Curriculum design for open education/Introduction: Key concepts and big ideas
What do we mean by 'curriculum design' in this course?
Contemporary definitions of curriculum design emphasise overarching course (or program) level approaches to defining what students are to learn, the related forms of learning activity and assessment, and how students progress through their programs of study. Curriculum design processes are essential to all new courses, and are applied to the review and renewal of existing curricula in response to changing social, economic and technological developments. The Australian Assuring Learning project urges a ‘whole of course’ approach to curriculum design that aligns learning outcomes, learning activities, assessment, and evaluation. Expanding the scope, Queensland University of Technology’s definition of curriculum design also includes the philosophy of learning and teaching, and planning the learning environment to ensure support for students’ learning.
Increasingly, technology enhanced learning (TEL) is recognised as an important aspect of such enabling learning environments, as expressed in the University of Tasmania’s curriculum principles (pdf). Curriculum design processes are commonly informed by professional accreditation requirements and other external reference points such as the UK Subject Benchmark Statements. Institutional graduate attributes are also typically addressed in curriculum mapping, with the aim of developing students’ graduate capabilities and employability. In the context of open education, a tightly defined curriculum is opened up, with students able to achieve stipulated learning outcomes via multiple, flexible and more modular pathways. This concept is illustrated by the dynamic online study model of Open Universities Australia.
During this introductory learning pathway you will:
|
