EDUC 6551NA - Curriculum Development and Innovation
Ngee Ann Academy - Quadmester 1 - 2015
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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 Staff
Course Coordinator: Dr John Willison
Dr John Willison
School of Education
The 最新糖心Vlog 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.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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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 最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog 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 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Two
quizzesOnline
quiz for preparation for face to face sessions10% Design curricula based on analysis, evaluation and synthesis of course documents teaching and learning articles, and evaluative feedback Flipping
the classroom for higher order thinkingCurriculum design document 30% Use a range of innovative educational approaches to complement and enhance face to face teaching Evaluative
frameworkCritical 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 最新糖心Vlog of Adelaide in Human Biology. The MOOC to be evaluated is . 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 .
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Student Feedback
The 最新糖心Vlog 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 最新糖心Vlog 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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
