Team-based curriculum design as an agent of change.
Saved in:
| Title: | Team-based curriculum design as an agent of change. |
|---|---|
| Authors: | Burrell, Andrew R.1 (AUTHOR) andrew.burrell@mq.edu.au, Cavanagh, Michael2 (AUTHOR), Young, Sherman3 (AUTHOR), Carter, Helen4 (AUTHOR) |
| Source: | Teaching in Higher Education. Nov2015, Vol. 20 Issue 8, p753-766. 14p. 2 Diagrams, 3 Charts, 2 Graphs. |
| Subject Terms: | *Curriculum planning, *Team learning approach in education, *Educational outcomes, *Online education, *Teacher education, *Kindergarten, *Professional education, *Higher education, *Secondary education, Information & communication technologies |
| Abstract: | Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement. [ABSTRACT FROM PUBLISHER] |
| Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2015.1085856 |
