Six Practical Principles for Inclusive Curriculum Design

2013 ◽  
pp. 74-88 ◽  
Author(s):  
Sharon Kerr ◽  
Michaela Baker
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Education Sector ◽  
Review Of The Literature ◽  
Inclusive Curriculum ◽  
Design For All ◽  
Online Distance

Within the context of the Australian higher education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design (Silver, Bourke, & Strehorn, 1998) to provide lecturers and curriculum designers with concrete advice on how to design curricula that are both inclusive and accessible. Through a review of the literature and the introduction of six practical principles, the chapter sheds light on the importance of inclusive curriculum design for all students, and, more particularly, students studying in online, distance, or blended modes.

Enhancing Student Agency as a Driver of Inclusion in Online Curriculum, Pedagogy, and Learning Content

2021 ◽  
pp. 86-108
Author(s):  
Lydia Sophia Mbati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Curriculum Design ◽  
Learning Experience ◽  
Diverse Students ◽  
Access To Higher Education ◽  
Student Agency ◽  
Online Curriculum ◽  
Learning Content ◽  
Inclusive Curriculum

With advancements in technological innovation, the interconnectedness of the global economies and citizens is now inextricable. Education has been affected by globalisation, opening opportunities for more participation, particularly through online learning. Social cleavages and access for social justice are often addressed through admission-policy reform in the higher-education sector. While this is one aspect of increasing access to higher education, this chapter explores inequality as epistemic injustice in online programmes. Curriculum design and pedagogical approaches that embrace diverse students' epistemic positions enrich the learning experience while including students' realities. Student agency may allow for visibility of diverse students and also provide for the inclusion of their epistemic stances. Student agency can also lead to flexible, inclusive curriculum content. Based on literature, this chapter presents ways in which the student voice may be included in online learning curriculum, pedagogy and learning content.

Defining Salient Features of “Boutique” Instructional Designs and Implications for Design, Development, and Deployment

2020 ◽  
pp. 151-166
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resources ◽  
Learning Objects ◽  
Full Scale ◽  
Small Scale ◽  
Design Development ◽  
Review Of The Literature ◽  
Shared Learning ◽  
Closed Source

“Boutique” instructional design (ID) projects are fairly common across verticals, especially in higher education, open shared learning, government, and some commercial enterprises. In general, boutique-designed learning is small-scale, with narrowly targeted learners, limited development funding/access to information/development and deployment technology/human resources, and other aspects. The strategies and tactics for successful boutique projects differ in some ways than those used for mid-scale and full-scale/general ID projects. This work explores some of the dimensions of boutique ID projects and the implications of those dimensions on design, development, and deployment strategies and tactics. This work is informed by decades in the profession, a review of the literature, and analyses of related open-source and closed-source online learning objects.

scholarly journals Implementation of Team Teaching in Construction Management Education

2020 ◽  
pp. 230-235
Author(s):  
Peng Zhang ◽  
◽  
Yingbin Feng
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Team Teaching ◽  
Construction Management ◽  
Management Education ◽  
Academic Staff ◽  
Education Sector ◽  
Undergraduate Program ◽  
Industry Partner ◽  
Intangible Benefits

Evidence suggests that team teaching is linked to significant tangible and intangible benefits to students, academic staff, and institutions. Partnering with industry participants is an emerging trend of team teaching in the higher education sector. Partnering with industry participants in curriculum design and unit delivery will ensure that students learn about important industry developments and help students improve their employability. It also will be helpful for academic staff to engage with the industry. Team teaching has been piloted at the School that the Authors are working at and the outcomes were very positive. In 2020, team teaching is required to be implemented in another core unit of Construction Management Undergraduate Program. By addressing the lessons learnt in implementing team teaching in the Authors’ units and being guided by previous research, a plan to implement Team Teaching in this core unit is presented in this paper. This plan will be evaluated and improved after each semester and it will be redeveloped with the industry partner every 3 years.

The Context

2008 ◽  
pp. 29-41
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resource Development ◽  
New Technologies ◽  
Learning Technologies ◽  
Review Of The Literature ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Higher Education Organizations ◽  
Selection Of

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and are reported in the literature of the fields of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are intended for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1995; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with the changes in existing technologies and with the advent of new technologies. A review of the literature of these fields will help to evaluate the suitability of conceptualizations of learning technologies to their selection in the process of designing learning events.

scholarly journals The Collaborative Mapping Model: Relationship-Centered Design for Higher Education

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Jason T Drysdale
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Model Development ◽  
Instructional Designer ◽  
Leadership Theory ◽  
Instructional Designers ◽  
Survey Question ◽  
Mapping Model ◽  
Collaborative Mapping

Instructional designers list one of their primary obstacles as collaborating with faculty (Intentional Futures, 2016).  Additionally, instructional designers experience a high degree of role misperception and struggle to advocate for clear and defined roles (Drysdale, 2018).  In order to address these challenges, I created the Collaborative Mapping Model (CMM), a model of instructional design for higher education instructional designers that puts relationship at the center of design and addresses issues of scale, quality, and empowerment.  I first identified four primary roles of instructional designers in higher education by evaluating the industry standard models of instructional design, comparing their structure and usage for relevance to the consultative role designers assume in higher education. The collaborative designer role had no associated model of design, and led to the development of the model. Development was informed by several key theories, including authentic leadership theory (Kiersch & Byrne, 2015), shared leadership theory (Bolden, 2011), and appreciative inquiry (Kadi-Hanifi et al., 2014). After several years of implementation and refinement, I developed an action research study to determine the effectiveness of the model.  I administered a mixed methods survey to a group of 50 faculty who had designed a course in partnership with an instructional designer through the CMM.  Among other results, 92% of respondents (n=37) indicated an improvement in the quality of their courses and 73% (n=37) saved time by working with an instructional designer in the CMM.  Key themes from the qualitative survey question included value and respect for the expertise of the instructional designer, a significant improvement to the online courses designed and developed through the CMM, and enthusiasm for continued collaboration with instructional designers.  This study describes the development of the model, an overview of theoretical influences and processes, and the effectiveness of the Collaborative Mapping Model of instructional design.Keywords: instructional design, instructional design models, collaboration, faculty partnership, advocacy, leadership, course mapping, curriculum design, professional roles

Problems of Science and Its Effectiveness

2011 ◽  
pp. 151-157 ◽  
Author(s):  
A. Varshavsky
Keyword(s):  
Higher Education ◽  
Public Management ◽  
External Factors ◽  
Education Sector ◽  
Russian Science ◽  
Russian Academy Of Sciences ◽  
Scientific Results ◽  
Academy Of Sciences ◽  
Academic Sector

The article considers current problems of Russia´s science. Special attention is paid to external factors that negatively influence its effectiveness including considerable lag in public management sector. The issues of opposing higher education sector to the Russian Academy of Sciences (RAS) are also discussed. A number of indicators of the Russian science and its academic sector effectiveness are presented. The expediency of comparing scientific results with R&D expenditures is shown. The problems connected with using bibliometric methods are discussed. Special attention is paid to the necessity of preserving and further developing Russian science including RAS.

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

VECTORS OF HIGHER EDUCATION SECTOR TRANSFORMATION IN CONDITIONS OF THE INFORMATION ECONOMY FORMATION

2017 ◽  
Vol 1 (4(12)) ◽  
pp. 44-49 ◽  
Author(s):  
Nataliia Valeriivna Tkalenko ◽  
◽  
Natalia Ivanivna Kholіavko ◽  
Kateryna Volodymyrivna Hnedina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Information Economy
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