Circular 10/97: Its Context and Implications for Course Design and Development

2004 ◽  
pp. 38-47
Author(s):  
Jack Hogbin ◽  
Karen Jarmany
Keyword(s):  
Course Design ◽  
Design And Development

Fundamentals of Course Design and Development

2020 ◽  
pp. 84-113
Author(s):  
Daniel Hillman ◽  
Robert Schudy ◽  
Anatoly Temkin
Keyword(s):  
Course Design ◽  
Design And Development

scholarly journals Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

2012 ◽  
Vol 14 (2) ◽  
pp. 5-40 ◽  
Author(s):  
Vassilios Makrakis ◽  
Nelly Kostoulas-Makrakis
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Course Design ◽  
Education For Sustainable Development ◽  
Learning Objects ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Design Development ◽  
Design And Development

Abstract This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

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