Planning Effective Curriculum
CURRICULUM DESIGN AND DELIVERY
Dr. Aishah binti Abu Bakar, University of Malaya,
[email protected] , MQA. 06 Nov. 2014
Learning Outcome • Plan effective MQF compliance curriculum
• Apply constructive alignment in curriculum design. • Discuss best practices in curriculum design and delivery.
Curriculum All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (John Kerr) (Wikipedia)
Students learning experiences
Teaching and Learning Expected at present…….
Student-centric, active learning, e-learning, blendedlearning, Inductive, Inquiry-based Initiative overload……….
The Change 2004 – Engineering Faculties 2006 – PSPTN - MQF 2013 - ? Second year Phase 2 PSPTN Have we got it …..
Just OBE it
2004…….
Future L&T impact of globalization Has happened On-going Cannot be stopped Irreversible
OBE MQF
TRADITIONAL Prescriptivebased
PSPTN
INTERNATIONAL RECOGNITION
How can WE Do IT National Policies
and Guides
MQF Requirement Outcome-based Curriculum
8
What Is Constructive Alignment Constructive Students construct meaning from what they do to learn. (learners need to create for themselves and cannot be imparted by lecturer – teaching adults)
Alignment The teacher aligns the planned learning activities with the learning outcomes. (a matter of honesty and fairness - that establish trust)
Constructivist principle 12.23 – 13.23
Assessment as Curriculum – Ramsden (1992)
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OBE - The Elements
10
How CA look like in OBE Document
11
Formulating & Crafting
Learning Outcome 12
LEARNING OUTCOME - Revisited Reasons for writing LO •
Help to guide students in their learning as it explain what is expected of them in turn helping them to succeed in their studies
•
Help staff to focus on exactly what they want students to achieve in terms of both knowledge and skills
•
Provide a useful guide to inform potential candidates and
employers about the general knowledge and understanding that a graduate will possess.
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LEARNING OUTCOME What are LO •
Specific intentions of a programme or module written in specific terms
•
In the Malaysian Quality Framework (MQF), LO is a
statement on what students should know, understand and can do upon completion of a period of study (bearing in mind the MQF qualification level : Advanced Diploma, Bachelors,
masters, Doctoral)
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Human
OBE - The Big Picture Institutional Mission
Stakeholders Needs
Program Educational Objectives (PEO) (desired skills of alumni)
Program Outcomes (PO) (desired knowledge, skills and attitude of graduating seniors) (considers attribute as specified by Accreditation body) Outcome Indicators (Assessment Instruments & Methods) Performance Targets (Criteria for acceptable performance)
CO
CO
Course Outcomes (CO) Course Learning Objectives
CO
CO 16
PG(PEO, EG)-PO-CO
17
Aligning Assessment with
Learning Outcome 18
Possible L.T.As
Common ILOs
Possible Assessment Tools
Set reading, lecture, report on field trip, write essay
Describe
Assignment, essay question exam
Tutorial, activities, write essay
Explain
Assignment, essay question exam, oral presentation
Project, assignment
Integrate
Project, case study
Apply
Project, case study, experiment
PBL, case study
Solve problem
Case study, project, experiment
Project, poster
Design, create
Project, experiment, poster
Reflective diary
Reflect
Project, assignment
Reflective diary, portfolio, selfassessment
A range of oral, writing or listening tasks addressing the ILOs, e.g. presentation, debate, role play, Communicate reporting, assignment, précis, paraphrasing, answering questions The point is not how you are going to teach but how and what you want your students to learn. presentation, debate, role play,
NOTE! Many of these TLAs can be assessments tasks as well. Then you have excellent alignment.
Consider using smart phone analogy
Choosing Assessment Methods - Cognitive Level
1
Category
Knowledge Ability to observe and remember previously learned information; knowledge of specific facts, terms, concepts, principles, ideas, events, places etc; mastery of subject material
2
Comprehension Ability to understand information and grasp material, translating knowledge from one form to another; interpreting, comparing and contrasting material; predicting consequences and future trends
3
Application Ability to use information, learned material, methods, concepts, theories, principles, laws and theories in new situations, problem solving using required knowledge or skills
Behaviour descriptors
Examples of assessment activities / activities to be trained
Keywords used (verbs which describe the activity to be trained or measured at each level)
Recall or Recognize information
multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure
arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state
Understand meaning, restate data in one’s own words, interpret, extrapolate, translate
explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors
explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example
Use or apply knowledge, put theory into practice, use knowledge in response to real circumstances
a theory into practical effect, demonstrate, solve a problem, manage an activity
use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play 20
Choosing Assessment Methods - Cognitive Level
4
Category
Analysis Ability to breakdown material and recognition of organization structure; identification of components and relationships between components, recognition of patterns and hidden meetings
5
Synthesis (Create/build) Ability to combine parts or apply prior skills and knowledge to produce a new whole; integrate ideas into a solution; generalize from a given facts; propose a plan action; formulate new classification methods.
6
Evaluation Ability to judge and assess the value of theories and presentation, based on their value, logic or adequacy, for a given purpose; compare and make choices based on reasoned argument, verify the value of evidence, recognize subjectivity
Keywords used (verbs which describe the activity to be trained or measured at each level)
Behaviour descriptors
Examples of assessment activities / activities to be trained
Interpret elements, organizational principles, structure, construction, internal relationships, quality, reliability or individual components
identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs
analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide
Develop new unique structures, systems, models, approaches, ideas, creative thinking, operations
develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies
develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, rearrange, modify
Assess effectiveness of whole concepts, in relation to values, outputs efficacy, viability; critical thinking, strategic comparison and review, judgment of relating to external
review strategic options or plans in terms of efficacy, return on investment or costeffectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan
review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage
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Choosing Assessment Methods Psychomotor
Level
Category
Behaviour descriptors
Examples of assessment activities / activities to be trained
Keywords used (verbs which describe the activity to be trained or measured at each level)
1
Imitation
copy action of another; observe and replicate
watch teacher or trainer and repeat action, process or activity
copy, follow, replicate, repeat, adhere
2
Manipulation
reproduce activity from instruction or memory
carry out task from written or verbal instruction
re-create, build, perform, execute, implement
3
Precision
execute skill reliably, independent of help
perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners
demonstrate, complete, show, perfect, calibrate, control,
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Choosing Assessment Methods Psychomotor
Level
Category
Behaviour descriptors
Examples of assessment activities / activities to be trained
Keywords used (verbs which describe the activity to be trained or measured at each level)
4
Articulation
adapt and integrate expertise to satisfy a nonstandard objective
relate and combine associated activities to develop methods to meet varying, novel requirements
construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master
5
Naturalization
automated, unconscious mastery of activity and related skills at strategic level
define aim, approach and strategy for use of activities to meet strategic need
design, specify, manage, invent, project-manage
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Choosing Assessment Methods -Affective
Level
1
Category
Receive Willingness to participate in an activity to attend to a stimulus; getting and holding the attention of students
2
Respond Actively participates; demonstrates interest in an object, activity or phenomena, seeks or pursues this object, activity or phenomena
Examples of assessment activities / activities to be trained
Keywords used (verbs which describe the activity to be trained or measured at each level)
open to experience, willing to hear
listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively
ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
react and participate actively
participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation
react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform
Behaviour descriptors
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Choosing Assessment Methods -Affective
Level
3
Category
Value Value or worth attached to an object, activity or phenomena; varies from simple acceptance to commitment
4
Organise or Conceptualize values
Behaviour descriptors
attach values and express personal opinions
decide worth and relevance of ideas, experiences; accept or commit to particular stance or action
argue, challenge, debate, refute, confront, justify, persuade, criticise,
reconcile internal conflicts; develop value system
qualify and quantify personal views, state personal position and reasons, state beliefs
build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare
adopt belief system and philosophy
self-reliant; behave consistently with personal value set
act, display, influence, solve, practice,
Compare and contrast, and resolve conflict to build a consistent value system, emphasis on comparing and synthesizing values
5
Internalize or characterise values Adopt a vlue system for a length of time that contributes to a particular ‘lifestyle’ (i.e direct bahavior)
Examples of assessment activities / activities to be trained
Keywords used (verbs which describe the activity to be trained or measured at each level)
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Assessment Plan
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Student Learning Time (SLT)
OBE Proforma Student Learning Time (SLT)
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An Exemplar of Delivery and Assessment
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DELIVERY MODE Active learning + Inductive Teaching (Classroom) • ‘think-pair-share’ • ‘cooperative note taking’ • In classJigsaw • Buzz Laboratory Work • Hands-on • Demonstration Course Work • Group discussion • Review of CW Report
Others – Interactive CD + Powerpoint Presentation 29
DELIVERY MODE
Notes Conversion (CO1)
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DELIVERY MODE
Notes Conversion (CO1)
Keep and present it as normal lecture
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DELIVERY MODE
Notes Conversion (CO1, CO5)
Keep as notes but replace presentation with GeoDe II interactive CD on weathering process 32
DELIVERY MODE
Hands-on in-class tutorial
Tutorial (CO, CO4)
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DELIVERY MODE
Lab work (CO3, CO4)
MT2 – Soil Compaction MT3 – Permeability and Seepage – ill posed Gp. Work (5 per group) – report submission - one / gp Put –on background music?
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DELIVERY MODE
Coursework (CO1, CO5)
Materials were given out at week 3 – submission on week 10 (work in pair)
Briefing on report writing guideline were given on week 8 and 9
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DELIVERY MODE
Personal Comment
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Are We Ready ?
New L&T Culture
Effective Elements for Learning 44%
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Comparison with Conventional Classes Students Performance University-Wide Class Evaluation: 5.0 Scale Education 3.0 Class
Conventional Lecturing Classes Number of
Classes
Average
Lowest
Highest
Course 1
4.62
7
4.18
3.74
4.40
Course 2
4.31
9
3.98
3.41
4.44
Course 3
4.21
0
NA
Note • Education 3.0 Classes have 40~43 students/class. • Conventional classes have more students, 66~171/class. • Larger conventional classes tend to have higher evaluations.
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L&T
Blended mode Twinning / dual degree program
Multi-Vision Virtual Classroom
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OBE Curriculum Internationally recognised to facilitate Mobility Balanced Mobility – Students, Academics, Researchers and programmes / providers
KAIST Plan for Globalization Phase I
Phase II
Phase III
e-Learning (Online Lecture)
Real-Time Education 3.0 Global: Virtual Lecturing Interactive Virtual Class
+ Team Learning
+ Team Learning
+ Team Learning 44
Are We Ready ? System Infrastructure Human / Staff
Learning Space Conducive for interactive learning, creating and promoting teamwork, communication skills
Learning Space Bringing real World of Work (WOW) into University
Library promoting inquiry-based learning , research culture…
Information skill session…
Realities about Curriculum Curriculum Innovation
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Realities about Curriculum Curriculum Innovation
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What is thought vs What is learned
EC2000 shifted the basis for accreditation from inputs, such as what is taught, to outputs—what is learned Active Learning , Blended-learning, Personalized-learning, Problem-based learning, Self-directed……
Inquiry-based Learning
Programme Learning Development Plan
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Establishing Developmental Framework Critical Thinking
Foundation Knowledge
Performance Patterns
Interventions
Observation
Interpretation
Judgment
Planning
Identify The Problem
Explore Interpretations & Connections
Prioritize Alternatives
Envision Strategic Innovation
Confused Fact Finder
Biased Jumper
Distinguish relevant & irrelevant Information
Perpetual Analyzer
Relate assumptions & biases
Read conflicting opinions
Analyze pros & cons
Step 1
Step 2
Pragmatic Performer
Prioritize issues and information Justify assumptions
Step 3
Steps in Critical Thinking
Strategic Re-visioner
Articulate vision Reinterpret information
Step 4
53 Steps for Better Thinking Performance Patterns, http://www.wolcottlynch.com
Programme Learning Development Plan For Laboratory Work
Level
Aims
Materials Method Answer
Demonstration
0
Given
Given
Given
Given
Exercise
1
Given
Given
Given
Open
Structured enquiry
2
Given
Given pert or whole
Open or part given
Given
Open Enquiry
3
Given
Open
Open
Open
Project
4
Open? Open
Open
Open
As one moves up the levels one moves further towards the development of active deep learning
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Programme Learning Development Plan For Laboratory Work
Demonstration Usually done to demonstrate theoretical principles. Demonstrator is usually a lecturer or postgraduate student
Exercise Tightly structures experiments designed to yield well-known results. Students learn to follow precise instructions and in so doing learn specific techniques of observation and manipulation. Careful reading of instruction can often reveal the answers required
Structured Enquiry Lightly structured experiments which require students to select materials and to develop procedures. Students develop problemsolving and interpretative skills as well as manual and observation skills
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Programme Learning Development Plan For Laboratory Work
Open-ended Enquiry Students identify a problem, formulate the problem clearly, hoose and design experimental procedures, interpret results and consider their implications. The constraints on the student may be time and the range of equipment and materials available. Open-ended enquiries used in miniaturized form the skills of the research scientist. They can be useful for a preliminary for project work.. Students develop problem- solving and interpretative skills as well as manual and observation skills
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Programme Learning Development Plan For Laboratory Work
Projects Based on long experiments of a series of experiments or field studies. The project may be selected by a student, offered by a supervisor, or by local industry or the community. The end products may be a dissertation, design plan, model, computer programme or a simulation. They enable students to explore a field deeply, they develop initiative and resourcefulness, they may stimulate a student’s intellectual curiosity and they also develop project and time management skills. Guidelines for project are essentials
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Level Descriptors / Expectation
LO – Soft Skill: Communication Year 1 : can communicate effectively in a format appropriate to the discipline(s) and report practical procedures in a clear and concise manner
Year 2 : can communicate effectively in a manner appropriate to the discipline(s) and report practical procedures in a clear and concise manner in a variety of formats
Year 3 (honours) : can engage effectively in debate in a professional manner and produce detailed and coherent project report
Master’s : can engage confidently in academic and professional communication with others, reporting on action, autonomously and competently 58
Curriculum Design and Delivery
Thank You
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