edu4hec higher ed. curriculum design
HIGHER EDUCATION CURRICULUM DESIGN
EDU4HEC
2015
Credit points: 15
Subject outline
Participants have the opportunity to explore the practical applications of contemporary higher education curriculum design, models and learning theories, and reflect on their own educational beliefs and values. Participants take a scholary and distinctively LaTrobe approach to a higher education curriculum design/re-design project that involves engaging with the Learning and Teaching Framework. Participants either produce a proposal for a curriculum design project or an actual practical project that demonstrates the application of curriculum design theories, concepts, principals and methods drawn from the contemporary higher education literatures. Participants are required to collaborate with colleagues, provide collegial feedback on project drafts and demonstrate the practice of being a reflective practioner. It is expected that skills and knowledge developed in this subject will prepare participants for future curriculum leadership within their academic career.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorKay Salehi
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites EDU4CTL
Co-requisites Course RCHE - Graduate Certificate in Higher Education
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | A handbook for teaching and learning in higher education: enhancing academic practice | Recommended | Fry, H., Ketteridge, S. & Marshall, S. (Ed) (2009) | LONDON: ROUTLEDGE |
| Readings | Designing the curriculum to link teaching and research Ch4 pp55-78 in Reshaping teaching in higher education: linking teaching with research | Recommended | Jenkins, A., Breen, R. & Lindsay, R. (2003) | LONDON: ROUTLEDGE |
| Readings | Innovative assessment in Higher Education | Recommended | Bryan, C. & Clegg, K. (2006) | LONDON: ROUTLEDGE |
| Readings | Learning, curriculum and employability in higher education | Recommended | Knight, P. & Yorke, M. (2004) | LONDON: ROUTLEDGE FAMLER |
| Readings | Teaching for quality learning at university | Recommended | Biggs, J. & Tang, C. (2007) | (3RD ED) BERKSHIRE, ENGLAND: OPEN UNIVERSITY PRESS/MCGRAW-HILL |
Graduate capabilities & intended learning outcomes
01. Evaluate the relevance of key contemporary higher education curriculum models and trends in planning and design to the specific curriculum in higher education
- Activities:
- Seminars, readings, discussions, blended learning (LMS)
02. Compare and contrast the learning theories and basic educational beliefs and values that inform - implicitly or explicitly - two current higher education curriculum models
- Activities:
- Seminars, readings, discussions, blended learning (LMS)
03. Critically analyse the influence of contextual and organizational factors - including the Latrobe Learning and Teaching Framework, disciplinary societies, regulatory and accrediting agencies - on curriculum design, implementation and evaluation within a specific institutional context.
- Activities:
- Seminars, readings, discussions, blended learning (LMS)
04. Develop an implemnetation plan, including an evaluation approach for design/re-design of an existing or proposed curriculum - at course or school level - in terms of the quality, coherence, and demonstrable effectiveness of its design and implementation.
- Activities:
- Seminars, readings, discussions, blended learning (LMS)
05. Write up a conceptual report or an actual design/re-design report demonstrating how you plan to develop the curriculum - including an implementation and evaluation plan for a subject/unit.
- Activities:
- Seminars, readings, discussions, blended learning (LMS)
Subject options
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Melbourne, 2015, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKay Salehi
Class requirements
WorkShopWeek: 31 - 43
Four 3.0 hours workshop per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Plus online learning"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Collegial presentation and reflection on work in progress ~1,000 words | 20 | 01, 02, 03, 04, 05 | |
| Compare two curriculum models -implicit learning theories or educational values/beliefs 500 words | 10 | 02 | |
| Essay or negotiated task (4000 words) | 50 | 01, 02, 03, 04, 05 | |
| Neogitated curriculum design/re-design plan/paper baed on existing or new curriculum 1000 words | 20 | 01, 03 |