BeschreibungThere is no concurred definition of curriculum or program, as those terms are used interchangeably (O’Neill, 2015: 7). Arguably, a curriculum is about what we teach, i.e. the content of the curriculum, and how it is taught, i.e. the architecture of the curriculum (University of Adelaide, 2018). Hence, it
represents the expression of educational ideas in practice as it includes the planned learning experiences of a study program (Prideaux, 2003: 268). Furthermore, a curriculum constitutes a structure (Young refers to “social facts” in Durkheim’s sense) that shapes and constrains the activities
of those involved (above all teachers and students) as well as of those “who design curricula or attempt to achieve certain goals with them” (Young, 2014: 7). Therefore, a shared understanding of a program or curriculum is crucial. However, its development might pose a formidable challenge.
When staff, students and other stakeholder engage in defining and organizing the content, teaching and learning strategies, assessment and evaluation processes into a logical pattern, we refer to the process as curriculum design (Prideaux, 2003: 268). A commonly applied framework by Lattuca and Stark (2009) distinguishes eight elements to be considered in the planning process: (1) Purposes, (2) Content, (3) Sequence, (4) Learners, (5) Instructional Processes, (6) Instructional Resources, (7) Evaluation, and (8) Adjustment. In the design process, the components are not mutually exclusive but will influence each other; furthermore, the process is not a strict linear sequencing process but circular and dynamic (O’Neill, 2015: 5; Prideaux, 2003: 270). The sections in this paper will discuss the respective components of the curriculum design process in a linear fashion, though.
|Zeitraum||11 Sep. 2019 → 13 Sep. 2019|
|Ereignistitel||EGPA Annual Conference (European Group for Public Administration)|
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