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Introductions. Requirements of Curriculum Design. Aspects of Curriculum Design.

Systemic Approach In Curriculum Design FOR TQ. Introductions. Requirements of Curriculum Design. Aspects of Curriculum Design. Principles of Program Specifications. Curriculum Design Procedure. Prof. A. F. M. Fahmy. Faculty of Science, Department of Chemistry

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Introductions. Requirements of Curriculum Design. Aspects of Curriculum Design.

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  1. Systemic Approach In Curriculum Design FOR TQ • Introductions. • Requirements of Curriculum Design. • Aspects of Curriculum Design. • Principles of Program Specifications. • Curriculum Design Procedure. Prof. A. F. M. Fahmy Faculty of Science, Department of Chemistry Ain Shams University, Abbassia, Cairo, EGYPTE-mail:afmfahmy42@yahoo.com

  2. I- INTRODUCTION: • Systemic Education Reform (SER) has gained great importance internationally in the Global age.. • Fahmy, A. F. M. (Egypt), and Lagowski, J. J. (USA) suggested an educational process based on the application of “Systemics” named (SATL) (1998).

  3. SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our students. • By "systemic"we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners.

  4. concept concept concept concept Fig: 1a: Linear representation of concepts concept concept concept concept Fig: 1b: systemic representation

  5. Mission and Vision Standards, and objectives TEACHIGN METHODS Content Multimedia Formative, and summative evaluation • Systemic Curriculum (SC):

  6. Level Descriptor Mission and Vision of the University Standards and Objectives CURRICULUM DESIGN (CD) National Requirements Learning Outcomes Programme Outcomes Global Requirements • Systemic Curriculum Design (SCD):

  7. Systemic Mission and vision of the University: TOTAL QUALITY (TQ) Society Religion Environment MISSION AND VISION OF THE UNIVERSITY GLOBAL REQUIREMENTS LOCAL REQUIREMENTS Culture Human Rights Civilization JOB REQUIREMENTS

  8. II-Requirements of Curriculum Design: • National Requirements. • University Requirements. • Global Requirements. • The above Requirements for interact Systemically.

  9. QAA Framework for Qualifications NATIONAL REQUIREMENTS FOR (CD) Special Educational Needs and Disability Act QAA Code of Practice Systemic of National Requirements for Curriculum Design [SRCD]

  10. University Requirements [URs] : • University Modular Framework (UMF) Regulations: • All programmed leading to university award are expected to operate within the UMF. • Increased flexibility of module length. • Extending student choice through options and removal of the elective requirement. • Requirements and Guidelines for Implementing the Assessment Review Recommendations.

  11. National and International standards (ISO) GLOBAL REQUIREMENTS OF (CD) Competitive Job Markets Global Economy Market • Global Requirements: Systemic of Global Requirements For Curriculum Design

  12. III-Aspects of Curriculum Design: • Learning Outcomes. • Level Descriptor. • Programme Outcomes.

  13. Learning Outcomes Systemic Aspects of Curriculum Design Programme Outcomes Level Descriptor Systemic Aspects of Curriculum Design (SACD)

  14. Learning Outcomes: • What is the learning outcome? • A learning outcome is a clear statement of that which a learner is expected to be able to do or to know at the end of his/her program/course study.

  15. Why learning outcomes? • Help ensure that appropriate assessment methods are adopted, and thereby increase the potential for diagnostic assessment. • Provide easier access to the curriculum by those wishing to accredit their knowledge and experience gained outside university.

  16. Programme Outcomes: What is the Program outcome? • A programme outcome is a statement of that which a student is expected to be able to do or know at the end of his/her programme/ course of study. • programme outcomes, include statements of personal transferable skills, or key skills. In addition to QAA requirement that programme specifications are producedfor taught programmes.

  17. Curriculum is Holistic and Coherent Principles of programme Specifications Feedback, Evaluation and Review Links to Research Encouraging Independence In Learning Inclusive and accessible/student centered IV-Systemics Principles of Curriculum Specifications [ SPCS ]

  18. Instructional Strategies Work Plans Principles of Learning VALIDATION AND EVALUATION Leaner Analysis Objectives and Tests Task Analysis V-Systemic of Curriculum Design Procedure

  19. 1- Instructional Strategies • Make courses effective and popular. • How to design exercises? When to use exercises? • What about evening work? Pre-course work. • Keep materials at the best reading level.

  20. 2- Work Plans • Where to start ? • Estimating design time. • How to reduce course costs ? • How to reduce course length ?

  21. 3- Principles of Learning • Meeting student needs. • How much theory/background material to include in a course. • What is the best approach to Attitude/Motivation courses. • What types of activities to schedule based on time of day.

  22. 4-Learner Analysis • What you need to know about learners? • Where to get this information ? • Questions to ask to determine learners' motivation.

  23. 5- Task Analysis • What are the sources of data. • How to build the course at the learners' level ? • What is the best way of sequencing course content? • How to link learning to job requirements ? • How to analyze "soft" skills ?

  24. 6-Objectives and Tests • What Types of objectives ? • How to write objectives quickly and easily. • What is the best testing pattern? . • How to design performance checklists.

  25. 7-Validation and Evaluation • How to conduct developmental tests ? • What to include in a course evaluation ? • What Evaluation forms you can use ? • How to measure learning? • How to measure satisfaction?

  26. References: (1)Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998]. (2)Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078. (3)Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004]. (4)Liverpool John Moores University Learning, and Teaching Web. http://cwis.livjm.ac.uk/lid/ltweb/curriculum_design/0009.htm (5)Workshops; Instructional Design for New Designers; Langving Learning Services. USA.

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