The Role of Instructional Design in Surfacing the Hidden Curriculum

2019 ◽  
pp. 176-182
Author(s):  
Linda Rafaela Lemus ◽  
Yianna Vovides
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Hidden Curriculum ◽  
Design Methods ◽  
Learning Space ◽  
Left Behind ◽  
Hidden Curricula

This chapter examines the role of instructional design in relation to the hidden curriculum in higher education. It also discusses the potential and limitations of instructional design methods to make explicit different aspects of what is hidden. The hidden curriculum, both offline and online, includes important practices that should be brought to the surface and not left behind as an afterthought. The authors promote a proactive, not reactive, curriculum by arguing that the learning space should guide both formal and hidden curricula. They also urge for the reader to consider the tensions between the formal and hidden curricula in higher education.

Instructional Design Technology in Higher Education System

2020 ◽  
pp. 812-839
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

The Role of Librarians in Blended Courses

2018 ◽  
pp. 122-138
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Blended Learning ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Academic Librarians ◽  
Ict Literacy ◽  
Design And Implementation ◽  
Blended Courses

This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and academic librarians within higher education. Using the TPACK, pedagogy 2.0, and community of inquiry models, the chapter explains how librarians can help academic instructors design blended courses that effectively address physical and intellectual access to a wide variety of resources, especially digital materials, in order to optimize student learning.

Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education

2021 ◽  
pp. 097340822110566
Author(s):  
Christian Rammel ◽  
Oliver Vettori
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Universities ◽  
Explore Test ◽  
Broad Consensus ◽  
Societal Role ◽  
Hidden Curricula

There is a broad consensus that universities have the potential to act as drivers of education for sustainable development (ESD) and constitute fundamental vehicles to explore, test, develop and communicate conditions for necessary socio-ecological transformations. This goes hand in hand with stronger acknowledgment of the societal role of universities and the related need for a new transformative paradigm of sustainable higher education. Before such a paradigm can be established, before higher education can be transformative, universities themselves must be transformed. Despite various pioneer projects and frontrunners of sustainable universities, real transformations are still rare though.

The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with ePortfolio Systems

2012 ◽  
pp. 119-135
Author(s):  
Eva Heinrich ◽  
Yuliya Bozhko
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Virtual Learning ◽  
Practical Experience ◽  
Learning Spaces ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
The World ◽  
Research Findings

In this chapter, we explore the currently dominant virtual learning spaces employed in institutions of higher education and contrast them with the virtual social spaces provided by Web 2.0 tools. Guided by the increasing focus on lifelong learning skills in the world of work and in higher education, we identify the gap that exists between institutional and social virtual spaces. We argue for filling this gap by providing access to institutional e-Portfolio systems to students in higher education, giving students an institutionally supported student-focused virtual learning space. By examining the perspectives of stakeholders involved in higher education, we identify challenges inherent in the adoption of institutional e-Portfolio systems and make recommendations for overcoming these based on practical experience and research findings.

scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Instructional Design Technology in Higher Education System

2016 ◽  
pp. 378-406
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

The Evolving Landscape of Instructional Design in Higher Education

2019 ◽  
pp. 1-8
Author(s):  
Yianna Vovides ◽  
Linda Rafaela Lemus
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Instructional Design ◽  
Adaptive Capacity ◽  
Current Practice ◽  
Course Design ◽  
Design Methods ◽  
Online Course ◽  
Online Course Design

This chapter introduces the readers to the current practice of instructional design in higher education and describes the need for optimizing instructional design methods and practice to increase its nimbleness and adaptive capacity. It also aims to challenge the readers to imagine how instructional design methods in higher education could serve as a catalyst for solving adaptive and complex systemic challenges. The authors argue that instructional design is no longer a process that should be relegated to online course design but is, in fact, a process that can bring about organizational change.

THE ROLE OF A HIGHER EDUCATION DIPLOMA IN THE PROFESSIONAL CAREER OF THE SPECIALIST IN THE FUTURE

2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh
Keyword(s):  
Higher Education ◽  
Professional Career ◽  
The Future
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