Designing learning environment
Les 1
Aims of the course
● At the end of the course, the student is able to
○ describe a curriculum
○ design a curriculum
● The course aims to contribute to students’
○ critical thinking
○ collaboration skills
○ scientific reasoning skills
○ systematic working attitude
Educational relevance of the course
Aim
● Where would you like to work after being graduated?
● Which jobs are available in your sector(have a look at the internet)?
Method
● Think - Pair - Share
Educational scientist: a bottleneck profession!
Building blocks
● Two modules, designed based on the 4C/ID-model
○ Composed of different learning tasks
○ Gradually fading of support and scaffolds
○ Supportive and just- in-time information
○ Part task practices for aspects that should be automated
Curriculum
Design
1
, Introducing LT1.1
● Make a concept map
● In groups of 3 (Toledo: LT1:Activating prior knowledge –Division into groups)
● Max 35 concepts
● Upload document by 20/02,12:00 through Ultra
Text 1: Greeno et al. (1996)
Text 2: NAP: digital technology (2018)
Background literature: How people learn 1
Greeno et al. (1996)
NAP: digital technology (2018)
How people learn 1
background, just skim if you need it
WC 1
Learning: learning activities of the student
Teaching/instruction: environment
2
, Les 3: curriculum description
Describing a curriculum
● Book chapters Eisner through Toledo (Ultra)
○ Eisner, E. W. (1979). The educational imagination. On the design and
evaluation of school programs. New York, NY: Macmillan Publishing. [pp. 21-
134]
■ Chapter 3: Some concepts, distinctions, and definitions
■ Chapter 4: Five basic orientations to the curriculum
■ Chapter 5: The three curriculua that all schools teach
→ belangrijk voor het examen!
Defining a curriculum
Currere - to run/ to proceed
Curriculum - a race / racecourse
● sequence with a beginning and an end
● certain obstacles need to be taken to reach a goal
From: Hewitt (2006, p. 32) → text not obligatory
3
, ● series
● experiences (next to textbooks)
● desired outcomes (outcomes in mind, and design activities to achieve these
outcomes)
Definition Eisner
The curriculum of a school, or a course, or a classroom can be conceived of as a series of
planned events that are intended to have educational consequences for one or more
students. (Eisner, 1979, p. 39)
● Distinction between two dimensions: scale and time
scale Very broad (molar) Very narrow (molecular)
e.g. taking decisions with respect to e.g. selecting particular cases for the
the educational standards course designing learning environments
also related to the distinction between macro – meso – micro
time Decisions made in the present to be Decisions made in the present for the
followed in the future (long term) present (short term)
e.g. developing new standards for e.g. “on the spot” decisions
primary education in Flanders
Different levels of curricula
● curriculum is everywhere (Hewitt)
○ different levels, locations and actors
■ macro
■ meso
■ micro
● Different “stakeholders” are involved in curriculum planning at different levels
○ Macro
■ Supranational level (e.g. European Union)
■ National level (e.g. Department of Education)
■ Also: educational publishers
○ Meso
■ Schools
■ Principals – teachers
○ Micro
■ Teachers
4
Les 1
Aims of the course
● At the end of the course, the student is able to
○ describe a curriculum
○ design a curriculum
● The course aims to contribute to students’
○ critical thinking
○ collaboration skills
○ scientific reasoning skills
○ systematic working attitude
Educational relevance of the course
Aim
● Where would you like to work after being graduated?
● Which jobs are available in your sector(have a look at the internet)?
Method
● Think - Pair - Share
Educational scientist: a bottleneck profession!
Building blocks
● Two modules, designed based on the 4C/ID-model
○ Composed of different learning tasks
○ Gradually fading of support and scaffolds
○ Supportive and just- in-time information
○ Part task practices for aspects that should be automated
Curriculum
Design
1
, Introducing LT1.1
● Make a concept map
● In groups of 3 (Toledo: LT1:Activating prior knowledge –Division into groups)
● Max 35 concepts
● Upload document by 20/02,12:00 through Ultra
Text 1: Greeno et al. (1996)
Text 2: NAP: digital technology (2018)
Background literature: How people learn 1
Greeno et al. (1996)
NAP: digital technology (2018)
How people learn 1
background, just skim if you need it
WC 1
Learning: learning activities of the student
Teaching/instruction: environment
2
, Les 3: curriculum description
Describing a curriculum
● Book chapters Eisner through Toledo (Ultra)
○ Eisner, E. W. (1979). The educational imagination. On the design and
evaluation of school programs. New York, NY: Macmillan Publishing. [pp. 21-
134]
■ Chapter 3: Some concepts, distinctions, and definitions
■ Chapter 4: Five basic orientations to the curriculum
■ Chapter 5: The three curriculua that all schools teach
→ belangrijk voor het examen!
Defining a curriculum
Currere - to run/ to proceed
Curriculum - a race / racecourse
● sequence with a beginning and an end
● certain obstacles need to be taken to reach a goal
From: Hewitt (2006, p. 32) → text not obligatory
3
, ● series
● experiences (next to textbooks)
● desired outcomes (outcomes in mind, and design activities to achieve these
outcomes)
Definition Eisner
The curriculum of a school, or a course, or a classroom can be conceived of as a series of
planned events that are intended to have educational consequences for one or more
students. (Eisner, 1979, p. 39)
● Distinction between two dimensions: scale and time
scale Very broad (molar) Very narrow (molecular)
e.g. taking decisions with respect to e.g. selecting particular cases for the
the educational standards course designing learning environments
also related to the distinction between macro – meso – micro
time Decisions made in the present to be Decisions made in the present for the
followed in the future (long term) present (short term)
e.g. developing new standards for e.g. “on the spot” decisions
primary education in Flanders
Different levels of curricula
● curriculum is everywhere (Hewitt)
○ different levels, locations and actors
■ macro
■ meso
■ micro
● Different “stakeholders” are involved in curriculum planning at different levels
○ Macro
■ Supranational level (e.g. European Union)
■ National level (e.g. Department of Education)
■ Also: educational publishers
○ Meso
■ Schools
■ Principals – teachers
○ Micro
■ Teachers
4
