The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process

Abstract

The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.

Students’ and Teachers’ Perception on the Development of Local Wisdom Module to Increase Student Learning Outcome

“…Including the plant Diplazium esculentum that used by dayak ethnic in central Kalimantan to treat acne Zannah et al, 2017;Zannah & Dewi, 2021). This knowledge is obtained from the community for generations as a form of local wisdom that very important to maintain and if applied to learning activities can make learning activities more meaningful (Azhari & Zannah, 2022) and can build meaningful connections (Vahey et al, 2018), because linking teaching material with the phenomena in everyday life (Suárez et al, 2018).…”

Protocol for designing and evaluating an undergraduate public health course on sexual and reproductive health at a public university in California

“…To design, develop and evaluate this course, we borrow and adapt components from Vahey and co-authors’ Evidence-Based Curriculum Design Framework (EBCD) [ 22 ] which includes four phases for creating a learning blueprint to establish learning goals, design learning activities and identify work products needed to promote and assess learning. The EBCD Framework [ 22 ] integrates approaches from multiple preceding frameworks, encompassing strategies for developing research-based curricula [ 23 ] as well as methods for integrative learning design (Bannan-Ritland, 2003)[ 24 ]. We follow all four phases of the EBCD Framework including informed exploration, design enactment, implementation research and broadening impact [ 22 ].…”

“…The EBCD Framework [ 22 ] integrates approaches from multiple preceding frameworks, encompassing strategies for developing research-based curricula [ 23 ] as well as methods for integrative learning design (Bannan-Ritland, 2003)[ 24 ]. We follow all four phases of the EBCD Framework including informed exploration, design enactment, implementation research and broadening impact [ 22 ]. Across all phases, we are making adaptations – as required -- to meet the needs of our students and educators and the overarching UCLA campus community, and to achieve our educational design, evidence-based teaching and digital inclusion goals.…”

“…The goal of phase 4 of the EBCD framework is to revise the beta course materials into final versions, with the intent of “broadening impact” [ 22 ]. To this end, we will conduct a pilot study to assess student learning, the amount of time learners needed for each module and activity, how learners engaged with the material, their levels of understanding of instructions for activities and exercises and how students felt about the flow and balance of the course.…”

The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation ofMolly of DenaliFrom PBS KIDS

“…Co-viewing and joint media engagement have been shown to support literacy (Strouse et al, 2013), math (Pasnik et al, 2015), and science learning (Pasnik, 2019). To this end, videos and games that are jointly designed by researchers, designers, and content specialists are likely to result in more joint media engagement opportunities and more effective learning (Hirsh-Pasek et al, 2015; Vahey et al, 2018).…”