PetrSU curriculum development

Getting the bigger picture

From course design to curriculum development

Overview

• Conceptual scheme on curriculum design

o Elements of the scheme

o Circles for quality development

• Zooming in on:

o Learning outcomes

o Curriculummapping

Co

nc

ep

tual sch

em

e o

n c

urr

icu

lum

desig

nAlignment of course and curriculum design

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

Previous Course Next CourseMy Course

What do my

students know

YET?

What do my

students HAVE to

know?

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

mdesig

nAlignment of course and curriculum design

sign

The delivered curriculum

Courses are structured in a

thoughtful way

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

the intended

curriculum

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

the intended

curriculum• Knowledge

• Skills

• Attitudes

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

the intended

curriculum

• Student-

centred

• Competency

based

• …

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

the intended

curriculum

Against other

similar

programmes

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

discipline/ research community / labour market / society

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

discipline/ research community / labour market / society

Resources

Policy Student

charact

Student

resources

learning outcomes

learning, teaching

and assessment

strategies

structure and

sequence

Conceptu

al schem

e o

n c

urr

iculu

m d

esig

nAlignment of course and curriculum design

discipline/ research community / labour market / society

Resources

Policy Student

charact

Student

resources

Labour market wants

good researchers

Translation of good

researchers into learning

outcomes

Let students gradually

master them:

- Defining hypotheses

- Using correct

sources

- Data collection

- Data analyses

- Data presentation

Circles for quality development

Circles for quality development

Rethinking intentionsA

Circles for quality development

Translating intentionsB

Circles for quality development

Implementing the

curriculum

C

Circles for quality development

Implementing the

course

D

stu

de

nt

ch

ara

cte

ristic

s

learning outcomes

discipline, research community, labour market, society

resourc

es fo

r

stu

de

nts

learning, tea

ching and

assessment

strategies

structure

and

sequence

po

licy

sta

rtenu

institu

tion

al

reso

urc

es

courses

Actorsresearchers / faculty

alumni

employers

society

students

teaching

assistents

faculty

studentsteaching

assistentsfaculty

policy

makers

program

leader

program

leader

program

leader

educational

developers

student

counsellorssupporting

staff

Added value of the scheme

- Common language

- A tool for quality development

- Different pathways

Zooming in on

learning outcomes

Learning outcomes

Learning outcomes: what?

• Definition:

Learning outcomes describe the knowledge, skills or attitudes, or an

integration of them in competences, to be acquired by a graduate

(Diamond, 2008).

Learning outcomes are formulated in a student centred way and should

be assessed.

• Guiding frameworks

o Europe

o Flanders

o University of Leuven

Learning outcomes

Course

Learning outcome 1: The students have a grounded scientific

insight in geography as a whole and in the main specialisations of

geography.

Learning outcome 2: The students have achieved the necessary

technical and analytical skills to analyse the geographical data

and problems in a professional way.

Learning objectives course X

Learning objective 1:At the end of this course the student should be able to

explain the different phenomena using the fundamental

physical principles on which weather and climate science

is based.

Need to know

• Formulation

o Content, active verbs, student-centred

• Alignment

o Course: learning objectives – learning environment –

evaluation

• Importance

o communication

Zooming in on

curriculummapping

Curriculummapping

Curriculummapping: what?

• Tool for visualizing the coherency in a programme

• Starting point

• Statements:

o Realisation learning outcomes?

o Identifying learning trajectories

o Gap or overlap

Curriculummapping

Bachelor programme

OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP

Fase 1 Fase 2 Fase 3

LO 1

LO 2

LO 3

LO 4 X X X X

LO 5

LO 6

LO 7

Analysis and interpretation

OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP

Fase 1 Fase 2 Fase 3

LO 1 X

LO 2 X

LO 3 X

LO 4 X X X X

LO 5 X

LO 6 X

LO 7 X

Analysis and interpretation

OPO1 OPO2 OPO3 OPO4 OPO5 OPO6 OPO7 OPO8 BP

Fase 1 Fase 2 Fase 3

LO 1 X

LO 2 X

LO 3 X

LO 4 X X X X

LO 5 X

LO 6 X X

LO 7 X

Analysis and interpretation

References

• Biggs, J., Aligning teaching for constructing learning, cf.

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477

_aligning_teaching_for_constructing_learning.pdf ;

• Diamond, R.M. (2008). Designing and assessing courses and curricula: A practical guide

(3th Ed.).San Francisco: Jossey-Bass.

• Huyghe, S., Creten, H., Totté, N., Clement, M., Buelens, H. (2009). Alignment of course

and curriculum design: implications for faculty development. EARLI 2009: Fostering

Communities of Learners. Book of abstracts. EARLI. Amsterdam, 25-29 August 2009.

• Kennedy, D. et al.(2006). Writing and Using Learning Outcomes: a Practical Guide, in

EUA Bologna Handbook, Froment E. et al. (Eds), article C 3.4-1, Berlin, Raabe.