Elements Of Curriculum Design Research Articles

On the nature, uses and functions of imagination in education: A multidisciplinary approach

This article aims to delve into the theoretical perspective on imagination in education, focusing specifically on Imaginative Education theory. The approach involves a dual objective: critically analyzing the limitations and specific potentials of Imaginative Education to stimulate contemporary discourse on imagination in education and using it as a foundation to frame current research in philosophy and psychology within an educational context. Key elements of this theoretical operation include a critical examination of philosophical taxonomies on the concept of imagination and its reinterpretation in relation to Predictive Coding and Embodied Cognition theories. The fundamental goal of this conceptual clarification goes beyond the theoretical realm. The article aspires to contribute to the growing interest in imagination, fantasy, and creativity as essential elements of curriculum design and teacher education, serving both as educational objectives and resources to create meaningful learning environments and experiences. Hence, the focus on the IE theory aims to bridge the gap between theoretical reflections on imagination and learning and their practical implications in curriculum design and teacher education or professional development.

Research on the Design of Ideological and Political Courses in Colleges and Universities and The Development of Students' Comprehensive Literacy

With the development of higher education, ideological and political education courses play an important role in cultivating students' comprehensive quality. This study aims to explore the relationship between college ideological and political education curriculum design and the development of students' comprehensive quality. Through literature review and empirical research, this study analyzes the goals, content, teaching methods, and other aspects of ideological and political education courses, and summarizes the key elements of curriculum design. The study also investigates and analyzes the development of students' comprehensive quality through methods such as questionnaire surveys and interviews, further exploring the impact of ideological and political education courses on students' comprehensive quality development. The results of the study show that there is a close connection between college ideological and political education curriculum design and the development of students' comprehensive quality. Ideological and political education courses can cultivate students' ideological and moral quality, scientific and cultural literacy, social responsibility, and other aspects, improving their comprehensive quality. However, there are still some problems with the current curriculum design of ideological and political education courses, such as incomplete and fragmented content, and single teaching methods, which need further improvement. Therefore, this study proposes corresponding suggestions, including strengthening theoretical research on ideological and political education, improving curriculum design, and innovating teaching methods to enhance the quality and effectiveness of ideological and political education courses and promote the comprehensive development of students' comprehensive quality.

대학 교양교과로서의 문화콘텐츠 리터러시 교육 방안 연구 : D대학교 〈문화콘텐츠 리터러시〉 수업 사례를 중심으로

It is required to extend the scope of cultural contents literacy education and establish a systematic methodology in accordance with features and environment of contents that diversify day by day. In light of such necessity, this study was intended to reconsider educational possibilities of cultural contents literacy and propose practical curriculum design and operation plan.<BR> To this end, firstly, this study inquired into the necessity of course establishment and main elements of curriculum design focused on “Cultural contents literacy” class, which was established and effectively operated at D University during the first semester of 2020. Secondly, based on the results, this study aimed to propose class activities that can be applied to real cultural contents literacy education.<BR> This study expects that cultural contents literacy education, which is still in the initial stage, can be systematically established and settled in earnest at colleges, by achieving discussion on design and operation of a variety of relevant courses other than the subject proposed as a case of this study.

How to use Lego Serious Play as a Gamification Teaching and Learning Framework? A Responsible Management Approach

This paper conceptualises a Lego Serious Play Wheel framework as a gamification teaching and learning method. It aims to offer a detailed approach from Design and Preparation to Delivery, to engage a broad section of continuing learners and students, which can be easily applied throughout different educational and training contexts. The LSP Wheel refers to the concept of a circular learning journey and draws on a combined autoethnography responsible management research approach. A prominent part of the responsible management literature has hitherto focused on examining whether responsible management modules are inherently considered non-crucial elements of curriculum design. However, there is a paucity of research into applying novel teaching approaches to engage students and promote responsible management education endeavours. This paper therefore contributes to broader pedagogical application and critical responsible management education discourse, by providing educators with an academic gamification framework to support student engagement and co-creation of knowledge, by fostering exploratory learning environments and enriching the practices of active learning communities.

Factorial explanation of the integration of curriculum design, professional training and job training

This article tries to give a statistical explanation that links elements of curriculum design, professional training and job training through quantitative research. An instrument was elaborated expressly containing the three axes described above, with 10 simple variables per axis, obtaining a total of 30 variables of decimal ratio measurement. For this study, a statistical analysis of Cronbach's alpha was performed for the reliability of the instrument; frequency and percentage to describe the sample and a factor analysis for the integrational explanation of the phenomenon under study.

Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes

Higher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable.

“When I work in flow, I become the music”: what is the student experience of a process-based curriculum guided by real-world projects and flow psychology?

ABSTRACTThis research aims to address the problem of student engagement on vocational subjects and high incidences of mental health difficulties that present a barrier to learning and progression and ask questions about how the TAPOUT curriculum model may impact on this.This small-scale research study explores how students experience ‘flow’ in the classroom using the TAPOUT curriculum model. Focusing on process as well as product, the TAPOUT curriculum model provides a framework with which to facilitate collaborative work where students take ownership of longitudinal projects with real world outcomes.Specifically, TAPOUT was developed to provide a new curriculum framework that facilitates ‘healthy learning’; teaching and learning models whose primary function is to encourage effective learning using strategies and elements of curriculum design which promote wellbeing. Rather than separating the classroom from initiatives to promote mental health that go on outside (counselling, medication, CBT, mindfulness and so on) the classroom can support this work by providing opportunities for work that engenders ‘positive psychology’ (collaboration, mastery and personal control, supportive feedback, high expectations and meaningful achievement not predicated on external, grade-focused success).Drawing on pilot studies and data drawn from interviews, surveys and focus groups across three years of study and approximately 100 students, the research presents intermediary findings about learner experience of the TAPOUT framework and their encounters with ‘flow’.Theoretically situated in the curriculum studies field this research engages with concepts of flow psychology, wellbeing, improving the status of vocational learning, trusteeship and craftsmanship.

Developing a Model for an Innovative Culinary Competency Curriculum and Examining Its Effects on Students' Performance

AbstractThe present study designs and develops an innovative culinary competency curriculum (ICCC) model comprising seven sections: innovative culture, aesthetics, techniques, service, product, management, and creativity. The model is formulated based on culinary concept, creativity, innovation, and competency theory. The four elements of curriculum design, namely, objectives, learning experience, evaluation, and modification, are adopted to create a developmental framework. This study also applies creative teaching techniques to improve students' learning effectiveness. The study employed a quasi‐experimental design and a sample of 68 undergraduate students majoring in Food and Beverage Management. A 16‐week instructional program was conducted. Results show that the ICCC model is effective based on qualitative analysis and students' improved innovative performance.

Educational Perspectives: Boot Camps for Neonatal-Perinatal Medicine Fellows

Fellowship training is a required component of the transformation of a pediatrician into an independent practitioner of neonatal-perinatal medicine (NPM). Exposure to neonatal intensive care, experience in the management of neonatal patients, and successful performance of neonatal procedures is lower in trainees entering NPM fellowship today as compared with the past. To address this change in the baseline competency of incoming fellows, many NPM fellowship programs have begun to conduct intensive, simulation-based training sessions at the beginning of fellowship, commonly called “boot camps.” In this article, we explore the concept of boot camps, examine curriculum design elements of boot camps for NPM fellows, provide examples of collaborative and regional NPM boot camps, explore challenges to conducting a boot camp for NPM fellows, and discuss future directions for NPM fellowship boot camps, on a national and international level.

Educational Perspectives: Boot Camps for Neonatal-Perinatal Medicine Fellows

Fellowship training is a required component of the transformation of a pediatrician into an independent practitioner of neonatal-perinatal medicine (NPM). Exposure to neonatal intensive care, experience in the management of neonatal patients, and successful performance of neonatal procedures is lower in trainees entering NPM fellowship today as compared with the past. To address this change in the baseline competency of incoming fellows, many NPM fellowship programs have begun to conduct intensive, simulation-based training sessions at the beginning of fellowship, commonly called “boot camps.” In this article, we explore the concept of boot camps, examine curriculum design elements of boot camps for NPM fellows, provide examples of collaborative and regional NPM boot camps, explore challenges to conducting a boot camp for NPM fellows, and discuss future directions for NPM fellowship boot camps, on a national and international level.

The Role of Multi-Institutional Partnerships in Supply Chain Management Course Design and Improvement

The authors examined the skills achieved through a multicultural, virtual student project environment among 3 supply chain management courses. The partnership included 2 universities in the United States and 1 in France and created virtual teams of students across university lines and is presented as a case study. The case includes detailed descriptions of collaborative partners and identification of organizational readiness factors, curriculum design elements, a discussion of multi-institutional project design, and concludes with a framework for successful multi-institutional collaboration.

Teaching for Implementation: Designing Negotiation Curricula to Maximize Long‐Term Learning

Most negotiation students — and their instructors — aspire to develop negotiation skills that they can transfer to real‐world contexts beyond the classroom. Instructors can maximize the likelihood of long‐term learning through transfer‐oriented curriculum design. Curriculum design elements likely to support lasting and flexible learning include (1) articulation of clear, performance‐oriented goals; (2) careful selection of a range of learning activities tailored toward those goals, including activities that promote schema development and adjustment, activities that promote behavioral skill development, and activities that reinforce explicit theoretical understanding; (3) provision of multiple opportunities for constructive feedback from a variety of sources; and (4) the facilitation of self‐reflection and metacognition.

Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation

Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure. To apply the Kern model to an assessment of a residency program in gastroenterology. A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live. The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee. The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.

Un-standardizing curriculum: multicultural teaching in the standards-based classroom

How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to un-standardize knowledge in their own classrooms, while working toward high standards of academic achievement. This book includes: detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face; guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum; and a field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.

Curriculum Design And Management:A Systems View

Systems thinking has been likened to a science of organizing complexity. Few problems in education have the elements of complexity as that of curriculum. Indeed, within the educational system, the subsystem, curriculum, presents us with a designor problem solvingchallenge that requires tools and approaches that have yet to be fully explored. This paper discusses the basic systems elements of curriculum design and management and highlights the problem underlying the development of curricula that are based on networks of learning standards and benchmarks. Project 2061 Benchmarks for Science Literacy [1] is used as an example of such interconnected learning benchmarks. The first of a suite of tools, TraxLiteracy [2], which tracks benchmarks, curriculum activity blocks and student achievement is used to illustrate the dimensions of the problem and the elements of managing benchmark-based curricula . The implications for education at every level from elementary to university is discussed. 1 Background a systems definition of curriculum The educational literature abounds with definitions of ‘curriculum’. The assortment of contemporary definitions ranges form those of a parent, Mrs. Stephens, “Curriculum is an eclectic framework of learning opportunities, resources, and instructional strategies that empower students to aspire to and to attain national and state standards, learner outcomes, specific teacher-based objectives, while addressing individual abilities.”.... Mrs. Stephens. S. Mecca © 2004 WIT Press, www.witpress.com, ISBN 1-85312-712-4 The Internet Society: Advances in Learning, Commerce and Security, K. Morgan & M. J. Spector (Editors) to that of a Board of Education [3], “A series of planned instruction that is coordinated and articulated in a manner designed to result in the achievement by students of specific knowledge and skills and the application of this knowledge”, to that of George J. Posner and Alan N. Rudnitsky [4], is not a process. . . . A more precise view of curriculum--and the common understanding of curriculum among lay people--is that it is what is taught in school or what is intended to be learned. It does not refer to what is to be done in school or what is to happen in the learning process. Curriculum represents a set of intentions, a set of intended learning outcomes. The first definition sees curriculum as a set of resources and strategies aimed at empowering students to achieve various standards; the second emphasizes coordination and planning and the third puts the emphasis on the outcomes themselves. It is important that we establish a working definition at the outset. Let’s try viewing curriculum as a subsystem of the education system. There are various definitions of the term system. This paper will consider the definition of Robertshaw, Rerick and Mecca[5], “ A system is a time-varying configuration of people, hardware and procedures organized to accomplish a certain function(s).” Viewing curriculum as a system or (subsystem of education), we can begin with a simple definition, Curriculum is a time-varying configuration of teaching-learning activities organized to accomplish a set of benchmarks for student accomplishment. In this paper we will use the term benchmarks, learning objectives and standards somewhat interchangeably referring to them generally as benchmarks or BMs. Likewise, we will refer to teaching-learning activities as curriculum activity blocks or CABs. CABs involve students, teachers, parents, and other participants in a planned learning activity such as a learning unit, an extended lesson, a group or individual project, etc. The specification of a CAB will be discussed later. For purposes of introduction, as long as we keep the aforementioned agreements in mind, we can use as our definition of curriculum, Curriculum is a time-varying configuration of learning activity blocks (CABs) organized to accomplish a set of benchmarks BMs. © 2004 WIT Press, www.witpress.com, ISBN 1-85312-712-4 The Internet Society: Advances in Learning, Commerce and Security, K. Morgan & M. J. Spector (Editors) 50 The Internet Society: Advances in Learning, Commerce and Security

An outcomes-based assessment framework for courses in English for educational development

Abstract What is presented here is a sample assessment framework designed for the EED (English for Educational Development) first year academic literacy course at the UWC (University of the Western Cape, South Africa). Elements of the framework might be relevant to other similar academic literacy courses at tertiary institutions around the country. An attempt is made in this model to bring current assessment procedures in line witti OBE (Outcomes-Based Education) as required by the ‘Curriculum 2005’ guidelines for Language, Literacy and Communication. In addition I draw on some principles underpinning curriculum design elements from current American implementation models, elements of which I have found adaptable to South African tertiary institutions. The assessment procedure and subsequent mark allocation described are based on the student producing two portfolios, one exploratory and one performance-based, which include all tasks for the year, oral and written, individual and group tasks. A basic implem...