Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Voogt, Joke; Pieters, Julius Marie; Handelzalts, Adam

doi:10.1080/13803611.2016.1247725

Cited by 128 publications

(95 citation statements)

References 32 publications

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“…It is important that the team leader set the expectations for quality development by the development team (Voogt, Pieters, & Handelzalts, ). Our team leader's ability to foster a culture of effective questioning and evaluation helped team members in keeping all development decisions focused on the experience of the student.…”

Section: Curriculum Development Modelmentioning

confidence: 99%

Applying service design in competency‐based curriculum development

Scoresby

Tkatchov

Hugus

et al. 2018

J of Competency-Based Ed

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| INTRODUC TI ONHigher education institutions are adopting competency-based education (CBE) models because they want to become more learnercentered and improve outcomes for graduates (Nodine, 2016). CBE is inherently learner-centered because it "enables personalized learning to provide flexibility and supports to ensure mastery of the highest standards possible. With clear and calibrated understanding of proficiency, learning can be tailored to each student's strengths, needs, and interests and enable student voice and choice in what, how, when, and where they learn" (CompetencyWorks, 2012).Although implementation of CBE can take a multitude of forms, the common theme is demonstrated learning rather than seat time.Our institution has a long history in online adult education in the traditional time-based model and is venturing into CBE to provide flexible, learner-centered options for our student market. We, the CBE curriculum team, were tasked with managing CBE development across colleges within the institution. To define our expectations for CBE program development, we looked for resources available to help institutions get started in creating quality CBE programs, such as the Competency-Based Education Network; however, while there are various frameworks and standards published, they do not include detailed examples or blueprints for implementing those standards in practice. Even if a detailed blueprint did exist, no one model or framework is going to perfectly fit every institution's needs. Therefore, we realized the need to research various potential applications of CBE and our unique student market to effectively customize a quality, learner-centered, competency-based learning experience for our students.Viewing students as customers who deserve and demand a quality learning experience and evidence to show employers that they have developed valuable skills to a level of competence upon graduation, we applied service design principles to the design and development of a CBE initiative. Service design is a methodology for creating user-centered services that takes into account the customer experience holistically, ensuring that all aspects of a service work together as one to give the customer the best possible experience (Pang, 2009). Specifically, designers systematically manage and intentionally plan the user experience by looking at all service elements that deliver the experience as part of one system (Pullman & Gross, 2004). When designing a service experience, designers must identify and make decisions about all parts of the service. The challenge is making sure that the customer experience is intentionally designed for the target customer market (Goldstein, Johnston, Duffy, & Rao, 2002). In our institution, service design was leveraged to develop CBE policies, operational processes, IT requirements, and curriculum. However, the focus of this article will be on how we leveraged service design specifically to develop curriculum.As CBE was a completely new endeavor for our institution, and we had no concr...

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Section: Curriculum Development Modelmentioning

confidence: 99%

Applying service design in competency‐based curriculum development

Scoresby

Tkatchov

Hugus

et al. 2018

J of Competency-Based Ed

View full text Add to dashboard Cite

show abstract

“…It is thus unequivocal to affirm that any country's curriculum change rationale should be clearly grounded to offer planners the much-needed impetus to remain focused to the change, while roping in the significantly-needed support from all stakeholders. It should consider the fact that all citizens in a country, by way of being parents, learners, employers, teachers and siblings or relatives of learners (Ho, 2010;Kabita & Ji, 2017;Voogt, Pieters, & Handelzalts, 2016), are pertinent stakeholders of the education sector. The rationale thus affirms curriculum change being a high-stake, technical, political and sensitive quest (Ho, 2010;Kabita & Ji, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The adoption of appropriate pedagogy, subjects, learning areas, curriculum designs and schemes of work, textbooks, lesson plans and other teaching-learning materials will be the vehicles through which core competencies are developed and experienced by learners (Charles, Triscott, Dobbs, Tian, & Babenko, 2016;Kabita & Ji, 2017;Waks, 2003). Adaptability, validity and applicability of these core learning resources, through which mastery at the foundation level of the curriculum pyramid is imparted, is critical without doubt, hence the need for meticulous attention in preschool teachers' capacity building and involvement (Voogt et al, 2016;Yoshikawa et al, 2013) under the advanced CBC in Kenya (Nganga, 2009). With hindsight of the 8-4-4 curriculum bias on preschool education, and in light of the new CBC dispensation, the perspective thus seeks to bring to light insights of preschool teacher engagement and interlinkage in affecting the much-desired curriculum reform.…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation

Olkishoo¹,

Gichuru²,

Khayeka–Wandabwa³

et al. 2019

edupij

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With Kenya having rolled out the Competence-Based Curriculum effective as from 2019, anchoring in it preschool education as an integral component, there is still a level of indistinctness as to the role of the preschool teacher in the core domains of curriculum development and reform. The perspective brings to light insights of preschool teacher engagement and interlinkage in effecting the much-desired curriculum development and reform through learner growth, creating an enabling environment, the need for preschool teacher involvement in curriculum evaluations, reforms and adaptability to transformation. The perspective examination integrates documentary analysis as well as discourse analysis. Evidently, progressive implementation of the Competence-Based Curriculum in preschool education alongside any desired adaptations in a timely, expertise and pragmatic manner driven by classroom realities is considered core in ensuring seamless successive transition of learners. It is not only the basis for foundational skills of literacy and numeracy, but also life skills grounding for learners. The findings examination posits for well-anchored and dynamic policy transition considerations at the governmental level on preschool teacher capacity development. As informed by the core domains of curriculum development, it is recommended that reform thought processes and ideologies ignited by preschool teachers from the grass-root levels should encourage a bottom-top channel of curriculum adjustment recommendations rather than a top-down, unilateral and bureaucratic system.

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“…The premise behind collaborative curriculum design in teacher teams is that it is an effective strategy for teachers' professional development and sustainable innovation of curricula (Voogt, Pieters, & Handelzalts, 2016). In this chapter three small-scale studies in higher education are presented in which teachers collaboratively (re-)designed their curricula in teams.…”

Section: Introductionmentioning

confidence: 99%

Fostering the Sustainability and Scalability of Curriculum Innovations Through Collaborative Design

Bakah

Nihuka²,

Anto

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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The three studies reported in this chapter seek the perspectives of teachers and school leaders on the sustainability of design teams in higher education. The first study pertains to the sustainability and scalability of teacher design teams in Ghana’s polytechnics. The second study investigated opportunities and challenges for large-scale implementation of e-learning by providing professional development for instructors through collaborative design at the Open University of Tanzania. Finally, the third study reports on the continued use of core elements of a collaborative professional development program for communicative language in Ethiopia. Data were collected among teachers who participated in design teams, non-participating teachers and management, between 6 and 18 months after the first implementation of teacher design teams. The findings of the three studies are presented. Opportunities for sustainability and implications of scaling up collaborative curriculum design in teacher design teams as a strategy for professional development and curriculum innovation are described and discussed.

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Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Cited by 128 publications

References 32 publications

Applying service design in competency‐based curriculum development

Applying service design in competency‐based curriculum development

Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation

Fostering the Sustainability and Scalability of Curriculum Innovations Through Collaborative Design

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