Kurs: Curriculum revive

Kursthemen

Introduction and cases

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This is a curriculum design course or training material for teachers and trainers.

The training material can help teachers and trainers in curriculum design.It is based on quality criteria for ICT integration on curriculum level. The criteria were indicated during REVIVE VET project. REVIVE VET Curriculum design quality criteria are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Authors: Airina Volungevičienė, Estela Daukšienė, Dalia Baziukė, Margarita Poškutė
Vytautas Magnus University
Revive VET project

Based on these criteria, the training material or course might be useful for teachers and/or trainers for:

- guidance on new curriculum design

- evaluation of the existing technology enchanced curriculum.

The course is strucutred in the way the quality criteria are grouped and explained, together with the guidance materials/links/suggestions on how to reach each of the criteria. Please revise or create your curriculum browsing on the 4 group sections and criteria descriptions.

For completing the course, please use the self-assessment or self-assessment with peer review tools:

tool for sel-assessment and case development

tool for self-assessment, case development and peer review

Here are some cases as examples:
A. Didactical/Pedagogical course criteria
There are 7 groups of Didactical/Padagogical course criteria with criteria explanations and active examples
B. How and what technologies to use
- There are 6 criteria sub-groups on information technologies group identified. Here you will find criteria explanations and suggestions how the course should be build in order to fulfill the indicated criteria.
- B.1. Navigation and external links
- B.1.1. General navigational structure of the course Textseite
- B.1.2. Funcionality of links and external resources Textseite
- B.1.3. Soundness of navigational design elements Textseite
- B.2. Publishing tools
- B.2.1. Reading materials Textseite
- B.2.2. Learning activities Textseite
- B.2.3. Materials are supposed to be read online Textseite
- B.2.4. Download materials Textseite
- B.3. Group work and active learning tools
- B.3.1. Tools to support active learning Textseite
- B.3.2. Individual accounts Textseite
- B.3.3. Group organization Textseite
- B.4. Assesment, self-assesment and assignment tools
- B.4.1. Grading tools Textseite
- B.4.2. Feedback tools Textseite
- B.4.3. Compatability of tools used Textseite
- B.4.4. Assignment tools Textseite
- B.5. Glossary of terms
- B.5.1. Availability of term explanation Textseite
- B.5.2. Terms are linked with glossary from the resources Textseite
- B.6. Recorded lectures and tools to support virtual classroom
- B.6.1. Virtual classroom Textseite
- B.6.2. Lecture records Textseite
- B.6.3. Other recorded video materials Textseite
- Virtual Classroom Example with OpenMeetings Link/URL
- Example of Recorded Lecture with PanOpto Link/URL
C. Overall structure, language and design
- C.1. Soundness, clarity of writing, grammar
- C.1.1. The language of course material is clear and logic Textseite
- C.1.2. Sound of video and audio is clear Textseite
- C.1.3. The style used in curriculum meets academic standards Textseite
- C.1.4. The style used in curriculum should be friendly Textseite
- C.1.5. There are not grammar mistakes Textseite
- C.2. Objectives, outcomes and general structure
- C.2.1. Overall curriculum learning objecitives and outcomes, as well as competences to be achieved are presented in the syllabus Textseite
- C.2.2. Learning objectives, outcomes and competences of every chapter are presented Textseite
- C.2.3. Chapters are logically presented and planned in terms of overall stucture and learning hours Textseite
- C.2.4. Assessment times and methods are presented clearly Textseite
- C.2.5. Every chapter includes self-assessment Textseite
- C.2.6. Clear information about graduate certificate. Textseite
- C.3. Clarity of organization and suitability for the target group
- C.3.1. Clear information about institution and its department is presented for technological and pedagogical help Textseite
- C.3.2. Learners are informed about content pre-requisites for learning Textseite
- C.3.3. Learners are informed about technical pre-requisites for learning Textseite
- C.3.4. Target group's learning needs are considered in the design of the curriculum Textseite
- C.3.5. The curriculum workload is consistent with the target group's requirements Textseite
- C.4. General esthetics
- C.4.1. Media rich content is utilized with a fixed and definite purpose Textseite
- C.4.2. The utilization of pictures, graphs, audio, video empower implementation of the educational strategies Textseite
- C.4.3. Software used in the course should conform to recent standarts of version and use Textseite
- C.4.4. Elements (font, format, placement, presentation, etc.) should be consistent Textseite
- C.4.5. The main important places (concepts, issues, etc.) of the curriculum material must be emphasize Textseite
- C.5. Copyright issues
- C.5.1. The material (text, pictures, research, graphs, audio, video) of the curriculum abides by all relevant national and international legislation to content Textseite
- C.5.2. Notice in the curriculum must provide clear information about the use of the curriculum Textseite
- C.5.3. Intellectual property rights policies for the curriculum material should be developed Textseite
- C.6. Logical structure and flexible learning path possibility
- C.6.1. The curriculum content is clearly represented in table of contents Textseite
- C.6.2. The curriculum material is organized in a logical sequence from simpler to the most complicated concepts Textseite
- C.6.3. The curriculum ensures the possibility to individualize learning of the curriculum Textseite
- C.7. Bibliography and distinction between compulsory and recommended study
- C.7.1. Learners are informed about compulsory and additional resources Textseite
- C.7.2. Learners have an access to bibliography of the curriculum Textseite
- C.7.3. The distinction between compulsory and recommended resources is required Textseite
- C.8. A glossary of terms is associated to the learning materials
- C.8.1. Curriculum provides a glossary Textseite
D. Learning organization and interactivity
There are 6 criteria sub-groups on learning organization and interactivity identified. Here you will find criteria explanations and suggestions with examples how the course should be build in order to fulfill the indicated criteria
- D.1 Interactivity
- D.1.1. Students are encouraged to present temselves using various ICT tools (i.e. Moodle profile or other profiles) Textseite
- D.1.2. Course teacher presents him/herself for the students using various ICT tools (i.e. Moodle or other profiles) Textseite
- D.1.3. Discussion or other collaborative tools are planned to use Textseite
- D.1.4. Synchronous communication is used Textseite
- D.1.5. Asynchronous communication possibilities are used Textseite
- D.2. Clarity of organization
- D.2.1. Curriculum organzation guide is provided Textseite
- D.2.2. Provided material is easy to read online Textseite
- D.2.3. Provided material is easy to print Textseite
- D.3. Learning support, eTutoring
- D.3.1. Pedagogical help information is provided Textseite
- D.3.2. Technical help information is provided Textseite
- D.4. Workload and schedule
- D.4.1. Curriculum workload is based on ECTS credits/ or competences Textseite
- D.4.2. The schedule of meetings/lectures or consultations is provided Textseite
- D.4.3. The schedule of assignments is provided Textseite
- D.4.4. Hours are distributed equally Textseite
- D.5. Suitability for the target group
- D.5.1. Curriculum learning organization corresponds to the target group focus and characteristics Textseite
- D.6. Learner feedback
- D.6.1. Learner feedback possibility is planned Textseite

Kursthemen

Introduction and cases

A. Didactical/Pedagogical course criteria

B. How and what technologies to use

C. Overall structure, language and design

D. Learning organization and interactivity