Curriculum Design & Instruction

ED 626

Curriculum Design & Instruction is a forty-five hour graduate level course. Successful completion of all course requirements will earn the student 3 graduate credits. Students will be involved in a variety of tasks for completion of course requirements. These tasks include:

• Readings
• Report on readings
• Exams
• Journal and reflection entries
• Projects related to real world learning environments
• Development of instructional strategies for specific curriculum areas

The work for this course is expected to be the original work of the student except where properly documented. Students will be encouraged to present written assignments in APA style.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Course Text: Designing Effective Instruction by Morrison, Ross, & Kemp (Wiley/Jossey-Bass Education) 2004, ISBN 0-471-21651-8

Course Outline

Module One: The Curriculum Design Process

Contents:

• A Definition of Curriculum
• From Theories to Plans: Learning Theory, Instructional Theory, Design Models
• Key Elements of the Curriculum Design Process
• The Design Plan
• Premises Underlying the Design Plan/Process
• Applying the Process to the Educational Setting
• Questions Related to Design

Module Two: Identifying the Need for Instruction

Contents:

• Needs Assessment
• Types of Needs and Data Sources
• Conducting a Needs Assessment
1. Needs Assessment Plans/Example
2. Performance Assessment

Module Three: Task Analysis & Instructional Objectives

Contents:

• Task Analysis
• Conducting a Task Analysis
• Procedural Analysis
• Function of Objectives
• Objective Domains
• Developing Instructional Objectives
• Classifying Objectives
• Sample Design Plan

Module Four: Designing the Instruction/Strategies

Contents:

• Designing an Instructional Strategy
• Prescriptions for Instructional Strategies
• Teaching Facts
• Teaching Concepts
• Teaching Principles and Rules
• Teaching Procedures
• Teaching Interpersonal Skills
• Sample Plan Design

Module Five: Developing Instructional Materials

Contents:

• Starting the Development of the Instruction
• Staying Focused
• Make it Concrete
• Appropriate Pacing
• Use of Cues
• Preinstructional Strategy
• Initial Presentation
• Group Presentations
• Small Group Formats

Module Six: The Many Faces of Evaluation

Contents:

• Purpose of Evaluation
• Types of Evaluation
• Validity and Reliability
• Standards of Achievement
• Basic Model for Formative Evaluation
• Summative Evaluation
• Confirmation Evaluation

Module Seven: The Role of the Curriculum Designer

Contents:

• The Role of the Designer
• Developing Training for Third Parties
• Working with Support Personnel
• Working with all Stakeholders

Module Eight: The Administrator’s Role

Contents:

• Involving the Decision Makers
• Gaining Support for Change
• Marketing
• Reporting Student Achievement

Module Nine: Planning and Project Management

Contents:

• Budgetary Support
• Proposal Preparation
• Operating Policies
• Legal Liabilities in Training
• Project Management
• Project Planning

Module Ten: Planning for Instructional Implementation

Contents:

• Planned Change
• The CLER Model
• Implementation Decisions
• Instructor Training
• Course Review
• Final Exam

Course Requirements:

1. Students are to complete all module reflection assignments. 54 points
2. Students are to complete all forum posting assignments. 12 points
3. Students are to analyze a curriculum content piece from their educational setting for design plan components. Students are to post their analysis. 20 points.
4. Students are to target leadership dimensions that are pertinent to the administrative end of curriculum design. Students are to discuss the impact of these dimensions on the implementation of curriculum design. 10 points.
5. Students are to complete a final exam. 10 points
6. Students are to complete a final project that reflects the complete instructional design plan. 30 points

Grades

136-126 - A
125-116 - B
115-105 - C
104-  94 - D
  93-    0 - F

Proctored Exams:

General Information

Specific courses in each program require the completion of an online proctored exam using a Teacher Education University proctor via the ProctorU ^TM service. This serivce gives students the ability to take the proctored exam at a convenient time and location with the proctor viewing the student via Web cam.

 

Some Facts About the Exam

 

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete.
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

ProctorU^TM Technical Specifications and Instructions

The ProctorU^TM service requires equipment with the following specifications:

1. A high speed internet connection
2. A computer running Windows XP or later versions
3. A webcam with 640 x 480 pixel video resolution (provided by Teacher Education University upon student request)
4. Audio capabilities, either through the webcam or through a standalone microphone (most cams come with a built in mic)
5. Speakers must be connected to the computer and working
6. The ProctorU^TM program must be downloaded onto the computer (no installation necessary)

 

Each student will need to register for a free account with pupilcity at http://teu.pupilcity.com. 

Once an account is created, students should return to http://teu.pupilcity.com to schedule all exams at least seven full days before the desired exam time.  Students can change reservations until 24 hours before the exam, at which time they will need to contact pupilcity’s exam line at 205-870-8122. 

At the scheduled exam time, students should return to http://teu.pupilcity.com and follow the posted instructions to log into the assigned exam room.

Students should make sure their webcam and speakers are plugged in and turned on.  STUDENTS CANNOT TURN ON THE WEBCAM SOFTWARE BEFORE LOGGING INTO ProctorU^TM (this will create issues with the video feed).  Once in the room, students should follow the instructions to connect to the proctor and follow the verbal instructions to begin their exam.

 

Taking the Exam

The day after the Module 8 due date, course instructors will send students with the link to the exam.  Students will only be able to access the exam once.  They should not click on the link or attempt to open the Web page until they are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately two hours to complete.
• Exams submitted more than two hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam).
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that the student is unable to access the on-line exam, the proctor will notify the Teacher Education University staff, in order for the student to have an extended time period to complete the exam, if necessary.
• The proctored exam covers Modules 1-8.  It is not a closed book exam, students are free to use the textbook, browse the Internet, and the course Web site.  Because students will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student in site of the proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open two copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that students "save" frequently during the exam, or write down a few words to help remember which answer they have chosen for each question in the event that there is a power failure, or they accidentally close the browser window in which they are completing the final exam.

After The Exam

Upon completion of the exam, the student will log off from ProctorU^TM.  The instructor is notified that the exam is ready for grading.  Once the exam is graded, the grade will be posted in Maestro.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Beaver, R., & Moore, J. (2004, September). Curriculum Design and Technology Integration: A Model to Use Technology in Support of Knowledge Generation and Higher-Order Thinking Skills. Learning & Leading with Technology, 32, 42+.

Dyrli, O. E. (2001, February). Curriculum Web Site Awards 2001. Curriculum Administrator, 37, 63.

Ediger, M. (1994). Designing the Curriculum. Education, 114(4), 636+.

Ediger, M. (2002). Designing the Community College Curriculum. College Student Journal, 36(3), 403+.

Fisher, D., & Frey, N. (2001). Access to the Core Curriculum. Remedial and Special Education, 22(3), 148.

Glanz, J. & Behar-Horenstein, L. S. (Eds.). (2000). Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey.

Heshusius, L. (1991). Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions. Exceptional Children, 57(4), 315+.

King-Sears, M. E. (2001). Three Steps for Gaining Access to the General Education Curriculum for Learners with Disabilities. Intervention in School & Clinic, 37(2), 67+.

March, J. K., & Peters, K. H. (2002). EFFECTIVE SCHOOLS - Curriculum Development and Instructional Design in the Effective Schools Process. Phi Delta Kappan, 83(5), 379.

Mickey, K. K. (2000, October). Customized Learning. Curriculum Administrator, 36, 42.

Morehead, P., & Labeau, B. (2004, December). Successful Curriculum Mapping: Fostering Smooth Technology Integration Fostering Smooth Technology Integration. Learning & Leading with Technology, 32, 12+.

Raban, B. (2001). Learning, Progression and Development Principles for Pedagogy and Curriculum Design. Australian Journal of Early Childhood, 26(2), 31.

Reid, W. A. (1999). Curriculum as Institution and Practice: Essays in the Deliberative Tradition. Mahwah, NJ: Lawrence Erlbaum Associates.

Seel, N. M. & Dijkstra, S. (Eds.). (2004). Curriculum, Plans, and Processes in Instructional Design:  International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Shelnutt, E. (1991). Symposium on Creative Writing in the K-12 Curriculum Creative-Writing Pedagogy: What the Specialist Can't Do. Design for Arts in Education , 93(2), 11-15.

Sologuk, S., Stammen, R., & Vetter, R. (2001). A Collaborative Approach for Creating Curriculum and Instructional Materials. Journal of Technology and Teacher Education, 9(2), 199.

Tennyson, R. D., Schott, F., Seel, N. M., & Dijkstra, S. (Eds.). (1997). Instructional Design: International Perspectives (Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates.

Urevick, A. M. (2002). Philadelphia Students Gain Real-World Experience from Web and Graphics Design Curriculum. T H E Journal (Technological Horizons In Education), 29(11), 68+.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.

 

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