Current Academic Year 2013 - 2014
Please note that this information is subject to change.
This module will equip students with a good working knowledge of curriculum development theory and instructional design practice in a variety of education and training contexts including further,adult and continuing education. The module will create an awareness among the students of the range of issues to be considered in the process of curriculum development and instructional design in these contexts and will provide the student with a practical and theoretical grounding in a wide range of education settings.|
1. Describe and place in the context of current curriculum thought the main issues to be considered in developing, implementing and evaluating programmes of instruction.|
2. Demonstrate the capacity to plan collaboratively in the curriculum field.
3. Create a coherent course or programme, incorporating the principal elements of curriculum design such as the development of aims and objectives and assessment and evaluation approaches.
4. Examine curriculum possibilities and constraints in a range of practical settings.
5. Evaluate modular programmes according to the curriculum requirements of providers in a variety of education and training contexts.
6. Outline the historical development of Curriculum thought and practice.
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
|Indicative Content and Learning Activities|
CURRICULUM DEVELOPMENT AND INSTRUCTIONAL DESIGN CURRICULUM THEORY:.|
Traditions of curriculum thought; current issues in curriculum theory in a variety of education environments including further, adult and continuing education; perspectives (historical, sociological, political, psychological) on curriculum; a personal philosophy of curriculum..
ISSUES IN CURRICULUM DESIGN:.
Curriculum aims and objectives; priorities and resources in curriculum design; curriculum organisation and structure; curriculum design and needs analysis; integration and the structures of disciplines..
BALANCING A CURRICULUM IN A RANGE OF EDUCATION AND TRAINING CONTEXTS:.
Coherent curriculum structures; writing aims and objectives; the modular curriculum; the negotiated curriculum; the accreditation of prior learning and experience; modes of assessment; accreditation and certification. QA processes in awarding bodies..
EVALUATING THE CURRICULUM:.
An introduction to the concept and methodology of curriculum evaluation..
|Indicative Reading List|
|6426, Website, Aontas:, 0, The Irish Journal of Adult and Community Education, http://www.aontas.com/pubsandlinks/theadultlearner.html, 6438, Website, NCCA:, 0, National Council for Curriculum and Assessment, http://www.ncca.ie/en/, 6439, Website, FETAC:, 0, Further Education and Training Awards Council, http://www.fetac.ie/fetac/, 6440, Website, ESAI:, 0, Educational Studies Association of Ireland, http://www.esai.ie/, 6441, Website, Curriculum Development Unit:, 0, CDU, http://curriculum.ie/wordpress/,|
|Programme or List of Programmes|
|BSSAO||Study Abroad (DCU Business School)|
|ECSAO||Study Abroad (Engineering & Computing)|
|ET||BSc in Education & Training|
|HMSA||Study Abroad (Humanities & Soc Science)|
|HMSAO||Study Abroad (Humanities & Soc Science)|
|SHSAO||Study Abroad (Science & Health)|
|Timetable this semester: Timetable for ES102|
|Date of Last Revision||01-SEP-10|