Learning-Centred Curriculum Design in Higher Education

320 pages

English

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320 pages

English

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Curriculum Design is the cornerstone of higher education. Faculty members, teachers, administrators, and other professionals engage in designing curricula which structure the study and learning processes of students. History shows that university education has a long tradition of being centered around delivery of content to students. Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachers to take another approach and engage in curriculum design processes that center both learning process and learning outcome of students. The book holds ten illustrative examples of learning-centered curriculum design spanning four approaches to curriculum design. The chapters are written by university faculty pioneering learning-centered activities in their respective curricula. The book is truly international as authors are from Denmark, England, Northern Ireland, South Africa, Turkey, and U.S.A.

Informations

Publié par	Libri Publishing Ltd
Date de parution	31 octobre 2017
Nombre de lectures	0
EAN13	9781912969449
Langue	English
Poids de l'ouvrage	28 Mo

Informations légales : prix de location à la page 0,2950€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

LearningCentred Curriculum Design

Anne Hørsted, John Branch and Claus Nygaard

THE LEARNING IN HIGHER EDUCATION SERIES

First publised in 2017 by Libri Publising

Copyrigt © Libri Publising

Autors retain copyrigt of individual capters.

he rigt of, Anne Hørsted, Jon Branc and Claus Nygaard to be identiﬁed as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.

printISBN 978-1-911450-15-3eISBN 978-1-912969-44-9 All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecan-ical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te ﬁrst instance to te publisers. No liability sall be attaced to te autor, te copy-rigt older or te publisers for loss or damage of any nature suﬀered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.

A CIP catalogue record for tis book is available from he Britis Library

Cover design by Helen Taylor

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Contents

Capter 1

Section 1 Capter 2

Capter 3

Section 2 Capter 4 Capter 5

Capter 6

Section 3 Capter 7

Foreword Four Perceptions of Curriculum: Moving Learning to te Forefront of Higer Education Claus Nygaard, Anne Hørsted & Jon Branc

Curriculum Design Process/Learning Process

Translating Institutional Approaces to Curriculum Design into Practice – A Leadersip Perspective Paul Bartolomew & Roisín Curran

From a Teacing-Centred to a Learning-Centred Approac to Curriculum Design: Transforming Teacer Candidates Gülbaar Yılmaz & Sevilay Bulut

Learning process/Curriculum design outcome

How to design a curriculum for student learning Anne Hørsted & Claus Nygaard

Learning-Centred Educational Development: An Approac hat Draws upon Creative Arts and Pilosopies of Emancipation Julian Lamb, Marion Carrier & Jacob Lamb

Improving Learning-Centeredness in a Higer Education Foundation Pase Arts Curriculum Eurika Jansen van Vuuren

Curriculum Design Process/Learning Outcome Designing a Curriculum for Integrating Experiential Learning wit heory during Initial Teacer Education Andries Du Plessis

vii

95 97

121

151

181

183

Contents

Capter 8

Using te ECTS for Learning-Centred Curriculum Design Jon Branc & Timoty Hartge

Section 4 Learning Outcome/Curriculum Design Outcome Capter 9 Introducing te Concept of “A Corresponding Curriculum” to Transform Academic Identity and Practice Sara Hayes Capter 10 Academic Rigour: Harnessing Hig-Quality Connections and Classroom Conversations Timoty Hartge & Jon BrancCapter 11 Curriculum Design for Enancing Employability troug Learning Experiences wit External Stakeolders Jesper Piil, Anna Marie Dyr Ulric & Kristian Pilipsen

221

239

241

275

291

Foreword

“I want you to imagine tat you ave been asked to form a new depart-ment of …... Given te rare opportunity to write witout constraint, would your curricula bear muc resemblance to most of te formal courses of study to be found today? Wit any luck your answer will be someting like, good grief no! If your answer is someting else … tere is not muc ope for te future!”(Gould 1973, 253).

“te academic community, alongside developing a scolarsip of its own towards learning and teacing, sould also develop a scolarsip of curriculum.”(Barnett and Coate 2005, 159).

“ faculty knowledge about course design is te most signiﬁcant bottleneck to better teacing and learning in iger education.”(Fink 2003, 24).

Enancing te quality of curriculum design is one of te key tings tat we can do to beneﬁt student learning. Too often curriculum design is focused on meeting quality assurance needs to upold te standards speciﬁed by various national, institutional, and professional bodies; rater tan focusing on quality enancement and designing transforma-tive leaning experiences. Moreover, many curriculum designs are more teacing-centred tan learning-centred, focused on te interests of te teacers, rater tan on te needs of te learners. his book is a breat of fres air in tat it provides a scolarly and igly contextualized discus-sion of te nature of alearning-centredcurriculum design. It is as well to remember, as Jenkins (1998, 3) reminds us, tat wen considering te curriculum we sould distinguis between: • the curriculum which isintendedby staﬀ and designed before te student enters te course; • the curriculum that isdeliveredte staﬀ/learning materials by (including books and software); • the curriculum that the studentlearns and experiences; and • the curriculum that the studentmakes part of erself/imself and remembers and uses some years later.

vii

Foreword his book primarily deals wit te ﬁrst two forms of te curriculum, but by taking a learning-centred approac, most capters also address te last two as well. his book makes a signiﬁcant contribution in ﬁve main areas: Firstly, it brings togeter literatures and approaces on curriculum design wit tose on student learning. hese are often treated separately. he key framework for te book is a 2x2 matrix in wic eac capter is located in terms of its primary contribution. he vertical axis focuses on learning process (owstudents learn) at one end and learning outcomes (watlearn) at te oter; wile te orizontal axis stretces students from curriculum design process (owdesigned) to design outcomes we (wat we designed). his framework provides a simple, but stimulating and memorable, model. Some readers will know ow I like 2x2 models (Healey, 2005); and I predict tat, as wit mine, tis may be te most reproduced and cited part of te book. Second, te introductory capter recognises tat curriculum design in iger education is not restricted to te module/course and programme levels, but is also important at te academic and university levels. Altoug I would not go as far as te autors and argue tat in designing a curric-ulum we need to start at te institutional level and move down to te module/course level; it is important to recognise te interaction between te levels. More attention in iger education, I feel, needs to be placed at te programme level, and te potential of designing programme-level assessments, suc as portfolios, wic assess te learning over several modules/courses at once. Were te portfolio covers learning over more tan one year, students could select teir best work as a sowcase port-folio, and ence allow tem to take risks in teir learning knowing tat not everyting tey do will count. hird, te book teases out wat a learning-centred approac to curric-ulum design means as against a teacer-centred approac. I particularly liked te distinction tat Bartolomew and Curran make between a tutor-centric and a student-centric approac to enacting curriculum alignment. hey suggest tat te sequence of events is critical. Wereas in te former, te sequence sees students being taugt, and ten being tested on ow well tey ave received te instruction; in te latter, te assessment, along wit te assessment criteria, are designed directly from te learning outcomes. his, tey argue, forces te designer to decide ‘wat good learning looks like’.

viii

Foreword Fourt, a teme running troug several of te capters is te impor-tance of engaging students in curriculum design. Were tis is done most eﬀectively, it means going beyond te student voice and collecting data on teir likes and dislikes, and involving tem as partners in te design of teir courses. In tis approac students are recognised as producers and co-creators of knowledge, and not simply consumers and recipients of instruction. Hayes provides a fascinating account of a negotiated curric-ulum on an MEd course, were bot learning outcomes and assessment are saped by eac participant. Finally, and sensibly, te book does not suggest tere is single approac to designing a learning-centred curriculum, but rater tat wat is appropriate is context- and culturally-speciﬁc. Hence eac of te capters explains carefully te local context in wic teir initiative is embedded. However, variation not only occurs between capters, it is also apparent witin some course designs, were students are given coices in, for example, te form of te assessment. his recognises te diﬀerences in motivation and needs between students taking te same course and begins to move us towards a more individualized model of iger education. he autors of te 11 capters are to be congratulated for producing a stimulating, and, in places, callenging, discussion of te nature of a learning-centred curriculum design, wic is well illustrated by detailed case studies. Togeter te capters point to te importance of ‘doing better tings’ and not only ‘doing existing tings better’. I commend tis book. Mick Healey Managing Director, Healey HE Consultants and Emeritus Professor, University of Gloucestersire August 2017

Bibliography Barnett, R. and Coate, K. (2005)Engaging te curriculum in iger education. Open University Press: Maidenead. Fink, L. D. (2003)Creating signiﬁcant learning experiences: An integrated approac to designing college courses.San Francisco, CA: Jossey-Bass.

Foreword

Healey, M. (2005) Linking researc and teacing exploring disciplinary spaces and te role of inquiry-based learning, in Barnett, R (ed)Resaping te university: new relationsips between researc, scolarsip and teacing. (pp. 30–42). Maidenead: McGraw-Hill/Open University Press. Gould, P. (1973) he open geograpic curriculum, in Corley, R. J. (ed.) Directions in geograpy. (pp. 253–2840. London: Metuen. Jenkins, A. (1998)Curriculum design in geograpy, Celtenam: Geograpy Discipline Network, Celtenam and Gloucester College of Higer Education.