Introductions.
Requirements of Curriculum Design.
Aspects of Curriculum Design.
Principles of Program Specifications.
Curriculum Design Procedure.
Introductions.
Requirements of Curriculum Design.
Aspects of Curriculum Design.
Principles of Program Specifications.
Curriculum Design Procedure.
Systemic Approach In Curriculum Design FOR TQ
Systemic Approach In Curriculum Design FOR TQ
Prof. A. F. M. FahmyFaculty of Science, Department of Chemistry
Ain Shams University, Abbassia, Cairo, EGYPTE-mail:[email protected]
I- INTRODUCTION:
Systemic Education Reform (SER) has gained
great importance internationally in the Global
age..
Fahmy, A. F. M. (Egypt), and Lagowski, J. J.
(USA) suggested an educational process based on
the application of “Systemics” named (SATL)
(1998).
SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our students.
By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners.
Fig: 1a: Linear representation of concepts
concept concept concept concept concept concept concept concept
Fig: 1b: systemic representation
concept concept
concept concept
concept concept
concept concept
Systemic Curriculum (SC):
Mission and Vision Standards, and objectives
TEACHIGN METHODS
Formative, and summative evaluation
ContentMultimedia
Systemic Curriculum Design (SCD):
Mission and Vision of the University
CURRICULUM DESIGN (CD)
Global Requirements
National Requirements
Standards and Objectives
Systemic Mission and vision of the University:
Society
Civilization
EnvironmentReligion
Human RightsCulture
MISSION AND VISION OF THE
UNIVERSITY
II-Requirements of Curriculum Design: II-Requirements of Curriculum Design:
National Requirements.
University Requirements.
Global Requirements.
The above Requirements for interact
Systemically.
QAA Framework for Qualifications
Special Educational Needs and Disability
Act
NATIONAL REQUIREMENTS
FOR (CD)
QAA Code of
Practice
Systemic of National Requirements for Curriculum Design [SRCD]
University Modular Framework (UMF) Regulations:
All programmed leading to university award are expected
to operate within the UMF.
Increased flexibility of module length.
Extending student choice through options and removal of
the elective requirement.
University Requirements [URs] : University Requirements [URs] :
Requirements and Guidelines for Implementing the Assessment Review Recommendations.
National and International standards (ISO)
Competitive Job Markets
GLOBAL REQUIREMENTS
OF (CD)
Global Economy Market
Global Requirements:
Systemic of Global Requirements For Curriculum Design
Learning Outcomes.
Level Descriptor.
III-Aspects of Curriculum Design:
Programme Outcomes.
Learning Outcomes
Programme Outcomes
Systemic Aspects of Curriculum Design
Level Descriptor
Systemic Aspects of Curriculum Design (SACD)
Learning Outcomes :Learning Outcomes :
A learning outcome is a clear statement of that which a learner is expected to be able to do or to know at the end of his/her program/course study.
What is the learning outcome?
Provide easier access to the curriculum by those wishing to accredit their knowledge and experience gained outside university.
Why learning outcomes?
Help ensure that appropriate assessment methods are adopted, and thereby increase the potential for diagnostic assessment.
Programme Outcomes:
What is the Program outcome?
programme outcomes, include statements of personal
transferable skills, or key skills. In addition to QAA
requirement that programme specifications are produced
for taught programmes.
A programme outcome is a statement of that which a
student is expected to be able to do or know at the end of
his/her programme/ course of study.
IV-Systemics Principles of Curriculum Specifications [ SPCS ]
Curriculum is Holistic and Coherent
Encouraging Independence In Learning
Principles of programme
Specifications
Inclusive and accessible/student
centered
Instructional Strategies
Task Analysis
Principles of Learning
Work Plans
Objectives and Tests
Leaner Analysis
VALIDATION AND
EVALUATION
V-Systemic of Curriculum Design Procedure
1- Instructional Strategies1- Instructional Strategies
Make courses effective and popular.
How to design exercises? When to use exercises?
What about evening work? Pre-course work.
Keep materials at the best reading level.
2- Work Plans 2- Work Plans
Where to start ?
Estimating design time.
How to reduce course costs ?
How to reduce course length ?
3- Principles of Learning3- Principles of Learning
Meeting student needs.
How much theory/background material to include in a course.
What is the best approach to Attitude/Motivation courses.
What types of activities to schedule based on time of day.
4-Learner Analysis4-Learner Analysis
What you need to know about learners?
Where to get this information ?
Questions to ask to determine learners' motivation.
5- Task Analysis 5- Task Analysis
What are the sources of data.
How to build the course at the learners' level ?
What is the best way of sequencing course
content?
How to link learning to job requirements ?
How to analyze "soft" skills ?
6-Objectives and Tests 6-Objectives and Tests
What Types of objectives ?
How to write objectives quickly and easily.
What is the best testing pattern? .
How to design performance checklists.
7-Validation and Evaluation 7-Validation and Evaluation
How to conduct developmental tests ?
What to include in a course evaluation ?
What Evaluation forms you can use ?
How to measure learning?
How to measure satisfaction?
References:(1) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in
Teaching and Learning for 21st Century, J pure Appl. 1999, [15th
ICCE, Cairo, August 1998].
(2) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical
Education An International Perspective, J. Chem. Edu. 2003, 80 (9),
1078.
(3) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess
Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August
2004].
(4) Liverpool John Moores University Learning, and Teaching Web.
http://cwis.livjm.ac.uk/lid/ltweb/curriculum_design/0009.htm
(5) Workshops; Instructional Design for New Designers; Langving
Learning Services. USA.