Module 6 Arrange Curriculum for Online Delivery

Return to: ETAP_623_Spring_2014 | Donna Kiesel portfolio |Designing an Online Course | Module 1 Needs Assessment of the Student | Module 2 Goals of the Course | Module 3 Developing Learning Objectives | Module 4 Lesson Plans | Module 5 Online Teaching Plan | Module 6 Arrange Curriculum for Online Delivery

IMG 8775.JPG



Learning Objectives for Curriculum Design & Evaluation

This Module is about putting all the previous work together and check that all the intended goals for the course are accounted for in lesson plans and have been assessed for student comprehension.

Mini - Lecture

Curriculum is a fixed program of courses, the set of courses for a program Referring to all the courses, all courses content that lead to a final goal of a specific program.

  • Once we have determined which learning goals are in a Module, we then can determine the learning objectives which are a breakdown of the detailed knowledge and performance skills to meet each interim goal. Once we have those Learning objectives, we look at the actual tasks for the instructor and the student in handling the learning.
  • Teaching strategy are the activities that the teacher does to deliver the course.
  • Be sure that what you are teaching is compliant with the professional standards and competencies if necessary. Course content and course goals may be regulated or there may be recommended content.

Some Definitions

Curriculum Development Defined as the systematic panning of what is taught and learned for a predetermined goal Considers all learning tasks for knowledge and skills of a program

Curriculum Design

Determined teaching strategy including the process of organizing topics of each subject. Defining the learning goals for each session and configuring the assessment criteria

Types of Curriculum

Curriculum regulated by the profession Curriculum limited by the scope of the topic

Curriculum Model: Four Things to Consider

  1. What educational purposes does the course or program seek to attain?
  2. Which educational techniques and strategies are likely to attain these purposes?
  3. How can these teaching and learning situations be effectively organized?
  4. How can we ascertain whether the goals, objectives, knowledge and skills are mastered?

Elements of Curriculum

Aligning Learning Objectives with Learning Outcomes

Objectives are usually what the teachers hope to cover. Thus, the learning objectives are often subjective and they may not be leading to the ultimate course goals as efficiently because there are gaps between what we are teaching and what the student needs to know. This also happens when ‘experts’ teach a subject they know, but when they have no teacher training they may not cover the learning objectives.

Outcome is what the students are expected to achieve at the end of a learning exercise and how they are expected to demonstrate their achievements. It is important to consider writing both the learning objective and the desired outcome as a means of lessening that gap. The outcome statements reveal the student’s perspective, what the student should take with him, which helps us deal with the ambiguities when teachers write desired objectives without considering the ultimate goals of a program. Consider learning objectives ‘intended results’ for the beginning of the lesson and ‘achieved results’ at the end of the same lesson.

Now review course documents and be sure to know the definitions:

  • Syllabus: Each course has a Syllabus, and when there are multiple courses in the curriculum, there will be a syllabus for each course. As you saw on the homepage for this wiki course, the syllabus contains a description of the course, any pre-requisites, contact information, an explanation of the design and content of the course and list of any books or other resources required or recommended for the course. There are many examples online or check if your organization has a template.
  • Course: It is the process of studying a particular set of topics that compose the subject. There are usually many courses in a program in order to cover the various subjects of a curriculum
  • Subject: Contains Module goals, learning objectives, teaching methods.
  • Goals break down into learning objectives and learning objectives break down into cognitive learning and performance tasks.

Curriculum Evaluation

Continuous process for collecting information about all the elements and outcomes of the curriculum to help arrive at the an understanding of the extent to which they have been achieved and subsequently make decisions to improve their efficacy.

  • Mapping by segments
  • Themes
  • Essential
  • Questions
  • Skills
  • Concepts
  • Formative Assessment
  • Summative Assessments
  • Multi-genre Thematic Texts
  1. Determine the list of learning goals and divide goals into Modules
  2. Determine learning objectives and tasks
  3. Design lesson plans with teaching strategy
  4. Integrate instructional design teaching protocol for online learning
  5. Iron the curriculum and close all the learning gaps

COMPETENCIES

Competencies represent a combination of attributes like a student’s attitudes, practical skills, sense of responsibility, and retained knowledge – all pertaining to the application of what a program has offered.

Competencies do not have an agreed definition compared to outcomes, which offer more clarity and a measurable understanding and practical skills.

Thus, a fair argument would be that the outcomes will determine one's competency in relation to different aspects of learning and competencies will be the students benefit and failure of the learning experience in becoming a painter.

Evaluation is a process by which we determine to what extent the objectives have been achieved To what extent teaching methods were successful whether content was related to the objective or not

THANK YOU FOR REVIEWING THIS COURSE