FACULTY OF SCIENCE AND TECHNOLOGY
FAKULTI SAINS DAN TEKNOLOGI
CURRICULUM AND SYLLABUS STUDY
PENGAJIAN KURIKULUM DAN SILIBUS
E-TUTOR: NORLIA BINTI T. GOOLAMALLY
LEARNING CENTRE: PAHANG LEARNING CENTRE
This paper will try to explain in general the development and design of the curriculum with references to one of Open University Malaysia’s subjects within the Faculty of Science and Technology. The subject that will be focused on is EBVS 4103: Structural Analysis.
Before we go into detail to discuss how the course content is developed and designed, it is important that we understand what curriculum development and design is all about. 1.1 Curriculum Development
As with most activities in education, curriculum development is not carried out in isolation from other activities, but is part of an iterative planning, development, implementation and review cycle. It should be noted that the term can be used to describe development at different levels: large-scale curricular reform, modification of existing programs or making simple changes to one’s own lessons. However, the same principles apply in a range of contexts and to both large and small-scale activities. Some forms of educational development include curriculum development although usually educational development refers to any kind of development activity in an educational context.
The word curriculum derives from the Latin “currere” meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curricula usually define the learning that is expected to take place during a course or programme of study in terms of knowledge, skills and attitudes, they should specify the main teaching, learning and assessment methods and provide an indication of the learning resources required to support the effective delivery of the course.
The curriculum that is written and published, for example as course documentation, is the official or formal curriculum. The aim of educational development is to ensure that the official curriculum is delivered as the functional curriculum and there is not a mismatch as development turns into implementation. The official curriculum can also be distinguished from the hidden, unofficial or counter curriculum.
The hidden curriculum describes those aspects of the educational environment and student learning (such as values and expectations that students acquire as a result of going through an educational process) which are not formally or explicitly stated but which relate to the culture and ethos of an organization. This highlights that the process of learning is as important as its product and as teachers we need to be aware of both the formal and informal factors which impact on learning. 1.2 Course Design and Planning
The educational and professional context must be discussed and clearly defined. This can reflect a number of factors: current or prevailing educational or social ideology, culture, politics, economy, students, teachers and parents, commerce and industry, professional bodies, exam boards, funding bodies and history or influence of the past. In any discipline, there may be current trends in general education which need to be addressed and specific trends or issues in medical or healthcare education which relate to the healthcare system or context. Theories of adult learning, student centered learning, active learning and self-directed learning may all influence the overall programme philosophy, as may other opportunities or student needs, such as the need for flexible learning programmes (eg. distance or open learning). Programmes may be modular in structure or credit based, depending on the organization within which the curriculum is being designed.
Selection of Course Content
One of the major steps in Curriculum Development and Design is...
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