Facilitating Student Empowerment and Agency Through the “Scaffolded Autonomy” Approach to Curriculum Design

2019 ◽  
pp. 76-109
Author(s):  
Carey E. Andrzejewski ◽  
Sara Wolf ◽  
Evan T. Straub ◽  
Laura Parson
Keyword(s):  
Curriculum Design ◽  
Collaborative Design ◽  
Knowledge Construction ◽  
Course Design ◽  
Course Content ◽  
Design And Implementation ◽  
Institutional Contexts ◽  
Competency Based ◽  
Theoretical Foundations ◽  
Nontraditional Approach

In this chapter, the authors introduce, define, and describe an approach to designing and implementing learning activities. This approach involves learners in the collaborative design of curriculum and assessment and allows them to apply their background knowledge and interests to course content. Through intentional course design and implementation by course instructors and designers, the “Scaffolded Autonomy” model the authors present allows learners to choose when and how they demonstrate content-knowledge construction. In this nontraditional approach, the authors focus on the “what, how, and why” of instructional design in order to provide relevant and meaningful instruction that serves adult learners in a variety of institutional contexts. This chapter includes the theoretical foundations of the scaffolded autonomy approach, a description of the design and implementation of the scaffolded autonomy approach, and examples of how the scaffolded autonomy can be applied in a competency-based classroom.

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

A Scalable and Effective Course Design for Teaching Competency-Based Euthanasia Communication Skills in Veterinary Curricula

2021 ◽  
pp. e20200133
Author(s):  
Mei A. Schultz ◽  
James K. Morrisey ◽  
Leni K. Kaplan ◽  
Jorge L. Colón ◽  
Dani G. McVety-Leinen ◽  
...  
Keyword(s):  
Communication Skills ◽  
End Of Life Care ◽  
Core Curriculum ◽  
Course Design ◽  
Course Evaluations ◽  
Course Content ◽  
Recent Graduates ◽  
Competency Based ◽  
Learning Interventions ◽  
Specific Learning

Veterinary staff must be able to navigate end-of-life care with sensitivity and skill to create the best possible outcome for the patient, client, and veterinary team collectively. Despite the clear importance of euthanasia communication and procedural skills in veterinary practice, recent graduates of veterinary programs identified gaps between skills deemed important in clinical practice and skills emphasized in the curriculum. Little time is allocated to euthanasia procedural or communication training across the board in US veterinary programs. Thus, it is of paramount importance to establish intentional and well-designed instruction and assessment of euthanasia communication skills for veterinary trainees. A course on veterinary euthanasia communication skills was designed to emphasize themes and topics essential for a competent veterinarian. Through course evaluations, students expressed the sentiments that this course improved their euthanasia communication skills, that euthanasia communication skills are essential for their careers, and that the course content should be integrated into the core curriculum. This article presents a scaffold for the instruction and assessment of veterinary euthanasia communication skills in alignment with a competency-based veterinary education (CBVE) framework and outlines specific learning interventions used in the course that are scalable and may be extracted and incorporated into existing courses.

Collaborative Knowledge Construction in Virtual Learning Environments

2012 ◽  
pp. 1039-1059
Author(s):  
Kathrin Helling ◽  
Christian Petter
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Course Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Design And Implementation ◽  
Actual Design ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

scholarly journals Measuring Innovation and creative content in course content and effectiveness - Case study and Meta Analysis-

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Engineering Design ◽  
Curriculum Design ◽  
Design Theory ◽  
Course Design ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Course Content ◽  
Strategic Fit ◽  
Development Methodology ◽  
Vision 2030

The concept-knowledge theory or C-K design theory explains that creativity is the conceptualization of design that is independent of any other design domain. It explains innovation, creation, and discovery within the framework of design processes. Creativity is an integral part of engineering design. The QFD methodology is applied to construct the “engineering design and creativity course” at the faculty of engineering as per the various stakeholders of curriculum design. The suggested methodology satisfies accreditation requirements as a part of continuous improvement of curriculum. The QFD course design methodology integrates the learning outcome with the assessment methodologies, learning processes and knowledge elements well. The course is a strategic fit with the vision 2030 and curriculum. The course development methodology as suggested minimize learning deficiencies. It is measured by course mapping with learning outcome.

Collaborative Knowledge Construction in Virtual Learning Environments

2010 ◽  
pp. 25-45 ◽  
Author(s):  
Kathrin Helling ◽  
Christian Petter
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Course Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Design And Implementation ◽  
Actual Design ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

Incorporating practical application in graduate introductory public health courses

2015 ◽  
Vol 23 (4) ◽  
pp. 309-322
Author(s):  
Jacey A. Greece ◽  
Joanne G. Patterson ◽  
Sarah A. Kensky ◽  
Kate Festa
Keyword(s):  
Public Health ◽  
Practical Application ◽  
Multiple Perspectives ◽  
Chi Square ◽  
Content Type ◽  
Master Of Public Health ◽  
Course Content ◽  
Course Assessment ◽  
Post Test ◽  
Competency Based

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

scholarly journals Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 156
Author(s):  
Meaghann Weaver ◽  
Christopher Wichman
Keyword(s):  
Palliative Care ◽  
Curriculum Design ◽  
Cognitive Theory ◽  
Curriculum Implementation ◽  
Self Assessment ◽  
Training Environment ◽  
Pediatric Residents ◽  
Code Status ◽  
Personal Attitude ◽  
Competency Based

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

scholarly journals El médico general desde la perspectiva sociomédica, un cambio de paradigma en el diseño curricular por competencias. / The general practitioner from the medical-social perspective, a paradigm shift in competency-based curriculum design.

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Martina Patricia Flores-Saucedo ◽  
Laura Ernestina Barragán-Ledesma
Keyword(s):  
General Practitioner ◽  
Curriculum Design ◽  
Paradigm Shift ◽  
Social Perspective ◽  
Competency Based ◽  
Competencias Profesionales ◽  
De Medicina

La investigación se propuso conocer: el nivel de competencias profesionales que auto refieren los médicos generales en formación, la valoración que hacen del proceso educativo de calidad que los forma, que tanto saben acerca del programa de la OMS “Objetivos de Desarrollo del Milenio”; con la información recuperada contribuir a orientar el proyecto: Desarrollo curricular por competencias del programa educativo de médico cirujano en las Facultades de Medicina de la Universidad Juárez del Estado de Durango. El instrumento se construye con 160 variables ordinales; tres signalícticas, a partir de los 60 objetivos de aprendizaje de los médicos generales, definidos por el IIME; se aplica un censo a 248 sujetos pertenecientes al Décimo Semestre y a los que presentan el examen EGEL-CENEVAL, durante el semestre “A” 2007, de las Facultades de Medicina de Durango y Gómez Palacio, de la UJED y de la Universidad Autónoma de Zacatecas.

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