Nothing Special   »   [go: up one dir, main page]
Scribd Logo
Upload

Welcome to Scribd!

  • 5 views

    Kuliah 4

    Uploaded by

    adib

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Kuliah 4

    Uploaded by

    adib
    5 views17 pages

    Original Title

    Kuliah 4 (1)

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    5 views17 pages

    Kuliah 4

    Uploaded by

    adib

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 17

    CURRICULUM DESIGN AND

    DEVELOPMENT MODEL

    LECTURE 4

    Assoc. Prof. Dr. Yusri Kamin


    Dr. Ahmad Nabil Md. Nasir
    School of Education, Department of Technical and
    Engineering Education, FSSH, UTM

    Department of Postgraduate Studies


    CURRICULUM DESIGN AND
    DEVELOPMENT MODEL

    A model may be defined as a simplified yet


    communicable representation of a real world setting or
    situation. Model communicates in several ways:-
    a.Systematically
    b.Procedurally
    c.Conceptually.

    Department of Postgraduate Studies


    TVET and Curriculum Design and
    Development Focus

    Knowledge

    Ability/Competency
    Affective Values :Employability- Skills
    workplace

    Attitude

    Yusri and Sukri 2013


    CURRICULUM LIFECYCLE MODEL
    DESIGN

    component Component processes Explanatory text

    Initiate or •strategic planning/ A new course is conceptualized to meet an


    review •portfolio analysis identified educational need, or to fill a gap in
    •market research the market. Or an existing course is re-
    •Review developed in light of evaluation and market
    •Benchmarking analysis. Proposed courses are mapped against
    •QA/QE existing benchmark statements and
    QA/QE processes are initiated
    DESIGN

    component Component processes Explanatory text

    Develop or •learning design As a result of a review, new elements of learning


    redevelop • assessment design are developed or existing ones
    • learning resource redeveloped. Course teams work to design or
    design redesign how learning should be
    delivered, resourced, supported and assessed.
    DESIGN

    component Component processes Explanatory text

    Approve •Approval Internal approval and validation is sought for


    • validation new course, module or unit designs. This
    • definitive programme typically involves a committee-based process
    •Specification including one or more external members.
    • QA/QE External agencies such as quality enhancement,
    regulatory bodies and partner
    institutions, external assessors, verifiers and
    examiners, may also be involved in
    examining the proposal. Amendments can be
    made to the proposal, and implications for
    resourcing, marketing etc are explored.
    DESIGN

    component Component Explanatory text


    processes

    Communicate •Documentation Course documents – for example, course or


    • marketing module outlines, pre- and post-enrolment
    •Recruitment information for learners, statements of learner
    • enrolment entitlement, guidelines on the assessment
    framework and opportunities for progression –
    are produced and disseminated in digital
    or hard copy. Information is communicated
    outwardly to learners and external agencies
    and inwardly to colleagues, course validation
    panels and marketing teams
    DESIGN

    component Component processes Explanatory text

    Resource •timetabling Learning opportunities demand resources,


    scheduling human, academic and technical. Sessions
    •Staffing are planned to determine the detailed timing of
    •develop/repurpose activities and the logistics of delivery,
    •learning resources support and assessment. Physical and virtual
    •logistics learning spaces and learning content are
    prepared, whether designed from new or
    repurposed/instantiated for this course and
    cohort. Staffing issues are addressed, which may
    entail up skilling or drawing in of
    specialist staff resources.
    DELIVERY

    component Component processes Explanatory text

    Deliver •session planning Practitioners initiate learning activities in line


    (learning and with course purposes and learning designs,
    teaching) and in accordance with learners’ prior experience
    •learning activity and expertise. Activities within sessions are
    design planned to ensure all curricular objectives are
    •teaching/lecturing covered. Learning resources and tools are
    introduced where appropriate, and made
    available to learners.
    DELIVERY

    component Component Explanatory text


    processes

    Enable/Support •session planning The diverse abilities of learners demand different


    (support) types and levels of support; different
    •learning support modes of delivery may be considered to suit
    •managing learner preferred patterns of attendance and
    differences approaches to learning. The delivery of the
    •responsive teaching curriculum is made responsive and adaptive
    •Tutoring to the requirements of different types of
    learners.
    DELIVERY

    component Component processes Explanatory text

    Assess •formative feedback Formative assessment and feedback are crucial


    •assessment planning to learning and are built into the
    and delivery curriculum cycle, whether intrinsic to the
    •Grading activity, tutor-led, or provided by learners and
    •summative feedback their peers. Assessment criteria and the
    •reflection (learners) rationale for feedback and grading are made
    transparent. Where appropriate, self-evaluative
    activities are integrated.
    component Component processes Explanatory text

    Evaluate •Evaluation Learner achievement and feedback data, and


    •sharing/ dissemination evidence from course evaluation and
    review, feed into the lifecycle. Lessons learnt
    are shared and disseminated. [Enabling
    systems]
    CURRICULUM DEVELOPMENT MODEL

    TABA MODEL
    Step 1. Diagnosis of needs
    Step 2. Formulation of objectives
    Step 3. Selection of content
    Step 4. Organization of content
    Step 5. Selection of learning experiences
    Step6. Organization of learning experiences (development of
    methods)
    Step 7. Determination of what to evaluate and
    how (Taba1962:12)
    TABA MODEL EXERCISE
    Bil. Steps Activities Instruments
    CURRICULUM DEVELOPMENT MODEL

    TYLER MODEL
    Step 1 Determine the purposes of the curriculum
    Step 2.Identify educational experiences related to purpose
    Step 3.Organize the experiences
    Step 4.Evaluate the purposes
    TYLER MODEL EXERCISE
    Bil. Steps Activities Instruments

    You might also like