Organization Of Learning Experiences Research Articles

Islamic Boarding School-Based Madrasah Curriculum Development Design at Madrasah Aliyah Mizanul Kubro Binjai

This study aims to analyze the design of developing a boarding school-based madrasah curriculum at MAS Mizanul Kubro Binjai, North Sumatra. This study used a descriptive-qualitative method. This research uses Hilda Taba's theory of curriculum development to explain the facts systematically. The results showed that the development of islamic boarding school-based madrasah curriculum at MAS Mizanul Kubro Binjai consisted of the following steps: 1) The diagnosis of needs included the following principles: a) the principle of balancing religious and general knowledge; b) moral education; c) discipline; d) responsibility; 2) formulation of objectives that are based on the vision and mission of the institution and adjust them to national, institutional, curricular, and instructional goals. 3) selection and organization of content, namely through the matching and collaboration of the curriculum of the ministry of religion (madrasah) and local content (Islamic boarding schools). 4) selection and organization of learning experiences, including: a) learning management; b) learning methods; and c) life skills development programs. 5) evaluation, which includes: a) daily tests and assignments, b) mid and final semester examinations conducted by madrasah, and c) national examination conducted by the government

Through the teacher’s lens: Evaluation of the project-based curricula of Philippine and Japanese science high schools

Specialized science, technology, engineering, and mathematics (STEM) high schools provide intensive learning experiences for advanced learners. At the core of these STEM schools is a project-based (research) curriculum that aims to foster research culture among learners, creating critical thinkers and problem-solvers, preparing them to be globally competitive STEM professionals in the future. The Philippine STEM junior high schools system and Japan’s Super Science High (SSH) are amongst implementers of the project-based (research) curricula. Hence, this paper sought to conduct a critical review of these project-based curricula through quantitative analysis of Filipino and Japanese teachers’ perceptions of its effectiveness along the four dimensions of Tyler’s Objective-centered Model for curricular evaluation. Findings show similarities and significant differences in the perception of the project-based curricula' effectiveness between Filipino and Japanese teachers along the four dimensions of Tyler’s Objective-centered Model: (1) learning objectives; (2) learning experiences; (3) organization of learning experiences; and (4) evaluation methods.

ANALYSIS CURIOSITY AND ANALOGY ABILITIES OF COLLEGE STUDENT REVIEWED FROM A SCIENTIFIC APPROACH AT THE UNIVERSITY OF MUHAMMADIYAH BONE

Curiosity is an attitude and action that always tries to find out more deeply and broadly from something that is learned. Meanwhile, analogy is a thought process to draw conclusions based on similar processes or data. This is inversely proportional to the reality in the field based on the observations of researchers at University of Muhammadiyah Bone, researchers see that the curiosity and analogy skills of college student in the economic learning process are still classified as very low. Lecturers can strive for learning by using innovative, effective and creative learning, which can provide opportunities and encourage college student to have high curiosity in order to practice their analogical reasoning skills. In connection with this, the efforts made by researchers to build curiosity and analogy skills of college student in economic learning, namely the need for a scientific approach or a scientific process-based approach which is the organization of learning experiences in a logical order including the learning process by observing, questioning, collecting information, reason (associate) and communicate. The type of research used is quantitative research using experimental quantitative methods. The research design used, namely Quasi Experimental Design with the form of Non-equivalent Control Group Design. The results of this study are proven by the results of the analysis of the recapitulation of the student's analogy ability test which can be seen in the average final test in the experimental class, which is 7,621 and the initial test reaches a value of 6,961. While the results of the final test recapitulation of the analogy ability of college student in the control class reached a value of 6,276 while the initial test results reached a value of 7.5. While the results of student responses are in the valid and reliable category.

Process of Language Curriculum Development

There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and sub-components. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus a common professional jargon and provides access to the ideas of others. This paper is an effort to discuss the different models involved in language curriculum development when all of these models highly overlap with each other to some extent. One of these models has been proposed by Tabawho (1962, cited in Dubin and Olshtain, 1986) outlines the steps of a curriculum process which a course designer must follow to develop subject matter courses as: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, determination of what to evaluate and the means to evaluate.

Teachers’ view on KSSR mathematics document standard of curriculum

Primary School Standard Curriculum (KSSR being its acronym in Malay Language) was implemented since 2011 involving all subjects including Mathematics. Discussion in this paper is related to a study on teachers’ view on the syllabus used for KSSR Mathematics limited to level 1 primary school Mathematics. The study aimed to identify teachers’ view on the curriculum for the aspects of its objectives, learning experiences, organization of learning experiences and learning assessment. A four Likert scale questionnaire was built and used in the study. A total of 92 respondents from 58 primary schools were involved comprising of 44 males and 48 females teachers. Data were analyzed using SPSS version 20.0. The results of the study showed that teachers’ level of agreement on the curriculum was high for the aspect of objectives (mean score 3.396, SD 0.296); learning experiences (mean score 3.391, SD 0.286); organization of learning experiences (mean score of 3.452, SD 0.241); and learning assessment (mean score 3.376, SD 0.281). Analysis of t-test found that there was no significant difference at p ≤ .05 for teachers’ level of agreement between male teachers and female teachers for the mentioned aspects. Remark from this study is that; document standard of curriculum for KSSR Mathematics level 1 in Malaysian primary school is said to be suitable from teachers’ perspective. Studies involving larger samples and various other aspects of the curriculum should be done to get better and more accurate results.

Problems of Tylerian Curriculum Development for Parents Education

It is natural to adopt a school curriculum model to develop parent education curriculum. However it is necessary to examine its limits and possibilities since parents are different from school age students. Therefore, this research first reviewed Tyler's model of curriculum development critically and presented the weak points to be studied. Based on the analysis, research questions for parent education curriculum were inferred. Those research topics were as follows: 1 Assessing the needs of parent education, 2 a matter of coordinating parents' preferences, needs of the society, and opinions of subject specialists, 3 the necessity of fundamental researches on adults and parents, 4 problems of using secondary materials and necessity of original resources, 5 problems related to distinguishing parents education and school parents education, 6 needs of experiential research upon selection and organization of learning experiences, and 7 necessity of research on criteria and methods of evaluation. Received (January 12, 2016), Review Result (January 26, 2016) Accepted (February 2, 2016), Published (March 31, 2016) Dept. Education, Kangwon National Univ., Kangwondaehakgil-1, Hyoja-dong, Chuncheon, 24341 Korea email: yskil@kangwon.ac.kr * This study is supported by Kangwon National University. 2015 hsst 동계학술대회와 교육학회에서 발표된 것을 수정 보완. Problems of Tylerian Curriculum Development for Parents Education Copyright c 2016 HSST 282

Integrating SIS with the Cloud

Technology and Innovation are the backbone of the services and solutions provided by SIGMA, based on a highly open source development and deployment platform for J2EE5 certified application servers compliant on a multi-tier and high performance proven open architecture. Internationalization is one of SIGMA’s top priorities, as well. For years SIGMA has established relationships with other European universities consortiums. Lately SIGMA has open new strategic areas of interest such as SaaS, BI, eLearning and Mobile. SIGMA focuses the development and support of two main suites of solutions VEGA Student Information System and ARGOS Research Information System. “LMS paradigm, as it has evolved, falls short in three important ways: 1. the organization of learning experiences into discrete, artificially time-bound units, 2. the predominance of instructor-focused and content-centric tools in the CMS,and 3. the lack of persistent connections between learners, instructors, content, and the broader community across semesters and across class, program, and institutional boundaries.” We find the “open learning network” (or OLN) as an alternative to traditional LMS, (Mott & Wiley 2009). With this approach in mind, SIGMA and UAB have started a project to lightly integrate VEGA Student Information System, FDPMS Final Degree Project Management System, WCMS Work- contract / Internship-contract Management System with the UAB LMS, Portfolio and internal and external MOOC experiences of UAB students.

A scale for curriculum evaluation and development in the health professions.

Schools responsible for the education of health professionals throughout the world are seeking ways to respond to the changing realities of the health professions and society. In an effort to be responsive to as many people as possible, there is a need to develop evaluative instruments that are effective and easily understood by multiple stakeholders. The authors describe the effective utilization of a simple scale for curricular evaluation, innovation, and reform. The scale, which incorporates two previously described instruments, can be used as an aid in several phases of curricular design: (a) during the development of a statement of educational philosophies that aid in goal and objective development, (b) during the selection and organization of learning experiences, and (c) during the evaluation of a curriculum.

Social Studies Supervisors' Rankings of the Ncss Curriculum Guidelines

Abstract This paper presents data from a study which sought to determine how social studies curriculum supervisors ranked the NCSS Curriculum Guideline statements in terms of their importance. A sample from the NCSS Social Studies Supervisors Association was given a Q-sort task in which they were asked to rank the 66 Guideline statements from most important to least important. The results indicate that dealing with student concerns within the context of the real social world are very important while systematic program evaluation and the organization of learning experiences are not as critical. The supervisors in general seemed to prefer general or globally stated items to the more specific task-oriented ones. The findings will be helpful to curriculum supervisors and advisory committees using the Guidelines as well as the NCSS Committee which is working on a revision of the Guidelines.

Advanced endodontic programs: Organization of learning experiences

Dr. Heuer is professor and chairman, department of endodontics, The Dental School, Northwestern University.

Instructors Learn to Help Students Apply Principles

A CONTINUING PROBLEM in professional edu cation is that of planning the program in such a way that the fullest possible advantage can be taken of what has been learned previously, and particularly what students began to learn in their general educa tion. The solution to this problem would appear to lie, in part, in a careful examination of programs of professional education Such examination could include the identification of opportunities to maxi mize the relationship between general education and professional education. A major purpose of this study has been to analyze the experiences of two college instructors who endeavored to become in creasingly skillful in helping student nurses learn to apply concepts from sociology and psychology in clinical work. This task is essentially one of curriculum revi sion It is generally well-known that any at tempt to improve a curriculum involves going through some general steps of a rational approach. These steps involve: 1) determining objectives, 2) selec tion and organization of learning experiences, and 3) planning for evaluation For people inexperienc ed in curriculum work, it is often difficult to carry out this logical approach. Relatively little has been done to follow closely the activities of those who try systematically to carry out these procedures. This study has attempted to provide a detailed account of what actually happened over a period of time to two instructors engaged in a particular project of cur riculum improvement. The study thus w a s a case study of a project, with particular reference to two instructors who became deeply involved in it0

Conscious and Unconscious Controls of Academic Learning and Classroom Behavior

The operation of the elementary school is based upon certain assumptions concerning the relation between the behavior of the pupils and academic learning. Taken as a group, these beliefs form a pattern, or a model, which should be a guide for the organization of learning experiences. The more accurately this model represents reality, the more useful it will be in the framing of profitable learning experiences.

The Curriculum-Then and Now

Any effort to review the past half-century's development of the school curriculum in the United States encounters a confusing complexity. To bring my task into manageable size, I have chosen to focus attention on the development of curriculum theory, with occasional comments on the ways in which courses of study and curriculum guides diverge from the accepted rationale and with still fewer comments on the discrepancies between teaching practices and curriculum theory. To simplify this complex review still further, I shall examine each of three major aspects of the curriculum in turn: the formulation of educational objectives, the selection of learning experiences, and the organization of learning experiences. Although evaluation of the effectiveness of the curriculum is commonly included as an aspect of the curriculum itself, I shall not discuss it here.

Effect of the Organization of Learning Experiences Upon the Organization of Learning Outcomes

Effect of the Organization of Learning Experiences Upon the Organization of Learning Outcomes