design Tools 61

Chapter 3: Determine Methods 4. Methods of Design in Consideration of Curriculum Content 3. Design of Curriculum in Consideration of Target Learner Groups 1. Definitions and Perspectives of Curriculum 2. Models as Design Tools 62

What is Pedagogy? Pedagogy has evoked much debate in terms of adequate definition. Approaches to pedagogy have gone through various phases, focusing on such aspects as ‘teaching styles’, ‘paradigms of learning’, ‘models and methods of teaching’ and the ‘context of teaching’. …any conscious activity by one person designed to enhance learning in another. (Mortimore, 1999, p. 3)

What are Instructional methods? An instructional method, in the broadest sense, refers to any planned activity on the part of the teacher that seeks to promote identified learning. Examples?

Is this still the case now? “Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the "naturals, " the ones who somehow know how to teach”

Sadly, Education has been a Creature of Fashion For those of us who have been around education for a few decades or so –you may remember Traditional (3 RRR’s) - Progressive Education - Back to Basics (Traditional) Now Student-centred, inquiry-based, game-based, etc)

Educational Jurassic Park The present vogue is Constructivism and the teacher is no more the Sage on the Stage but the Guide on the Side (Why many don’t take teacher professionalism seriously)

Good Teaching – Science or Art?

The Serial Position Curve 80 Proportion Correct 70 Primacy Effect 60 Recency Effect 50 40 von Restorff Effect 30 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Position on List

Psychological Effects • Primacy Effect (the tendency for the first items presented in a series to be remembered better or more easily) • Recency Effect (the tendency for the most recently presented items or experiences to be remembered best) • • Von Restorff Effect (the tendency to remember distinct or novel items and experiences)

Model of Human Memory E N V I R O N M E N T Sight Hearing Touch Smell Taste Working Memory 5 -9 bits of information Forgetting Long – Term Memory Infinite Capacity Effective transfer from Working Memory to Long –Term Memory is crucial. This requires information to be well organised, meaningful and sufficiently rehearsed

Moving out of Educational Jurassic Park “Contrary to common belief, people don’t have different learning styles. They do, however, have different personalities. The distinction is important, because we need to be clear that everybody learns in the same way” (Schank. R. , 1999, p. 48) “Emphasizing learning styles. . . are noted for their lack of impact” (Hattie, J, 2009, A synthesis of over 800 Meta-Analyses Relating to Achievement, p. 199) “While our lives and our problems are very different, our brains work in similar ways” (Goulston, 2009, p. 3)

Towards a Science of Learning …over the past 3 decades, we have amassed enough research and theory about learning to derive a truly research based-model of instruction. (Marzano, 1992, p. 2) There are systematic and principled aspects of effective teaching, and there is a base of verifiable evidence of knowledge that supports that work in the sense that it is like engineering or medicine. (Darling-Hammond & Bransford, 2006, p. 12)

Learning Design A Learning Design is a planned experience (e. g. , a Strategy involving a number of instructional methods, activities and resources) that facilitates desired learning outcomes for a group of students. A Learning Activity is any task (e. g. , experiment, case, project, etc) that students are given to do, which aims to build key understanding/competence relating to specific learning outcomes.

The Essential Questions • How to produce a Learning Design that can effectively and efficiently facilitate the desired learning? • How to actually facilitate the learning experience for students in practice?

Planning the Learning Design • What Learning Outcomes (objectives) are to be met – Specific subject content (facts, concepts, principles, procedures) – Other graduate attributes (e. g. , teamwork/communication, types of thinking, ethical reasoning, etc) • What Instructional Methods can be employed – (e. g. , explanation, demonstration, Q & A, group work, simulation, etc) • What Activities can support learning/assessment – (e. g. , performance task, case, project, etc) • What additional Resources can support learning – (e. g. , texts, handouts, web links, etc) • How can an effective and efficient strategy be designed for this group of learners? Note: this process is Iterative , not Linear

Core Principles of Learning 1. 2. 3. 4. 5. Learning goals, objectives and expectations are clearly communicated Learners’ prior knowledge is activated and connected to new learning Motivational and Attentional strategies are incorporated into learning designs Content is organized around key concepts and principles that are fundamental to understanding the key structure of a subject Self-directed learning is encouraged through facilitating the development of good thinking

Core Principles of Learning [cont’d] 6. Instructional methods and presentation mediums engage the range of human of senses (e. g. visual, auditory, kinaesthetic) 7. Learning design takes into account the working of memory systems 8. Learner competence is promoted through active and experiential learning 9. A psychological climate is created which is positive, success orientated and promotes self-esteem 10. Assessment practices are integrated into the learning design to promote desired learning outcomes and provide quality feedback

Core Principles – A Synergetic System While each principle focuses attention on a key area relating to effective pedagogy, they are not discrete or separate in that they should be considered independently of each other. In fact, they are mutually supporting, interdependent and potentially highly synergetic. As Stigler & Hiebert (1999) highlight: Teaching is a system. It is not a loose mixture of individual features thrown together by the teacher. It works more like a machine, with the parts operating together and reinforcing one another, driving the vehicle forward. (p. 75)

Using Core Principles Thoughtfully - The Situated Context of learning Effective and creative design of learning involves a thoughtful consideration of the core principles as well as relevant situated factors in the construction of teaching and learning strategies. Key situated factors involve: Ø The specific learning outcomes (e. g. , recall of facts, conceptual understanding, competence, etc) Ø Learner characteristics (e. g. , motivational level, prior competence, learner preferences, etc) Ø Learning context and resource availability (e. g. , learning environment, facilities, resources, etc)

Core Principles in the Online Environment The core principles that underpin good learning design in the face-toface learning context are equally applicable to designing and managing learning in the online environment. Learning online does not change the way the human brain functions or the basic processes of learning. Colvin Clarke (2005) illustrates this fundamental point when he argued that: The most robust instructional principles are those based on a model of human psychological learning processes…. Any given instructional method will be effective or ineffective depending on the extent to which it supports or disrupts basic-learning psychological processes regardless of the delivery media. (p. 594)