HLSC618 - Curriculum Development and Instructional Design

Year

Credit points

Campus offering

Prerequisites

Teaching organisation

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

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.