Curriculum and Instruction

Assessing student workload in Problem Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences

by José-Reyes Ruiz-Gallardo

Educación Tecnológica

by Gabriel Marey

Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2012). 'Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing', in Beyond Codes and Pixels: Proceedings of the 17th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Thomas Fischer, et al. (Chennai, India: CAADRIA), pp. 659–668

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital... more This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has – as yet – not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of one’s own creative work and successful communication with many heterogeneous stakeholders.

Keywords: critical pedagogy; digital architectural design; architectural theory; architectural education.

Design for Learning: a guide to the principles of good curriculum design

by Paul Kleiman

Published by PALATINE

Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and... more Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and maintain a sustainable advantage. Having trained as a professional designer, Paul Kleiman casts a critical designer's eye on some of the problems that confront those learning and teaching in higher education. He finds that poor design lies at the heart of many of the problems, and he offers ten established principles of good design for designing educational curricula and systems.

Curricula and the use of ICT in education. Two worlds apart?

by Jo Tondeur

Jo Tondeur, Johan van Braak, & Martin Valcke (2006). British Journal of Educational Technology, 38,962-975.

In many countries, information and communication technology (ICT) has a clear impact on the development of educational... more In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government.

In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.

A Critical View To Primary Curricula In Turkey From The Aspect Of Thinking Skills

by selen yazgunoglu

thinking skills, primary curriculum, critical thinking, creative thinking, problem solving, researching, decision making

This research examines the primary curricula in Turkey from the perspective of thinking skills and makes an attempt at... more This research examines the primary curricula in Turkey from the perspective of thinking skills and makes an attempt at determining the skills emphasized in each course. This study aims to analyze the primary curricula in terms of thinking skills from a conceptual viewpoint and it uses the method of document analysis, one of the methods of qualitative research. Life Sciences, Social Studies, Science and Technology, Mathematics and Turkish curricula designed by the Turkish Ministry of National Education were used as the source of data in this research. The gains, skills and activities serving to develop the thinking skills in the curricula examined were regarded as the units of content analysis. Based on the findings, it may be suggested that the primary curricula in Turkey are structured in a manner so as to facilitate thinking skills to students and that they are more sensitive and more supplied than the former curricula in terms of developing the thinking skills.

Retention in online courses: Surviving the first week.

by Timothy Clapper

Clapper, T. C. (2012). Retention in online courses: Surviving the first week. Evolllution. http://www.evolllution.com/curriculum_planning/retention-in-online-courses-surviving-the-first-week/

Understanding retention in online learning means understanding the learners and the issues that are involved in their... more Understanding retention in online learning means understanding the learners and the issues that are involved in their decision to stay or go. There are some consistent variables that occur in the first week that a course developer and facilitator must consider.

Curriculum Review Processes

by David Velky

This is a course paper from Systemic Curriculum Design and was written in partial completion of the requirements for Doctor of Education.

Velky compares and contrasts various curriculum review cycles and outlines a proposed review cycle for Rocksprings ISD. Velky compares and contrasts various curriculum review cycles and outlines a proposed review cycle for Rocksprings ISD.

La classification du contenu conceptuel des curriculums concernant l'énergie comme outil éducatif

by Boilevin Jean-Marie

The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design

by Stanislav Roudavski

WITH PRESENTATION SLIDES. Cite as: Roudavski, Stanislav and Anne-Marie Walsh (2011). 'The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design', in Circuit Bending, Breaking and Mending: Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Christiane M. Herr, Ning Gu, Marc Aurel Schnabel and Stanislav Roudavski, pp. 579-588

Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in... more Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in early architectural education. The paper uses examples from a course that aims to introduce the fundamentals of digital architectural design to first-year students. To achieve this, the course integrates digital fabrication as the core element of the production workflow. Challenging but rewarding, early adoption of digital fabrication exposes students to the process- and material-based thinking of contemporary architecture at a time when they form lasting attitudes to designing.

Selective Jamming: Digital Architectural Design in Foundation Courses

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2011). 'Selective Jamming: Digital Architectural Design in Foundation Courses', International Journal of Architectural Computing, 9, 4, pp. 437-461

This article considers how the concepts and practice of digital architectural design can influence early architectural... more This article considers how the concepts and practice of digital architectural design can influence early architectural education.The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne.The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice.At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.

Geography - A Powerful Knowledge

by Benjamin Major

In this essay I am going to be taking a closer look at the question of ‘core knowledge’ and in particular what this... more In this essay I am going to be taking a closer look at the question of ‘core knowledge’ and in particular what this means for geography education. I shall be drawing upon some recent debates about the nature and purpose of geographical knowledge in schools before moving on to take a look at the emerging critical realist perspective on knowledge in education to show how this suggests the continuing importance of disciplinary knowledge such as geography. Finally, I draw upon the work of Michael Young and Leesa Wheelahan to demonstrate how geographical knowledge can be viewed as ‘powerful knowledge’ that is crucial for all young people, not least the most disadvantaged in our society.

Geography, Knowledge and School Subjects in the Curriculum

by Benjamin Major

MRes Dissertation

The recent education White Paper and the ensuing review of the curriculum attest to the fact that the question of... more The recent education White Paper and the ensuing review of the curriculum attest to the fact that the question of knowledge, and in particular subject knowledge, is very much on the educational agenda once again. What follows is a conceptual review of the literature on school knowledge and the place of school subjects therein. It is divided into two parts, with the first part comprising a sequential review of various theoretical perspectives on school knowledge, spanning both the philosophical and sociological literature. The second part takes a thematic approach, bringing together some of the themes that have repeatedly resurfaced in the foregoing review, connecting them to contemporary issues in education. The conclusion draws upon the insights reaped through this investigation in order to make a contribution to our current thinking about the place of subjects, and in particular geography, in the modern school curriculum. It will be argued that a subject based curriculum is still appropriate in the 21st century. It will further be argued that geography represents a particularly powerful form of knowledge that provides a language essential for taking part in many of society’s most important conversations. It will be thus asserted that access to the subject is vital for all young people, and in particular those from disadvantaged, working class backgrounds.

Why Ethnic Studies are Good for White Kids Too

by Emery Petchauer

Posted in Diverse: Issues in Higher Education

Information Technology and Library Education In Pakistan: Recent Developments In the Curriculum

by Khalid Mahmood

Instructional Curriculum Designs

by Rebecca Reynolds

This was written as an a class assignment for the University of Phoenix and is not Peered reviewed.

In the contemplation of how to organize a lesson, teachers must ask themselves many possible questions to consider the... more In the contemplation of how to organize a lesson, teachers must ask themselves many possible questions to consider the best options for organizing and planning instruction. 10 possible questions

From Technician to Engineer: A Teacher Narrative of Resisting School Structures with a Custom Curriculum.

by Raymond Falcon

This study will examine the narrative of a teacher who, with the researcher, became an engineer of creating custom... more This study will examine the narrative of a teacher who, with the researcher, became an engineer of creating custom scope and sequences from being a novice technician.  This teacher historically increases high stakes testing scores of low performing students annually.  This narrative will illuminate the participant’s story as well as my own on how we converted ourselves from teacher-technicians to teacher-engineers.  Five themes are introduced in the study.  The themes are poor preparation in the first years, useless scope and sequence, pre-assessments, creating curriculum, and resistance to school structures. In this sense, we continue to fight off state and district mandated scope and sequences to develop an authentic curriculum to meet the classroom needs of students.

Curriculum for Excellence: transformational change or business as usual?

by Mark Priestley

Priestley, M. (2010) Curriculum for Excellence: transformational change or business as usual? Scottish Educational Review, 42[1], 22-35.

Scotland’s Curriculum for Excellence (CfE) is a good example of a new breed of national curriculum; a curricular model... more Scotland’s Curriculum for Excellence (CfE) is a good example of a new breed of national curriculum; a curricular model that seeks to combine top-down government prescription with bottom-up school-based curriculum development by teaching professionals. However, in developing a renewed view of teachers as agents of change and relaxing curriculum prescription, CfE has attracted criticism for its vagueness in terms of content
and for a mix-and-match approach and seemingly atheoretical design. This paper engages in a critique of CfE, and proposes a process by which practitioners may make sense of and enact the new curriculum.

Art Education as a Network for Curriculum Innovation and Adaptable Learning

by James Haywood Rolling, Jr.

Rolling, J. H. (2011). Art education as a network for curriculum innovation and adaptable learning. In "Advocacy White Papers for Art Education, Section 1: What High-Quality Art Education Provides." Reston, VA: National Art Education Association. Retrieved November 19, 2011 from http://www.arteducators.org/advocacy/whitepapers.

This white paper reconceptualizes the potential of models of arts practice in generating new curriculum approaches for... more This white paper reconceptualizes the potential of models of arts practice in generating new curriculum approaches for general education and aiding the development of the learner in our contemporary visual age. High-quality art education is argued to provide art educators with an adaptable and dynamic framework for curriculum-making and theorizing. Visual arts theoretical models—or art for scholarship’s sake—offer the promise of divergent and yet synergistic pedagogical pathways through which learners may become adept at thinking empirically through a material medium, thinking expressively in a language, thinking iconoclastically within a context—or in doing each simultaneously. Flexible and dynamic thinking is a key to jump-starting the ability of learners to innovate, inform, and network across the artificial divides of disciplinary content. (My paper is the third in the attached bundle of essays).

The Reformation of Business Education: Purposes and Objectives.

by Robert Shaw

Robert Keith Shaw (2011) The Reformation of Business Education: Purposes and Objectives. In Proceedings of the New Zealand Applied Business Education Conference, Nelson, New Zealand, 11 October, 2011.

Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in... more Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task?