Study Guide

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

Fully online.
The course runs from October - December 2024.
Intensive week 19 - 23 August 2024.
Eight weeks online.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing the course. As with all courses, you can apply for accreditation of prior learning through the system.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.