Top-­‐down  and  bo+om-­‐up  curriculum  maturing  processes  

Kai  Pata  

Tallinn  University,  Center  for  Educa?onal  Technology  

kpata@tlu.ee  

Tradi?onally  top-­‐to  down  processes  prevail  in  curriculum  development:    mapping  to  the  standards,  evalua?on  based  on  fixed  standards  

Courses  can  bring  in  evolving  know

ledge  and  compe

tences  and

 mature  the  curriculum

 and

 stand

ards  in  bo+

om-­‐up  manne

r  An  expert:  Crea?vity  and  freedom   Evalua?on  against  the  

standard  -­‐  an  approved  collec?ve  knowledge  

Mapping  the  curriculum  to  the  standards  Educa?onal  technology  curriculum  –  the  competences   ISTE  NETS  competences  

Standards  maturing  

Curriculum  development  and  evalua?on  

h+p://intelleo.eu/    see  demonstrator  3  

Issues:  curriculum  competences  should  incorporate  new  course  competences,  the  standard  should  evolve  based  on  bo+om-­‐up  contribu?ons  

Mapping  the  courses  to  the  standard/  curriculum  

Matching  learning  outcomes  from  standard  to  the  courses  

h+p://htk.tlu.ee/EpoAbi/  

Mapping  the  competences/learning  outcomes  at  courses  

Standard  /  curriculum  competences    Course  competence  descrip?ons  

Are  contextualized  to  domain  context  

Issues:    -­‐   ill-­‐formulated  competences/learning  outcomes  cannot  be  objec?vely  measured  -­‐   standard  is  unevenly  covered  

Mapping  ac?vi?es  and  assessment  to  competences/  learning  outcomes  

Mapping  competences/learning  outcomes  with  learning  ac4vi4es  and  assessment  

h+p://htk.tlu.ee/EpoAbi/  

Learning  ac?vity/assignment  types  

Assessment  types  

Competence/Learning  outcome  descrip?on  

Get  advice  from  different  formula?ons  at  the  curriculum  -­‐   standard  competences  -­‐   assessment  types  -­‐   learning  ac?vity  types    

Shared  vocabulary  across  the  curriculum  

Academic  analy4cs  based  on  competences,  ac4vity  and  assessment  types  

Issues:    -­‐  Mapping  competences/learning  with  fiSng  assignments  and  assessment  -­‐   overlaps  between  learning  ac?vi?es/assignments  at  courses  -­‐   Collec?ng  academic  analy?cs  

Academic-­‐  and  learning  analy?cs  for  evalua?on  

•  In  porTolio-­‐based  eDidak?kum  we  can  map  course  elements  with  competence  standard  (competence  ontology)  and  domain  ontology:    –  the  learning  ac?vi?es/assignments  –  the  learning  resources  with  competence  standard  –  Academic  analy4cs  for  courses  can  be  used  for  forma4ve/summa4ve  evalua4on  of  the  curriculum  

•  The  learner  who  takes  the  assignment  will  map  the  planned/graded  competences  to  his  eporTolio  –  Learning  analy4cs  for  competence  development  at  the  course,  forma4ve  evalua4on  of  the  course  

–  Learning  analy4cs  of  personal  development  

h+p://edidak?kum.ee/  

Curriculum  maturing  processes  

STANDARD  COMPETENCES  EVOLVING  DOMAIN  KNOWLEDGE  &  COMPETENCES  

???  KNOWLEDGE  AND  COMPETENCES  

STUDENT  PORTFOLIOS  

PERSONAL  LEARNING  CONTRACTS  

DOMAIN  ONTOLOGIES  

COMPETENCE  /LEARNING  OUTCOMES  ONTOLOGIES  

CURRICULUM  LEARNING  OUTCOMES   STUDENTS’  EXPECTED  LEARNING  OUTCOMES  

Seman?c  curriculum  management  goals  

•  Managing  curriculum  and  course  development  (to  address  coherence  within  the  curriculum  courses,  to  maintain  traceability  of  curriculum  linkages  with  resources  for  planning  and  upda?ng  it,  to  address  coherence  within  the  course  competences,  ac?vi?es  and  resources,  to  manage  and  update  case-­‐based  ac?vi?es  and  resources  dynamically  across  the  curriculum);  

•  Managing  curriculum  and  standard  evolu4on  (using  standards  such  as  competence  models,  domain  ontologies  and  similar  curricula  as  reference  ontologies  for  modeling  the  curriculum  and  evolving  the  standards);  

•  Managing  internal  and  external  evalua4on  of  curricula  based  on  academic  analy?cs  and  geSng  overviews;  

•  Managing  shared  vocabulary  development,  collabora4on  and  “ownership  taking”  in  curriculum  development;  

•  Managing  student-­‐centered  approach  to  learning  with  personal  porDolios  in  the  curriculum  development  (to  use  the  curriculum  as  the  “underground  map”  for  planning  learning  for  competences,  finding  learning  resources  for  personalized  learning  experiences,  proposing  learner’s  expected  learning  outcomes,  ac?vi?es  and  resources  to  the  courses  and  the  curriculum).  

Curriculum  maturing  concepts