scholarly journals A CURRICULUM DESIGN FOR EDUCATING CONSERVATORS OF ISLAMIC MANUSCRIPTS

2017 ◽  
Vol 15 (3) ◽  
Author(s):  
Paul Hepworth ◽  
Karin Scheper ◽  
Mandana Barkeshli
Keyword(s):  
Developing Countries ◽  
Curriculum Design ◽  
Instructional Activities ◽  
Total Program ◽  
Assessment Strategies

To meet the pressing need for more training for conservators in developing countries dealing with Islamic manuscripts, a curriculum design was prepared. This details the skills and information needed and organizes instruction into modules that can be taught as a total program or semiindependently with adaptation to many different circumstances in different settings. The modules are augmented by specified objectives, possible instructional activities and assessment strategies.

scholarly journals Preferred Learning Styles of Medical and Physiotherapy Students

2017 ◽  
Vol 23 (1) ◽  
Author(s):  
Rahila Nizami ◽  
Muhammad Zahid Latif ◽  
Gohar Wajid
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Male Students ◽  
Cross Sectional ◽  
Medical College ◽  
Instructional Activities ◽  
New Information ◽  
A Minor ◽  
Assessment Strategies ◽  
Physiotherapy Students

<p><strong>Background:</strong><strong>  </strong>Learning styles are the ways students learn, intake and process new information. The contribution of learning styles for educational quality is evident and have important implications to develop effective curricula. Teachers can effectively plan instructional activities if they know the learning styles of students. This study was conducted to find out the preferred learning styles of medical and physiotherapy students.<strong></strong></p><p><strong>Methods:</strong><strong>  </strong>This cross sectional descriptive study was conducted at Azra Naheed Medical College Lahore from January to March 2014. Honey and Muffard Learning Style Questionnaire (LSQ) was used to assess the preferred learning styles. The medical students of 3rd year and 6th semester physiotherapy class were invited for the study. The collected data was organized and analyzed by the use of statistical tools.</p><p><strong>Results:</strong><strong>  </strong>120 students participated in this study, out of which 60 (50 %) were students of MBBS class whereas 60 (50 %) were of physiotherapy class. 48 (40%) were male students and 72 (60%) were female students. Both the groups have reflector as dominating learning style with a minor difference of (40%) and (42.5%) for medical and physiotherapy respectively.</p><p><strong>Conclusion:</strong><strong>  </strong>Students have different learning styles and require versatile instructional and assessment strategies. Preferred learning style of medical and physiotherapy students found in this study is reflector, however all the learning styles are present in both groups.<strong></strong></p>

Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies

2011 ◽  
Author(s):  
Zahed Siddique ◽  
Amy Bradshaw ◽  
Patricia Hardre´ ◽  
Farrokh Mistree
Keyword(s):  
Experiential Learning ◽  
Curriculum Design ◽  
Engineering Students ◽  
Standard Of Living ◽  
University Of Oklahoma ◽  
Instructional Activities ◽  
Multiple Levels ◽  
Course Sequence ◽  
Development Of Competencies ◽  
Systemic Development

The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.

scholarly journals International Infusion in Practice – From Cultural Awareness to Cultural Intelligence

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Angela Margaret Sutherland ◽  
David Edgar ◽  
Peter Duncan
Keyword(s):  
Curriculum Design ◽  
Cultural Awareness ◽  
Cultural Intelligence ◽  
International Student ◽  
Gap Analysis ◽  
Curriculum Structure ◽  
Institutional Communication ◽  
The Uk ◽  
Student Centeredness ◽  
Assessment Strategies

United Kingdom (UK) Universities strive to increase international student numbers and claim to be internationalising the student experience. In parallel student-centred approaches appear to be the norm across learning, teaching and assessment strategies. However, a tension exists in delivering both of these claims concurrently in that domestic and inbound international students often have different experiences, expectations, needs and perceptions regarding pedagogy, support and curriculum. While programme delivery centres on the UK educational mode, universities tend to accommodate orientation for all students centrally, as a largely homogenous group. This paper explores the experiences of inbound Erasmus exchange students from several European Union (EU) countries to determine if student-centred approaches are adequate to meet their needs. It also examines possible gaps in the tutor-student pedagogic experience, expectations and perceptions. With reference to gap analysis, a case study of a module in a post-1992 University is explored. Observation, focus groups, policy analysis and quantitative analysis of student results are used to make sense of the intercultural pedagogic experiences of the students and potential implications for curriculum design and delivery. Findings indicate that the processes and procedures put in place to support Erasmus students in navigating UK pedagogic styles, assessment and curriculum are insufficient to truly support the student journey in a way that student centeredness would imply. Key areas of discord revolve around curriculum structure, assessment style, expectations and pedagogic approach. In essence, the cognitive and intangible processes and aspects of the student journey are problematic with evidence to suggest that poor cross-institutional communication and generic orientation compound the challenges. The research is particularly significant in that it highlights the need to provide a more reflective and reflexive approach to working with Erasmus students, requiring a shift away from a mechanistic focus on systems, structures and cultural awareness towards cultural intelligence.

Foundational Experiences as a Design Principle for Mathematics Curriculum for Children

2019 ◽  
pp. 42-47
Author(s):  
Paul Betts
Keyword(s):  
Curriculum Design ◽  
Design Principle ◽  
Mathematics Curriculum ◽  
Success For All ◽  
Instructional Activities

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for multiplication. What are the qualities that we should invest in foundational experience activities? How can such activities be positioned within curriculum design, with the goal of increasing the quality of students’ understandings of mathematics topics, in pursuit of success for all participants in school math?

scholarly journals The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design

2021 ◽  
Vol 13 (9) ◽  
pp. 4766
Author(s):  
Pedro Jurado-de-los-Santos ◽  
María Jesús Colmenero-Ruiz ◽  
Rosa Eva Valle-Flórez ◽  
Macarena Castellary-López ◽  
Victoria Figueredo-Canosa
Keyword(s):  
Curriculum Design ◽  
Design Methodology ◽  
Ad Hoc ◽  
Methodological Approach ◽  
Compulsory Education ◽  
Educational Practice ◽  
Educational Support ◽  
Educational Inclusion ◽  
Assessment Strategies

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

scholarly journals Inclusive Curriculum Design: Application to Open Channel Hydraulics Module

2018 ◽  
pp. 1-10
Author(s):  
Jaan Hui Pu
Keyword(s):  
Curriculum Design ◽  
Open Channel ◽  
Student Group ◽  
Inclusive Practice ◽  
Inclusive Curriculum ◽  
Diverse Student ◽  
Inclusive Approach ◽  
Channel Hydraulics ◽  
Curriculum Organization ◽  
Assessment Strategies

This study investigates an inclusive curriculum design based on student-centred approach. This proposed design approach has been applied to Open Channel Hydraulics module (CSE6008-A) at School of Engineering, University of Bradford, United Kingdom. This paper will introduce in step-by-step manner the full curriculum design and how the student-centred approach is being adapted in each step of the design. The required criteria will be designed based on learning outcomes design, curriculum organization, assessment strategies and student achievement evaluation. Besides, a key discussion will also be allocated for the inclusive practice that allows the vastly diverse student group to benefit from this approach, and a separate section will also be utilized to fully discuss this inclusive approach in the proposed curriculum design. This paper proposes a useful student-centred curriculum design concept, which is adaptable for different engineering modules.

Foundational Experiences as a Curriculum Design Principle for Secondary Mathematics

2019 ◽  
pp. 358-363
Author(s):  
Ralph Mason
Keyword(s):  
Curriculum Design ◽  
Design Principle ◽  
Power Laws ◽  
Secondary Mathematics ◽  
Exponential Functions ◽  
Instructional Activities

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for the mathematics of powers, from power laws through geometric sequences to exponential functions. With these examples, participants will consider these questions: How can foundational experiences contribute to students’ understandings of the math behind the topic’s formal content? What are the qualities that we should invest when designing foundational experience activities?

scholarly journals Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy Practice Course

2020 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Edward Christopher Portillo ◽  
Kevin Look ◽  
David Mott ◽  
Robert Breslow ◽  
Mara Kieser ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Pharmacy Practice ◽  
Evidence Based ◽  
Design Models ◽  
Student Preparation ◽  
Course Content ◽  
Article Type ◽  
Health Course ◽  
Assessment Strategies

The changing profession of pharmacy demands student preparation in dynamic courses that address the evolving healthcare landscape. Identifying an evidence-based approach to develop such coursework and content, however, can be a considerable challenge for curriculum innovators. This manuscript explores how curriculum design models can be applied as a guide to promote purposeful development of new curriculum, with the goal of promoting students as APPE, practice, and career-ready practitioners. Authors specifically describe a case study example for the process of creating a novel rural health course using the Taba curriculum design model as a guide for selecting course content, objectives, teaching strategies, learning experiences, and evaluative measures. Through the incorporation of the Taba model, this manuscript presents an evidence-based approach to curriculum development which can be replicated across schools and colleges of pharmacy. The described approach to curriculum design, which integrates models to guide the creative process, is a systematic approach to developing curriculum with purpose. Additional opportunities exist for curriculum innovators across the academy to explore incorporation of curriculum design models to guide course development, as well as to drive curricular assessment strategies and further curriculum refinement.   Article Type: Idea Paper

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