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About Curriculum
ReSearch <To distil and unpack everything here>
- http://www.crlt.umich.edu/assessment/curriculumdesign
- http://infed.org/mobi/curriculum-theory-and-practice/
- http://www.ucd.ie/t4cms/ucdtlp00631.pdf
- http://www.slideshare.net/PrincessLalwani/curriculum-design-and-models
- http://gototheexchange.ca/index.php/curriculum-overview/curriculum-models-and-design-principles
Instructional System Design (ISD)
- A Brief History Of Instructional System Design - http://www.nwlink.com/~donclark/history_isd/isdhistory.html
Resources
- Instructional Design Fusions - https://instructionaldesignfusions.wordpress.com
A Framework For Designing Learning Environment
http://www.nwlink.com/~donclark/hrd/learning_environment_framework.html
When Training Subject Matter Experts/ Trainers
Books
White Papers
How People Learn: Brain, Mind, Experience and School - http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf
Curriculum Design
- Why we must have More Depth than Breath - Many approaches to curriculum design make it difficult for students to organize knowledge meaningfully. Often there is only superficial coverage of facts before moving on to the next topic; there is little time to develop important, organizing ideas. History texts sometimes emphasize facts without providing support for understanding (e.g., Beck et al., 1989, 1991). Many ways of teaching science also overemphasize facts (American Association for the Advancement of Science, 1989; National Research Council, 1996). The Third International file:///X|/Mary Ellen/Engagement/Chapter 2 How Experts ...ow People Learn Brain, Mind, Experience, and School.htm (13 of 31)5/2/2007 11:54:26 AM Chapter 2: How Experts Differ from Novices | How People Learn: Brain, Mind, Experience, and School Mathematics and Science Survey (TIMSS) (Schmidt et al., 1997) criticized curricula that were "a mile wide and an inch deep" and argued that this is much more of a problem in America than in most other countries. Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work. The idea of helping students organize their knowledge also suggests that novices might benefit from models of how experts approach problem solving--especially if they then receive coaching in using similar strategies (e.g., Brown et al., 1989;
- Why Conditioning knowledge is important For effective learning to take place - Many forms of curricula and instruction do not help students conditionalize their knowledge: "Textbooks are much more explicit in enunciating the laws of mathematics or of nature than in saying anything about when these laws may be useful in solving problems" (Simon, 1980:92). It is left largely to students to generate the condition-action pairs required for solving novel problems. One way to help students learn about conditions of applicability is to assign word problems that require students to use appropriate concepts and formulas (Lesgold, 1984, 1988; Simon, 1980). If well designed, these problems can help students learn when, where, and why to use the knowledge they are learning. Sometimes, however, Committee on Developments in the Science of Learning Commission on Behavioral and Social Sciences and Education students can solve sets of practice problems but fail to conditionalize their knowledge because they know which chapter the problems came from and so automatically use this information to decide which concepts and formulas are relevant. Practice problems that are organized into very structured worksheets can also cause this problem. Sometimes students who have done well on such assignments--and believe that they are learning--are unpleasantly surprised when they take tests in which problems from the entire course are randomly presented so there are no clues about where they appeared in a text (Bransford, 1979). The concept of conditionalized knowledge also has important implications for assessment practices that provide feedback about learning. Many types of tests fail to help teachers and students assess the degree to which the students' knowledge is conditionalized. For example, students might be asked whether the formula that quantifies the relationship between mass and energy is E = MC, E = MC2, or E = MC3. A correct answer requires no knowledge of the conditions under which it is appropriate to use the formula. Similarly, students in a literature class might be asked to explain the meaning of familiar proverbs, such as "he who hesitates is lost" or "too many cooks spoil the broth." The ability to explain the meaning of each proverb provides no guarantee that students will know the conditions under which either proverb is useful. Such knowledge is important because, when viewed solely as propositions, proverbs often contradict one another. To use them effectively, people need to know when and why it is appropriate to apply the maxim "too many cooks spoil the broth" versus "many hands make light work" or "he who hesitates is lost" versus "haste makes waste" (see Bransford and Stein, 1993).
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