EDUC 6551NA - Curriculum Development and Innovation

Ngee Ann Academy - Quadmester 1 - 2015

This topic aims to introduce students to the ideas and procedures involved in curriculum development, innovation and evaluation. In addition, the approaches to both learning and teaching employed in the curriculum that seek to benefit from the use of ICT in advancing the understanding and appreciation of knowledge as well as from innovative practice will be explored. The course is concerned with the development of curricula and the design of instruction, as well as the provision of learning experiences, assessment and reporting. It first examines some general and basic issues related to designing a curriculum. Key curriculum design models will be discussed and implications for teaching will be outlined. Curricular innovations and implications for professional development will be examined.

  • General Course Information
    Course Details
    Course Code EDUC 6551NA
    Course Curriculum Development and Innovation
    Coordinating Unit School of Education
    Term Quadmester 1
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Available for Study Abroad and Exchange N
    Course Description This topic aims to introduce students to the ideas and procedures involved in curriculum development, innovation and evaluation. In addition, the approaches to both learning and teaching employed in the curriculum that seek to benefit from the use of ICT in advancing the understanding and appreciation of knowledge as well as from innovative practice will be explored.
    The course is concerned with the development of curricula and the design of instruction, as well as the provision of learning experiences, assessment and reporting. It first examines some general and basic issues related to designing a curriculum. Key curriculum design models will be discussed and implications for teaching will be outlined. Curricular innovations and implications for professional development will be examined.
    Course Staff

    Course Coordinator: Dr John Willison

    Dr John Willison
    School of Education
    The University of Adelaide
    Level 8, Room 8.08
    Nexus 10 Building, 10 Pulteney Street
    Adelaide, 5005 SA
    Ph: +61 8 8313 3219
    Email: john.willison@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Design curricula based on analysis, evaluation and synthesis of course documents teaching and learning articles, and evaluative feedback
    2 Identify issues with courses and individually and cooperatively devise, implement and rigorously evaluate solutions
    3 Use a range of innovative educational approaches to complement and enhance face to face teaching
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 2,3,6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,5,7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4,6,7
    A proficiency in the appropriate use of contemporary technologies. 1-7
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3,7
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The courses uses a flipped classroom design with pre-face to face readings, videos and quizes that prepare students for discussions, interactive analysis and application to contemporary curriculum design. Specific approaches, such as Team Based Learning and conceptual frameworks such as Blooms Revised taxonomy and the Research Skill Development framework will enable higher levels of conceptualising curriculum design, development and innovation.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workload Total Hours
    Intensive f2f 36 hours per term
    3 hours reading for 8 weeks 24 hours per term
    3 hours research for 8 weeks 24 hours per term
    9 hours assignment preparation for 8 weeks 72 hours per term
    Total = 156 hours per semester
    Learning Activities Summary
    Session
    (3.6 hours each)
    Seminar/Workshop Topic
    1 Introduction to conceptual framework
    2 Learning objectives and constructive alignment
    3 Flipped classroom design
    4 Your flipped curriculum design - Assignment 1
    5 Team Based Learning
    6 Student intrinsic motivators
    7 Problem Based Learning + Assignment 2
    8 Assessment drivers
    9 Innovations Café
    10 Action research for development of innovative curricula
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Two
    quizzes
    Online
    quiz for preparation for face to face sessions
    10% Design curricula based on analysis, evaluation and synthesis of course documents teaching and learning articles, and evaluative feedback
    Flipping
    the classroom for higher order thinking
    Curriculum design document 30% Use a range of innovative educational approaches to complement and enhance face to face teaching
    Evaluative
    framework
    Critical analysis 20% Design curricula based on analysis, evaluation and synthesis of course documents teaching and learning articles, and evaluative feedback
    The coherent curriculum Submission of curriculum design document 40% Identify issues with courses and individually and cooperatively devise, implement and rigorously evaluate solutions
    Assessment Detail
    Assignment 1: Two quizzes (10%)
    Based on provided readings, you will be expected to complete two quizzes.

    Assignment 2: Flipping the Classroom for Higher Order Thinking (1200 words, 30%)
    In this assignment you will design an online environment that enables you to ‘flip’ the classroom and plan for its implementation, assessment  and evaluation. By ‘flipped’ I mean content acquisition beforehand, with higher order thinking such as analysis to happen in face-to-face sessions. In addition, equity of access issues can be addressed, for example by giving a ‘voice’ to students otherwise quiet in face-to-face settings or by providing time flexibility to the time-poor. In this assessment, you need to determine an effective conceptual framework that guides online thinking, and use myuni or other learning management system to enable a flipped classroom.

    Assignment 3: Evaluative framework (1000 words, 20%)
    You are required to choose an evaluation framework useful for online learning courses and use it to evaluate a MOOC offered by the University of Adelaide in Human Biology. The MOOC to be evaluated is https://www.edx.org/course/essential-human-biology-cells-tissues-adelaidex-humbio101x#.VO2S5kJeKmR. Use your evaluation framework to report on the MOOC.

    Assignment 4: The Coherent Curriculum (2300 words, 40%)
    This assessment of CD&I is to be a culmination of the course, where you apply the skills, knowledge and values you have learned or consolidated, to develop a coherent curriculum document. You will identify problems or issues with a course, consider the literature to
    develop relevant pedagogical content knowledge, and develop learning elements utilising contemporary technology. How these and other elements fit together is critical: Can you align your course aims, objectives, assessment and evaluation to promote high-quality student learning via a coherent program?
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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