Reflect on these quotes

1
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 7th International
Conference on Thinking)
2
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)
3
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?

4
Major influences on curriculum
Practitioners
Educational institutions
Industry
Curriculum
Dominant educational perspective
Dominant political ideology
Students
Curriculum can be seen as the battlefield of
many competing influences and ideologies
(Kelly, 1995, p.149)
5
Curriculum Development Cycle
Needs Analysis Learning Outcomes
Content
Evaluation Resources
Assessment
Instructional Methods
6
Aligned Curriculum Design Model
Learning Outcomes
Types of Thinking
Instructional Strategies
Assessment System
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.
7
Differences Between Instructional and Curriculum
Development
Finch, C.R. and Crunkilton,J.R. (1999).
Curriculum Development in Vocational and
Technical Education,p.13.
8
Overview
9
Parameters of the Curriculum
10
Purpose of the curriculum

• Defined as the major learning goals and learning
  objectives of the curriculum

11
Competency standards

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

12
Subject matter

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

13
Target groups

• Profiled in terms of both demographic and
  psychological factors

14
Three Dimensions of Learning Model
15
Curriculum qualification

• WSQ System Seven qualifications (but six levels)

WSQ Qualification Level
Graduate Diploma Highest
Graduate Certificate
Specialist Diploma
Diploma
Advanced Certificate
Certificate
Statement of Attainment Minimum
16
Factors to Consider
17
(No Transcript)
18
(No Transcript)
19
Analysis of the purpose of the curriculum
What to Analyse
Curriculum Structure The prevalent domain/s (as denoted in Blooms taxonomy) The level of competency expected (e.g. Level 5 Evaluation)
Curriculum Content Domain/s and Levels (Blooms Taxonomy)
Units of Learning Programme Audience, Behaviour, Conditions and Degree of the Curriculum Goals
Delivery and Assessment Strategies Domain/s and Levels (Blooms Taxonomy)
20
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
Delivery and Assessment Strategies Do the competencies lend themselves well to training and assessment pathways besides the facilitated learning and assessment pathway?
21
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
22
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 Learners 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)
23
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.
24
Chap 2 Design Methods
Session 1
25
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?

26
Major curriculum paradigms(the Academic
Perspective)
Classical Humanist Focuses on the development of a rational mind through instruction in established Forms of Knowledge. Traditional schools subjects are derived from this paradigm. Progressive 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 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. Reconstructivist 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.
27
Curriculum as Framework
28
Overview CDIO Design Thinking
General Education Academic Mentors
Faculty Development
29
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

30
Curriculum as Content (or product)
31
Content based model
32
Process-based Model
33
Process-based Model
34
Comparison of Product Process-based models
35
Interaction between Curriculum
36
Outcomes-based Curriculum
37
Standards-based Curriculum
38
What is PBL?

• The principal idea behind problem-based learning
  
• isthat 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

39
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)

40
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)
41
Competencies for a Knowledge-Based Economy (KBE)

• Problem-solving
• Communication and team-working
• Creativity and innovation
• Leadership
• Adaptability
• Learning-to-learn skills

42
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

43
Content - Process relationship
Problem Scenario
Process skills (Thinking, Communication,
Teamwork)
Content Derived from the world of
practice Emphasis on essential concepts
44
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

45
Example PBL Approach
Meeting / Breakout Session Duration Activity
Meeting 1 1 h Presentation of problem followed by group discussion
Study and Research Period 1 1 h Determine work allocation and generate ideas from preliminary research
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
46
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.

47
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

48
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

49
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
• _________________________________________________
  __________________________________________________
  __________________________________________

50
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

51
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

52
CENTRAL QUESTIONS FORENGINEERING 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?

53
How CDIO started Implementation in SP
CDIO Design Thinking Sharing Small
Successes
CDIO Syllabus

• Disciplinary Knowledge Reasoning
• Knowledge of underlying mathematics and sciences
• Core engineering fundamental knowledge
• Advanced engineering fundamental knowledge,
  methods and tools
• 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

54
How CDIO started Implementation in SP
CDIO Design Thinking Sharing Small
Successes
CDIO Standards
Adopt CDIO as a context CDIO Syllabus
Outcomes Integrated Curriculum Introduction to
Engineering Design-Build Experiences CDIO
Workspaces Integrated Learning
Experiences Active Learning Enhancement of Staff
CDIO Skills Enhancement of Staff Teaching
Skills CDIO Skills Assessment CDIO Program
Evaluation
Standard 1 Standard 2 Standard 3 Standard
4 Standard 5 Standard 6 Standard 7 Standard
8 Standard 9 Standard 10 Standard 11 Standard 12
Curriculum
Workspace/Labs
Teaching Learning Methods
Enhancement of Faculty Competence
Assessment Methods
55
How to Integrate the CurriculaFogarty, 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)

56
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

57
Determining Curriculum Models

• Considering the type of information in the
  Subject Matter
• Considering Target Learner Groups

58
Pulling it together PS1, PS2 PS3An Example
of a Curriculum Design Process
59
Global Trends

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

60
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


61
Chapter 3 Determine Methods
62
Chapter 3 Determine Methods
63
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)
64
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?
65
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
66
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 RRRs) - Progressive
Education - Back to Basics (Traditional) Now
Student-centred, inquiry-based, game-based,
etc)
67
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 dont take teacher
professionalism seriously)
68
Good Teaching Science or Art?
69
The Serial Position Curve
80 70 60 50 40 30 20
Primacy Effect
Recency Effect
Proportion Correct
von Restorff Effect
0 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16

Position on List
70
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)

71
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
Long Term Memory
Forgetting
Infinite Capacity
Effective transfer from Working Memory to Long
Term Memory is crucial. This requires
information to be well organised, meaningful and
sufficiently rehearsed
72
Moving out of Educational Jurassic Park

• Contrary to common belief, people dont 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)

73
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)
74
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.
75
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?

76
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

77
Core Principles of Learning

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

78
Core Principles of Learning contd

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

79
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)
80
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
• The specific learning outcomes (e.g., recall of
  facts, conceptual
• understanding, competence, etc)
• Learner characteristics (e.g., motivational
  level, prior competence,
• learner preferences, etc)
• Learning context and resource availability
  (e.g., learning environment,
• facilities, resources, etc)

81
Core Principles in the Online Environment

• The core principles that underpin good learning
  design in the face-to-
• face 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)