Abstract
This third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles. While the previous installment (Takahashi et al., 2013) focused on establishing a clear understanding of student needs, essentially the “what”, or the content of the curriculum, this stage focuses on establishing guiding principles for the “how”: the format, sequencing of content and assessment procedures to be developed. In this installment, Elizabeth Lammons explains the process of deciding these principles, and how they were then used to evaluate the existing curriculum. The results of this evaluation allow the learning advisors to have a clear understanding of the strengths and weaknesses of the current content and delivery model, which will prove invaluable in the re-development process, which will also be guided by these principles. A copy of the principles in full is available in the Appendix.
Highlights
Introduction to the ColumnKatherine Thornton, Otemon Gakuin University, Osaka, JapanThis third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles
The results of this evaluation allow the learning advisors to have a clear understanding of the strengths and weaknesses of the current content and delivery model, which will prove invaluable in the re-development process, which will be guided by these principles
As the evaluation took place for the First Steps Module (FSM) first and in interest of space, the focus of this section is a summary of the findings for the strengths and weaknesses of FSM only
Summary
Introduction to the ColumnKatherine Thornton, Otemon Gakuin University, Osaka, JapanThis third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles. While the previous installment (Takahashi et al, 2013) focused on establishing a clear understanding of student needs, essentially the “what”, or the content of the curriculum, this stage focuses on establishing guiding principles for the “how”: the format, sequencing of content and assessment procedures to be developed. In this installment, Elizabeth Lammons explains the process of deciding these principles, and how they were used to evaluate the existing curriculum.
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