Educators use a process for planning what will occur in class. Then they evaluate the results when put into action by reflecting and collaborating, teachers ensure continual improvement. The PIERS perspective highlights this iterative and ongoing nature of the planning process: Plan, Implement, Evaluate, Reflect, and Share. PIERS will assist with this process.
Curriculum Instructional Design: Scope of Work
A balance between curriculum and instructional design exists for each project. Curriculum and instructional design encompass overlapping areas of work. The scope of work depends upon the parameters in each situation. Typically the level of design and layers that exist dictate what individuals and groups complete which sections of the work.
Curriculum Instructional Design: The Interface
In course design, instructors are charged with enacting the curriculum and its plans. Course design requires the instructor to develop materials to teach the given content. The interface between curriculum and instructional design provides a context to examine key factors to effective design. This is particularly true in a course designed with a learner-centered focus. Thus Curriculum and instructional design (CID) should be understood as a continuum of design. Finally, this leads to plans for a more effective and coherent course for students.
Curriculum Instructional Design: Planning for Institutions and Educational Systems
The term strategic planning describes the process at high levels of planning often for programs and institutions. Consistent and coherent plans yield effective results that can be adjusted based upon changing conditions and priorities. The key components of strategic planning include an understanding of an entity’s vision, mission, goals, objective, strategies, and tactics.
Curriculum Instructional Design: Critical Learning Path and Constructive Alignment
There are many ways to approach and develop a curriculum or plan for learning at different levels of complexity. Though some practitioners approach the design of instruction from a specific starting point like content to be taught, method of delivery, learning context, etc; this will not be specified. Instead, key concepts will be presented and you will be able to choose your own way of approaching how you plan and design curricular materials at all levels. We will examine the Critical Learning Path (CLP) and Constructive Alignment for Learning (CAL).
Curriculum Instructional Design: Pedagogical Content Knowledge
Many researchers have espoused different philosophies about how education should be implemented at the various levels of Curriculum and Instructional Design (CID). Debates about the right path range from the largest level of what is to be taught to the specific aspects of how instruction should be conducted. A key concept that connects to all levels of CID is Pedagogical Content Knowledge (PCK).
Curriculum Instructional Design: Making Sense of your Lesson Layouts
Research has examined the elements needed to be included in a curriculum as well as how they are interconnected. Several essential terms are defined below that help you understand these ideas. The terms that will be explained are; Scope and Sequence, Articulation, Coordination, Continuity, and Coherence.
Goals, Objectives, Outcomes, Purpose, and Success (GOOPS)
When considering the development of your online course there are some key terms to understand for yourself: goals, objectives, outcomes, purpose, and success (GOOPS). It is important to start by clearly defining each term and giving the relationship between them.
Quote of the day
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.Albert Einstein