EDUC 7551 - Curriculum Development and Innovation

North Terrace Campus - Semester 1 - 2019

This course introduces students to the ideas and procedures involved in curriculum development, innovation and evaluation. It will enable students to ensure that the approaches to learning and teaching benefit from the use of ICT in advancing the understanding and appreciation of knowledge as well as of innovative practice. The course first examines some general and basic issues related to designing a curriculum. Some curriculum design models will be considered and their implications for multimedia approaches to learning, teaching and assessment discussed. Consideration will also be given to teaching of values, as well as design, development and evaluation of curricula and the implementation of innovative curricula.

  • General Course Information
    Course Details
    Course Code EDUC 7551
    Course Curriculum Development and Innovation
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Incompatible EDUC 6551
    Course Description This course introduces students to the ideas and procedures involved in curriculum development, innovation and evaluation. It will enable students to ensure that the approaches to learning and teaching benefit from the use of ICT in advancing the understanding and appreciation of knowledge as well as of innovative practice.
    The course first examines some general and basic issues related to designing a curriculum. Some curriculum design models will be considered and their implications for multimedia approaches to learning, teaching and assessment discussed. Consideration will also be given to teaching of values, as well as design, development and evaluation of curricula and the implementation of innovative curricula.
    Course Staff

    Course Coordinator: Dr John Willison

    Dr John Willison
    Room 808
    Level 8, Nexus 10 Building
    School of Education
    Faculty of Arts
    The University of Adelaide
    john.willison@adelaide.edu.au
    83133219







    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 3
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2
  • Learning Resources
    Required Resources
    All required resources and optional resources are available through myuni
  • 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 Models of Engaged Learning and Teaching (MELT) 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
    2 x1-hour lectures per week 24hours per semester
    1 x1-hour seminar or virtual classroom per week 12hours per semester
    2 hours reading per week 24hours per semester
    2 hours research per week 24hours per semester
    6 hours assignment preparation per week 72hours per semester
    Total = 156 hours per semester
    Learning Activities Summary
    The sequence of learning activities will be available on myuni one week before the course commences.
  • 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 Due Date Weighting Learning Outcome
    Two
    quizzes and discussion board contributions
    Online
    quiz for preparation for face to face sessions
    Monday, Week 1, by 5pm 10% 1
    Flipping
    the classroom for higher order thinking
    Curriculum design document Monday, Week 5, by 5pm 30% 3
    Evaluative
    framework
    Critical analysis Monday, Week 8, by 5pm 20% 2
    The coherent curriculum Submission of curriculum design document Monday, Week 13, by5pm 40% 1
    Assessment Detail
    Assignment 1 (10%): Based on provided readings, you will be expected to complete quizzes and discussion board entries before the weekly face to face sessions.

    Assignment 2 (30%): Flipping the Classroom for Higher Order Thinking 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.
    1,200 Words.

    Assignment 3 (20%): Evaluative framework 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 called BlendedX and available at: https://www.edx.org/course/blended-learning-edx-edx-blendedx-0 Use your evaluation framework to report on the MOOC.
    750 Words.

    Assignment 4 (40%): The Coherent Curriculum 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?
    2,300 Words.
    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.