Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilTeaching organisation
150 hours of focused learning.Unit rationale, description and aim
This unit assists students to build knowledge to develop curriculum in clinical settings, inclusive of such issues as instructional design, curriculum implementation and curriculum evaluation. Students will examine curriculum concepts, theories and philosophies. You will establish a familiarity with instructional design that focuses on inquiry-based and evidence-based learning approaches. The unit will highlight issues relevant to students in health courses, namely, critical thinking and analysis, self-directed lifelong learning, and deep approaches to learning.
The aim of this unit is to empower students to explore and apply a range of curriculum models to develop programs which optimise clinical education in their workplace.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - analyse components and processes of curriculum design and evaluate factors that influence curriculum design and development (GA3, GA6);
LO2 - critically examine curriculum theories and their underpinning philosophies (GA5);
LO3 - analyse principles, components, models and processes of instructional design (GA 6);
LO4 - plan and design curricula that are learner-centered, inquiry-based, evidence-based and reflective of student diversity (GA2, GA6);
LO5 - implement and evaluate curricula using the elements of an instructional design plan (GA6).
Graduate attributes
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
Content
The Concept of Curriculum
Defining the Curriculum
Curriculum perspectives
Elements of curriculum
Curriculum theory and philosophies
Factors that influence curriculum design
Instructional Design
Principles of instructional design
Trends and factors that influence instructional design
Instructional design theory and philosophies
Instructional design models
Planning and Designing the Curriculum
Planning models
Planning, sequencing and delivering instruction
Integrating clinical aspects of the curriculum
Integrating inclusive instruction
Developing graduate attributes
Curriculum change and innovation
Implementing and Evaluating the Curriculum
Instructional Problems
Learner Characteristics
Subject Content
Task Components
Instructional Objectives
Sequence Content
Instructional Strategies
Instructional Delivery
Evaluation
Resources
Learning and teaching strategy and rationale
The unit is offered in online mode and uses an active and collaborative learning approach to support students in the exploration of the essential knowledge of curriculum development and instructional design. Students will be supported to actively engage with the content through readings, discussion forums and collaboration with their peers. Consistent with adult learning principles, these learning and teaching strategies allow flexibility for students while ensuring they have expert support. Students are supported to meet the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.
Assessment strategy and rationale
In order to successfully complete this unit, students need to complete and submit two assessment tasks. A minimum combined total grade of both assessment tasks of 50% is required to pass this unit. Students will be awarded a final grade result.
This graduate certificate level unit sees students continue their transition towards independent learning. The assessment strategy aims to progressively develop students’ knowledge and skills to enable them to meet the learning outcomes and Graduate Attributes of the unit. Students first demonstrate knowledge through participation in online discussion forums with their peers, and then through submission of a critical reflection as part of an ePortfolio piece. Students will further develop their understanding through the critical analysis and development of a unit of instruction for the final assessment task.
Overview of assessments
Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
---|---|---|---|
Portfolio Enables students to participate in online discussion and develop skills of critical reflection. | 50% | LO1, LO2, LO5 | GA3, GA5, GA6 |
Written assignment Enables students to build on knowledge gained in Assessment 1 through critical analysis and the development of a unit of instruction. | 50% | LO1, LO2, LO3, LO4, LO5 | GA2, GA3, GA5, GA6 |
Representative texts and references
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction: Research-based strategies for increasing student achievement (2nd ed.). Denver, CO: McREL Publishers.
Ornstein A. C., & Hunkins, F. P. (2013). Curriculum foundations, principles and issues (6th ed.). Boston, MA: Pearson.
Price, K. M., & Nelson, K. L. (2011). Planning effective instruction: Diversity responsive methods and management (4th ed.). Belmont, CA: Wadsworth.
Reeves, A. R. (2011). Where great teaching begins: Planning for student thinking and learning. Alexandria, VA: ASCD Publishers.
Reiser, R. A., & Dempsey, J. V. (2012). (Eds). Trends and issues in instructional design and technology (3rd ed.). Sydney: Pearson.
Tummons, J. (2012). Curriculum studies in the lifelong learning sector (2nd ed.). Exeter, UK: Learning Matters.