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CUS 7105 CURRICULUM DESIGN AND DEVELOPMENT

(Elective for All MED and Core CUS students)

Course Description:

This course prepares students to design and develop curricula in diverse socio-cultural, philosophical, political and economic situations for formal and non-formal education sectors. The course focuses on curriculum design and development starting with the construction phase until it is ready for implementation in an educational organization. Students are therefore required to produce a draft curriculum in their area of specialization as a deliverable. The course also focuses on effective and efficient use of resources as derived from a selection process of informed decision-making. Practical strategies for curriculum design, development, and implementation and monitoring will be discussed.

Course Objectives/Aims:

This course is intended to develop among students the theoretical and practical knowledge of designing, developing and implementing educational programmes.

The students should be able to:

1. Formulate educational objectives in the three domains.

2. Select and organize appropriate content and learning activities.

3. Carry out a needs assessment for their selected community need

4. Develop an understanding of the theoretical and philosophical perspectives of curriculum design and development.

5. Analyze various models of curriculum development and their implications in local, regional, and international contexts.

6. Plan for each stage in the curriculum development process

7. Design and deconstruct a curriculum of their choice.

Learning Outcomes

At the end of the course, students will;

1. Identify and rationalize some curriculum development models used for constructing and implementing the curriculum.

2. Identify, collect, select, analyze and synthesize information, materials and data from various sources during the process of curriculum planning and implementation.

3. Select appropriate models for specific curriculum implementation programme

4. Design a draft curriculum in their areas of interest

Content Outline:

1. Introductions, definitions, and basic concepts of curriculum.

2. Understanding the curriculum and its elements.

3. Curriculum foundations -

4. Curriculum development models and their limitations [objectives models, descriptive models, and conceptual models.]

5. Curriculum planning, scope of curriculum planning, development and its concepts and principles.

6. The process of curriculum development.

a. Research during the curriculum development process.

b. Needs assessment.

c. Curriculum development and planning activities: the need for and the process of goals identification and objectives.

d. Curriculum development and planning activities: Identifying and organizing resources for curriculum implementation.

e. Organizing and selecting strategies for a pilot project, formative evaluations, adaptations, and modifications.

f. Curriculum Implementation

7. Processes of curriculum implementation.

8. Quality Assurance issues during Curriculum Maintenance

Method of teaching/delivery:

Course delivery is interactive lectures, discussions, demonstration, cooperative learning, debates, and independent study.

Mode of Assessment:

Coursework:

The coursework shall carry 40%. The students will identify a need/problem in their area of interest that needs an educational intervention. This need/problem identified then design a curriculum to mitigate the identified problem. This draft curriculum is presented in class for feedback and handed in for marking.

Class presentation - 5 marks

Draft Curriculum – 35 marks

Examination:

The written examination will be marked out of 60%.

The pass mark for this course is 60%.

Reading/Reference Materials:

Barnett, R., & Coate, K. (2006). Engaging the curriculum in higher education (2nd ed.). Berkshire, England: The Opne University Press.

Benavot, A., & Resh, N. (2001). The social construction of the local school curriculum: patterns of diversity and uniformity in Isreali junior high schools. Comparative Education Review, 45(4), 504-536.

Benevot, A., & Resh, N. (2003). Educational governance, school autonomy, and curriculum implementation: a comparative study of Arab and Jewish schools in Israel. Journal Curriculum Studies, 35(2), 171-196.

Bishop, G. (1994). Curriculum development. London: The Macmillan Ltd.

Celina, B. (2005). Defining, developing, and implementing a new design for the technology component of a human resource development undergraduate program. Journal European Industrial Training, 29(3).

Cheung, D., & Wong, H.-W. (2002). Measuring teacher beliefs about alternative curriculum designs. The Curriculum Journal, 13(2), 225-248.

Chueng, D., & Wong, H. W. (2000). Measuring teacher beliefs about alternative curriculum designs. The Curriculum Journal, 13(2), 225-249.

Fullan, M. (2001). The new meaning of educational change (Third ed.). New York Teachers College Press

Galton, M. (1998). Making a curriculum: some principles of curriculum building. In J. Moyles & L. Hargreav es (Eds.), The primary curriculum: learning from international perspectives (pp. 73-80). London and New York: Routledge.

Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: a new paradigm of instructional theory (pp. 215-239). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Kelly, A. V. (2009). The curriculum theory and practice (6th ed.). London: Sage Publications.

Kliebard, H. M. (1999). Constructing the concept of curriculum on the Wisconsin Frontier: how school restructuring sustained a pedagogical revolution. In B. Moon & P. Murphy (Eds.), Curriculum in context (pp. 9-25). London: The Open University.

Marsh, C. J. (2009). Key concepts for understanding curriculum (4th ed.). New York: Routledge.

Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. M. Reigeluth (Ed.), Instructional-design theories and models: a new paradigm of instructional theory (Vol. two, pp. 141-159). Mahwah, New Jersey: Lswrence Erlbaum Associates, Publishers.

McCormick, R. (1999). Curriculum development and new information technology. In B. Moon & P. Murphy (Eds.), Curriculum in context (pp. 212-229). London: The Open University.

McKernan, J. (2008). Curriculum and imagination process theory, pedagogy and action research. New York: Routledge.

Visscher-Voerman, I., Gustafson, K., & Plomp, T. (1999). Educational design and development: an overview of paradigms. In J. V. d. Akker, R. M. Branch, K. Gustafson, N. Nieveen & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 15-28). Dordrecht: Kluwer.

CUS 7106 TEACHING AND INSTRUCTION

(Elective for All MED CUS students)

Course Description:

This course prepares curriculum specialist understand theories of teaching and learning and see their applicability to the classroom situation. In addition, it enables them to appreciate that quality teaching is when teachers continueously search for current knowledge and critically reflect on it, for the purpose of enhancing teaching. Thus graduates of this course become effective action researchers as well as trainers of trainers.

Course Objectives/Aim:

This course is intended at orienting students to become effective, flexible, innovative and competent teachers. The students should be able to:

1. develop an understanding of teaching and learning as concepts that go hand in hand.

2. relate the theories of teaching to classroom practice.

3. appreciate the role of reflective teaching for effective teaching.

4. analyse the models of teaching and the implications for classroom teaching in Uganda.

Learning Outcomes:

At the end of the course, students will be able to:

I. Reflective practitioners

II. Use participatory methodologies in their practice to enhance performance

III. Trainers of trainers; they will have ability to plan and execute a training workshop

IV. Action researchers to improve their practice

Content Outline:

1. Teaching and learning concepts, the philosophical review.

2. Concepts of instruction e.g. indoctrination, propaganda, training etc.

3. The concept of learning: the learning cycle and the approaches to learning.

4. Theories of teaching and learning and implications to practice.

5. Reflective teaching as a means of effective teaching.

6. Models of teaching: justification for the models, models in use: cognitive, psychosocial and individual development.

7. A critical analysis of experiential and collaborative approaches to teaching and learning. Which one is a perfect method?

8. Observation as a tool in teaching: Flanders Interaction Analysis

9. Training of trainers: strategies, methods, organisation, materials, means of assessment.

10. Action Research: meaning, types, case studies, application in daily teacher practice.

Methods of Teaching/Delivery

Interactive lectures

Individual and Group Work

Assigned Readings and Class presentations

Mode of Assessment

Students will be assessed in two ways

Coursework

Coursework will carry 40%

Examination

The final examination will carry 60%. Total 100%

Reading/Reference Materials:

Polland .A. (1997) 3rd Ed Reflective Teaching in the Primary School: A Handbook for the Classroom, London, Cassell.

Reigeluth C.M. (1999) Ed, Instructional Design Theories and Models Vol II, A New Paradigm of Instructional Theory. London, Lawrence Erlbaum Associates Publishers (EA).

Davis B.G (2001). Tools for Teaching. San Francisco. CA Jossey – Bass (Chapters 3 & 4).

Polland A. & Bourne .J. (1994). Eds, Teaching and Learning in the Primary School, London. Routledge/Falmer (Chapter 9).

Fryer M. (1994). Creative Teaching and Learning. London: Paul Chapman

Hargreaves A. (1994). Changing Teachers, Changing Times: Teacher’s work and Culture in the Postmodern Age London: Cassell.

Lowman J. (1984). Mastering the techniques of Teaching. London: Jossey Bass Internet for Abstract and Journals.

NB: Other relevant journals will be provided in the course of semester.

EDF 7201 ADVANCED STUDIES IN EDUCATIONAL FOUNDATIONS (Core for All MED students at SoE)

Course Description:

Clear understanding of educational issues requires a holistic analysis of educational policies and practices. Advanced Studies in Educational Foundations Course Unit offered by the Department of Education Foundations, School of Education is one such course that enables students to analyze educational issues from Historical, Sociological, Administrative, Economical, Philosophical and Ethical perspectives. In addition students understanding are broadened through examination of Comparative and International issues that have bearing on Education Systems.

Course Objectives:

This course should enable students to:

• Examine sociological issues and problems in Education Institutions.

• Explore the changing trends in/of education post colonial Uganda.

• Explain the main policies that have influenced educational practices since independence.

• Expose students to / explain moral and ethical issues in education.

• Analyze the relationship between education and development.

• Critically analyze and evaluate educational reforms in different systems of education.

• Expose students to relevant theories, styles and principles of educational administration, policy and management.

Course Outline

• Contemporary Sociological issues in education.

• Post independent educational policies and practices (Reports of 1963, 1964, 1970, 1989, 2008)

• Educational problem from the economics point of view.

• Educational leadership, administration and management.

• Ethical issues in education (moral issues, child rights and human rights).

• Education and development.

• Comparative Educational Reforms.

• Language of instruction in schools and challenges

• Equity and equality issues in education (Gender, Minority, inclusive education)

• Critical thinking skills (definition, identifying arguments, recognizing underlying assumptions)

References:

Brock-Utne, Birgit (2000). Whose Education for All? The Recolonization of the African Mind? New York: Falmer Press.

Chandan, J.S. (2004). Management Theory and Practice. New Delhi: Vikas Publishing House.

Chew, S. C. and Denmark, R.A. (1996). On Development and Underdevelopment. In: Chew, S.C. and Denmark, R.A. (eds.).The Underdevelopment of Development. Thousand Oaks: Sage Publications (pp. 1-16).

Combs P.H. (1985) The World Crisis in Education: A View from the Eighties.

Costley Dan L. & Todd Ralph. 1983. Human Relations in Organization. West Publishing Company New York.

Educational Reports (Castles Report, 1963, 1964 Education Act, 1970 Education Act, 2008 Education Act).

Government of Uganda, (1992). Government White Paper. Education for National Integration and Development. Kampala: Government of Uganda.

Ingemar, Fagerlind and Saha J. Lawrence (1989). Education and National Development: A Comparative Perspective. 2nd Edition. London: Butterworth-Heinemann.

Korublum W & Julian . J (1999). Social Problems: Instructional Manual. New Jersey: Prentice Hall.

Larrain J. (1992), Theories of Development

Mullins, L. J. (2002). Management and Organizational Behavior. London: Prentice Hall.

Psacharopolous G & Woodhal Maureen (1985). Education for Development: An Analysis of Investment Choices. Washington D.C: World Bank.

Okumbe, J.A (1998). Educational Management: Theory and Practice. Nairobi: Nairobi University Press.

Okurut, H.E. (1999). Economics of Education. Kampala: Department of Distance Education. Makerere University.

Schultz T. W. (1963). The Economic Value of Education. Columbia University.

Ssekamwa J. C. (2000). History and Development of Education in Uganda Fountain Publishers

Watson T. & Furley, O. W. (1978). A History of Education in East Africa. NOK

Publisher

Weinberg C (1989). Education and Social Problem. New York: Free Press.

Woodhall, M. (1987). Cost Analysis in Education. In G. Psacharopoulos, Economics of Education: Research and Studies. New: Pergamon Press

CUS 7201 COMMUNICATION AND INSTRUCTIONAL DESIGN SYSTEMS (Core for CUS students)

Course Description:

In this course, students will examine the use of instructional systems design models to create appropriate and effective instructions as well as appreciate the role of Theories and Models as frameworks to instructional design in general and multimedia instruction specifically. This course will also enhance hands-on experiences; trying, interacting, collaborating, and applying the acquired skills in realistic settings. These experiences will therefore promote trouble-shooting skills to enable students to look for appropriate solutions for instructional/performance related problems.

Course Objectives/Aims:

This course is intended to enable students develop skills on how to think and act like instructional design (ID) experts when developing solutions to instructional problems. By the end of the course, students should be able to:

1. systematically solve an instructional problem by identifying, defining, and analysing the problem.

2. design appropriate and quality instruction in a developing context that incorporates media based on sound research, theory, and best practices.

3. appreciate the centrality of inspiration and creativity in the instructional design process.

Content Outline:

1. Introduction and course overview: The concept of Instructional Design Systems, Distinction between Instruction and Learning, Definition and foundations of Instructional Design. Underlying Theory and Philosophy informing instructional design practices i.e. Constructionism, Empiricism, Behaviorism, Cognitivism, etc.

2. Front End Analysis: Identifying a need for instruction, Needs analysis (needs assessment), Instruction Task Analysis, Learner Analysis, Learning Environment Analysis.

3. Systems approaches for designing, developing, and delivering strategic instructions to optimize learner’s performance. Application of the ADDIE’s Model in instructional design processes.

4. Introduction to instructional Multimedia (Role of the Instructional designer): Facilitating effective communication (teams for multimedia development), Issues surrounding multimedia. Multimedia applications (hardware and software) to integrate different media I.e. video, audio, graphics, text, etc to facilitate effective learning. Strategies for Successful implementation of multimedia.

5. Instructional situational Analysis and Instructional Strategies. Application of Gagne’s events of instruction and Keller’s ARCS model. Strategies targeting skills related to; problem-solving, declarative knowledge, concept learning, learning procedure, cognitive, psychomotor, and attitude change, motivation, and interest.

6. Production of Instructional resources. Analyze various forms of production such as print-based, computer-based and multimedia, video, and teacher-based instruction.

7. Exploring the potentials of various: Traditional non-projected tools, Computer-based tools for educational and training development,Electronic Performance Support Systems (EPSS), Review of the developed support tools, Illustration of instructional design tools, Design Brief (Tool Design), Description of the instructional task An overview of Education design and development paradigms, Prototype Design—computer-based or paper (Context, Task, Support, Benefits and Implementation), Quality criteria

8. Formative evaluation of the prototype: What is formative evaluation?, When is it conducted, why and why not?, What are the stages of formative evaluation?, How to plan formative evaluation, Critical issues in formative evaluation for instructional designers.

9. Practical application of the principles of Instructional design and development beyond.

10. Writing Learning goals and Learning objectives, Strategy in relation to: Instruction delivery and media selection decisions, motivation and management won't this topic come at the beginning?

Learning Outcomes:

At the end of the course, students should be able;

1. To identify instructional problem/performance gaps in educational institutions, business, medical, government and non-government organizations.

2. To design and develop appropriate and effective instructions in response to the identified instructional performance gaps.

3. To select and apply appropriate instruction delivery strategies and media

4. To evaluate the effectiveness of instructional/educational programs in different settings and contexts.

5. Identify and use appropriate instructional design tools available on the market.

Method of teaching/delivery:

Interactive lectures, Individual and Group Work, Assigned Readings, Class presentations, and Project work

Mode of Assessment:

Coursework:

Coursework will carry 40 marks.

Examination:

Examination will carry 60 marks.

The pass mark for this course is 60 percent.

Reading/Reference Materials:

Allesi, S.M. & Trollip, S.R. (2001). Multimedia for Learning: Methods and Development. U.S.A: Allyn and Bacon.

Jan van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & Tj. Plomp (Eds.) (2000). Design Approaches and Tools in Education and Training. Dordrecht: Kluwer.

Berger, C., & Kan, R. (1996). Definitions of Instructional Design. The University of Michigan. Retrieved on the 24th of Febraury, 2006 from

Morrison, G. R., S. M. Ross, et al. (2011). Designing effective instruction. Danvers, MA, John Wiley & Sons.

Posner, G.J. & Rudnitsky, A.N. (2001). Course design: A guide to curriculum development for teachers. New York: Longman.

Reigeluth, C. M., Ed. (1999). Instructional-Design Theories and Models: A new paradigm of instructional theory. Mahwah, New Jersey, Lawrence Erlbaum Associates, Publishers.

Reigeluth, C. M. and A. A. Carr-Chellman, Eds. (2009). Instructional Design Theories and Models Volume III Building a common knowledge base. New York and London, Routledge Taylor and Francis, Publishers.

Smith, P.L., & Ragan, T.J (1999). Instructional Design. (2nd ed.), New York: John Wiley & Sons.

Stufflebeam, D.L & Shinkfield, A.J. (1985). Systematic Evaluation. Boston: Kluwer/Nijhof Publishing.

Tessmer, Martin. (1993). Planning and conducting formative evaluation. London: Kogan Page.

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