Top-‐down and bo+om-‐up curriculum maturing processes
Kai Pata
Tallinn University, Center for Educa?onal Technology
Tradi?onally top-‐to down processes prevail in curriculum development: mapping to the standards, evalua?on based on fixed standards
Courses can bring in evolving know
ledge and compe
tences and
mature the curriculum
and
stand
ards in bo+
om-‐up manne
r An expert: Crea?vity and freedom Evalua?on against the
standard -‐ an approved collec?ve knowledge
Mapping the curriculum to the standards Educa?onal technology curriculum – the competences ISTE NETS competences
Standards maturing
Curriculum development and evalua?on
h+p://intelleo.eu/ see demonstrator 3
Issues: curriculum competences should incorporate new course competences, the standard should evolve based on bo+om-‐up contribu?ons
Mapping the courses to the standard/ curriculum
Matching learning outcomes from standard to the courses
h+p://htk.tlu.ee/EpoAbi/
Mapping the competences/learning outcomes at courses
Standard / curriculum competences Course competence descrip?ons
Are contextualized to domain context
Issues: -‐ ill-‐formulated competences/learning outcomes cannot be objec?vely measured -‐ standard is unevenly covered
Mapping ac?vi?es and assessment to competences/ learning outcomes
Mapping competences/learning outcomes with learning ac4vi4es and assessment
h+p://htk.tlu.ee/EpoAbi/
Learning ac?vity/assignment types
Assessment types
Competence/Learning outcome descrip?on
Get advice from different formula?ons at the curriculum -‐ standard competences -‐ assessment types -‐ learning ac?vity types
Shared vocabulary across the curriculum
Academic analy4cs based on competences, ac4vity and assessment types
Issues: -‐ Mapping competences/learning with fiSng assignments and assessment -‐ overlaps between learning ac?vi?es/assignments at courses -‐ Collec?ng academic analy?cs
Academic-‐ and learning analy?cs for evalua?on
• In porTolio-‐based eDidak?kum we can map course elements with competence standard (competence ontology) and domain ontology: – the learning ac?vi?es/assignments – the learning resources with competence standard – Academic analy4cs for courses can be used for forma4ve/summa4ve evalua4on of the curriculum
• The learner who takes the assignment will map the planned/graded competences to his eporTolio – Learning analy4cs for competence development at the course, forma4ve evalua4on of the course
– Learning analy4cs of personal development
h+p://edidak?kum.ee/
Curriculum maturing processes
STANDARD COMPETENCES EVOLVING DOMAIN KNOWLEDGE & COMPETENCES
??? KNOWLEDGE AND COMPETENCES
STUDENT PORTFOLIOS
PERSONAL LEARNING CONTRACTS
DOMAIN ONTOLOGIES
COMPETENCE /LEARNING OUTCOMES ONTOLOGIES
CURRICULUM LEARNING OUTCOMES STUDENTS’ EXPECTED LEARNING OUTCOMES
Seman?c curriculum management goals
• Managing curriculum and course development (to address coherence within the curriculum courses, to maintain traceability of curriculum linkages with resources for planning and upda?ng it, to address coherence within the course competences, ac?vi?es and resources, to manage and update case-‐based ac?vi?es and resources dynamically across the curriculum);
• Managing curriculum and standard evolu4on (using standards such as competence models, domain ontologies and similar curricula as reference ontologies for modeling the curriculum and evolving the standards);
• Managing internal and external evalua4on of curricula based on academic analy?cs and geSng overviews;
• Managing shared vocabulary development, collabora4on and “ownership taking” in curriculum development;
• Managing student-‐centered approach to learning with personal porDolios in the curriculum development (to use the curriculum as the “underground map” for planning learning for competences, finding learning resources for personalized learning experiences, proposing learner’s expected learning outcomes, ac?vi?es and resources to the courses and the curriculum).
Curriculum maturing concepts