EDUC 7551NA - Curriculum Development and Innovation

Ngee Ann Academy - Quadmester 1 - 2017

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.

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Course Details

Course Code	EDUC 7551NA
Course	Curriculum Development and Innovation
Coordinating Unit	School of Education
Term	Quadmester 1
Level	Postgraduate Coursework
Location/s	Ngee Ann Academy
Units	3
Contact	36 hours intensive delivery
Available for Study Abroad and Exchange	N
Incompatible	EDUC 6551NA Curriculum Development and Innovation
Restrictions	M Ed students only - Singapore
Assessment	10 Quizzes/Discussion Board Entries 10%, Flipping the Classroom for Higher Order Thinking 30%, Evaluative framework 20%, The Coherent Curriculum 40%

Course Staff

Course Coordinator: Dr Lynda MacLeod

Course Timetable

The full timetable of all activities for this course can be accessed from .

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 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

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
10 Quizzes/Discussion Board Entries	Online Quiz for preparatoin for face to face sessions	10%	1
Flipping the Classroom for Higher Order Thinking	Curriculum Design Document	30%	3
Evaluative Framework	Critical Analysis of a MOOC on Blended Learning	20%	1
The Coherent Curriculum	Submission of Curriculum Design Document	40%	2, 3

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 最新糖心Vlog 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 .

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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