Weekly outline

  • About the Course

    • Course Description

      Principles and strategies for planning of new curricula and modifying existing ones.  Development of a total curricular plan in a specific area of interest of the learner.

      “Curriculum is a process that requires time, energy and commitment of the planner.  Learning how to design courses and curricula is even more demanding.  When teachers know how to design educational programs, their educational undertakings may be more or less successful.  An important question for them is whether rules exist making the outcomes of planning predictable.  Obviously, this in turn proves or questions the degree of scientific knowledge needed to design education.
      Perceptive teachers may begin to recognize underlying principles of curriculum design, or develop their own theories about the way to teach and what to teach.  At best elements of personal insights are coupled with theoretically grounded professional insight.”  (Gijselaers et al)

       In this course you will learn how to plan, design and analyze a curriculum of a health professions education course.

      Credits:

      2 units

      Day and Time: Tuesday/1:00 - 3:00 pm

      Faculty in Charge: 

      Maria Elizabeth M. Grageda, PhD
      Assistant Professor 7

    • Intended Learning Outcomes Page

      List of Program and Course outcomes for the course.

  • Unit 1: Introduction to Curriculum Planning

     

  • Unit 2: Philosophical, Socio-cultural & Humanistic Foundations of Curricular Planning

    • Curriculum and Society

      "What this means is that at its best, schooling can be about how to make a life, which is quite different from how to make a living." 

      The End of Education: Redefining the Value of School by Neil Postman

      Intended Learning Outcome:

      • Discuss the changing landscape that should be considered in designing curriculum in the health sciences;
    • READING MATERIALS
    • Transformative Education File

      A must read article from Lancet.

    • Teaching Nationalism: Developing a Rationale SCORM package

      This presentation by Dr. Fajutagana will illustrate how to prepare a rationale for a course. Using as framework Merril's (1979)  Instructional Quality profile,  a quick discussion of the relationship between curriculum's statement of purpose and objectives of the instruction,  between objectives of the instruction and test of the instruction, and between test of the instruction and presentation of the instructions will be given.

    • Trend in Medical Education SCORM package

      A short interactive presentation to help you organize your thoughts as you prepare to write the RATIONALE for your curriculum project.

    • Additional Readings: 

      These materials, while published in 1992, I believe are significant readings for those involved in curriculum research and development. These materials will help you in writing the curriculum analysis section of your final paper. NOTE: These are long articles and require heavy reading.

      1. Elmore, R., &Sykes, G. (1992). Curriculum policy. In: Jackson, P.W. (Ed.), Handbook of Research on Curriculum. (pp. 185-215). New York: Macmillan
      2. Clandinin, D, J., & Connelly, F.M. (1992). Teacher as curriculum maker. In: Jackson, P.W. (Ed.), Handbook of Research on Curriculum. (pp. 363-401). New York: Macmillan.
      3. Erickson, F., & Shultz, J.(1992). Students' experience of the curriculum. In: Jackson, P.W. (Ed.), Handbook of Research on Curriculum. (pp. 465-485). New York: Macmillan.
      4. Bereiter, C., & Scarmalia, M.. (1992). Cognition and curriculum. In: Jackson, P.W. (Ed.), Handbook of Research on Curriculum. (pp. 517-542). New York: Macmillan

    • Assignment 2: Rationale for Curriculum Design
      Opened: Tuesday, 21 September 2021, 12:00 AM
      Due: Friday, 15 October 2021, 9:00 PM

  • Unit 3: Evolution of Curricula in the Health Sciences

  • Curriculum Approaches

    Thematic areas: Competency-Based, Outcome-Based, Problem-Based Learning, and Team-Based Learning

    What do these terms have in common? They are all considered 'curriculum' approaches.

    The central question:

    Will there be differences in curricular focus, format, sequencing, style, etc., if the curriculum is prepared according to a certain 'curricular approach?'

    Preparation:

    To help you answer the central question, we will study the above-mentioned approaches.  Included are initial materials downloaded from Medical Teacher. You are encouraged to search for additional materials related to the topics from online sources or from notes/materials that you may have accumulated from your other subjects.

    • READING MATERIALS
    • CHED's OBE guidline File
      A must read for all of us involved in HPEd in the Philippines.
    • Related journal articles Folder

      Articles from Medical Teacher on competency-based curriculum, problem-based curriculum, team-based learning, etc.

    • Assignment 3: HPEd Outcomes: What's in, what's out, what's new. MY VIEW!
      Opened: Friday, 1 October 2021, 12:00 AM
      Due: Friday, 29 October 2021, 9:00 PM
      Overview

      During the 9th National Conference on HPEd held at GT Toyota on January 30-31, keynote speeches were delivered in accordance with the theme "HPEd as Agent of Transformation."

      I selected and attached three lectures for your perusal. I also included several articles that you need to read to complete the assignment.

      Using as guide all the assigned readings, please address this central question: 

      If you are to redesign your profession's HPEd program, what outcomes will you recommend to maintain, discard, or add? 

      Steps in Doing This Individual Assignment:

      Step 1: List all existing HPEd Program Outcomes (of your profession). You can use CHED's CMO for your profession as baseline. 

        • NOTE: Read CHED's CMO 14 to appreciate the difference between  Program, Course, and Learning Outcomes.

      Step 2: Propose/List all 'new /additional/recommended outcomes'
      Step 3: Accomplish C1 of Outcome Matrix by typing all the list of outcomes.
      Step 4: Categorize each outcome as to your recommendation: Maintain, Discard, and Add (C2). 

        • NOTE: Be a critical and independent thinker. You can always go against institutionally mandated outcomes. Just make sure that you can justify your recommendation.

      Step 5: Give the rationale for the inclusion or exclusion of a certain outcome (C3). Use available literature. If no literature is available to help you explain your rationale, please search for other resources.

      Grading:

      NOTE: 60% of your grade in this assignment will come from your use of assigned literature as bases for your write up in the 'rationale for this outcome' column. The remaining 40% will be based on your decision as to what 'outcomes' to emphasize. By the way, please cite using the APA format and include a bibliography at the end of the report.

       
      Your output:

      • A matrix or table with the following elements:

      HPEd Outcomes: What's in, what's out, what's new. MY VIEW!
      List of Outcomes (PROGRAM)Recommendation: 
      Maintain, Discard, or Add      		Rationale for this outcome
      Work effectively as member of a inter-professional health care team


      		 New Note: here you should be able to support your decision to emphasize the outcome. You are provided with several articles, read them and cite them (as needed in this section.

      Outcome 2

      		 Maintain


      Outcome 3      		 Discard



  • Unit 4: Moving Curriculum Forward

    Competency Analysis


    You will explore various approaches in clarifying competencies. Clarifying competencies is an essential step in developing education programs irrespective of size (i.e. short-courses to formal degree programs).

    At the end of this session, you will be able to do a competency analysis of a your selected profession.

    • READING MATERIALS
    • Competency Analysis Template File

      A template for doing Competency Analysis

    • DACUM File

      Designing a Curriculum

    • Sexual and reproductive health Core competencies in primary care File

      This is an example of a very detailed competency study.

      "The core sexual and reproductive health (SRH) competencies that are desirable for use in primary health care (PHC) are collected together in this document."

      "The competencies have been developed through a technical consultation of SRH experts in research, education, policy and service, over more than two years."

    • Additional Reading:

      To learn more about competency analysis and related concepts, please read:

      Chapters 4 - 7
      Training Research and Practice
      Author: John Patrick
      The book is available in NTTCHP Library.

      Chapter 5: Instructional Analysis: Analyzing the Learning Task
      Instructional Design by Smith and Ragan

    • Online resources

    • CA Examples
    • Competency Analysis: An Actual Example SCORM package

      This presentation will provide you with an idea of how a detailed competency analysis can be conducted.

    • Video lecture on how to do Task Analysis


    • Handbook of Research in Curriculum URL

      STAKEHOLDERS ANALYSIS

      Please read the following articles in the handbook:

      • Curriculum Policy by Elmore and Sykes (p.185)
      • Student's experience of the curriculum by Erikson and Shultz (p. 465)
      • Teacher as curriculum maker by Clandinin and Connely (p. 363)

      Your task basically is to develop data collection tools /instruments to aid in doing your stakeholder's analysis.

      The articles are available in the internet archive.  Use the link above and sign up to access them.  Search for the title of the book "Handbook of Research in Curriculum" and click "Borrow" to be able to view it.  You can only view them and are not downloadable.

    • Activity 2: Forum
      Due: Friday, 12 November 2021, 9:00 PM

      Why do you think there is a need to conduct an analysis of competencies and stakeholders?  What will it contribute to the curriculum?

      Join the discussion (open until Nov 12, 2021 9:00pm) 

  • From Competencies to ILOs

    In this session, our focus will be on writing learning outcomes. With the implementation of OBE, it is important that all of you are capable of formulating appropriate intended learning outcomes. 
    • ILO Interactive (Cognitive) SCORM package

      A special application that lets you practice writing intended learning outcomes.

    • ILO Interactive (Affective) SCORM package

      A quick way to learn how to write affective objectives. 

    • ILO Interactive (Psychomotor) SCORM package

      A quick way to learn how to write psychomotor intended learning outcomes. Based on the textbook "Course Design for Teachers" by Posner and Rudnitsky.

    • READING MATERIALS
    • The Structure, Specificity, and Problems of Objectives File

      This is a scanned copy of Chapter 2 of A Taxonomy for Learning, Teaching, and Addressing: A Revision of Bloom's Taxonomy of Educational Objectives (2001)

    • The Cognitive Process Dimension File

      This is a scanned copy of Portion of The Cognitive Process Dimension of A Taxonomy for Learning, Teaching, and Addressing: A Revision of Bloom's Taxonomy of Educational Objectives (2001)

    • Refining ILOs File

      This is a scanned copy of Chapter 4 of Course Design: A Guide to Curriculum Development for Teachers (1986)

    • The Revised Bloom's Taxonomy File

      The Revised Taxonomy Table. 

    • Assignment 4: Competency, Stakeholder analysis and ILOs
      Opened: Tuesday, 21 September 2021, 9:00 PM
      Due: Friday, 19 November 2021, 9:00 PM
      1. Introduction

      Provide a short discussion of the content you want to develop into a course. How it is being taught for the moment (placement, strategies being used, how it is being assessed). Your critic on how it is being taught.

      2. Rationale

      Why are you proposing a new version of this course?

          • Effect to students
          • Effect to faculty
          • Effect to learning
          • etc
      For guidance, please read Chapter 3: Developing a Course Rationale of Posner and Rudnitsky's Course Design: A Guide to Curriculum Development for Teachers.

      3. Stakeholders Analysis

      Comments/recommendations/observations of stakeholders regarding the course

              • You will have to do some survey, or FGD to generate the needed data. 
              • See example in this session.

      4. Analysis of Curricular Effects

      What would be the effect of the proposed curriculum to other aspects of the school system?

      5. Intended Learning Outcomes

           Transform competencies to learning outcomes

  • Identifying Content and the art of CONCEPT MAPPING

    Identifying and organizing content is an important activity in curriculum design, hence in this course it is assigned one session. 


    In this session, your major output is a concept map of for the course that you are working on.

  • Organizing Courses

    • One central question that a course developer needs to reflect on is 'how do I organize or sequence the course components ?' 

      The following are the central questions that we need to answer together:

      1. What is sequencing (in the context of curriculum design and organizing content)?
      2. Why do we need to give attention to sequencing?
        • What are the cognitive bases of sequencing? (Go back to your HP 201 and try to recall theories and principles that support the importance of doing sequencing.
      3. Read the available materials to identify various sequencing approaches? 
      4. How do you intend to sequence your course? Why? 
    • READING MATERIALS
    • Curriculum Integration 1 File

      Health Science Faculty Members' Perceptions of Curricular Integration: Insights and Obstacles.

    • Curriculum Integration 2 File

      Models of Curriculum Integration

    • Curriculum Integration 3 File

      Designing Multidisciplinary Integrated Curriculum Units by ConnectED

    • Curriculum Integration 4 File

      An integrated undergraduate pain curriculum, based on IASP curricula, for six Health Science Faculties published by International Association for the Study of Pain.

    • Handbook of Research on Curriculum

    • Shaping the Curriculum File

      Chapter 12: Organization of the Curriculum. Handbook of Research on Curriculum. (Jackson P.W. ed)

    • Medical Teacher Articles on Integration Folder
      Search and download articles if you are inside the UPM campus.You can access and download articles from Medical Teacher if you access it inside UPM.



    • Integration SCORM package

      This is a two-part interactive session.

      The first part provides a general introduction to sequencing and the second part is about the different sequencing approaches as developed by Fogarty (1991).

  • Selecting T-L Strategies

    At this point of the program you would have already finalized the following:

    1. Your course rationale
    2. Your curriculum analyses that should include the following:
      1. Competency Analysis
      2. Task Analysis
      3. Stakeholders analysis
    3. Curriculum Components:
      1. Concept map(s)
      2. List of intended learning outcomes
      3. Organization and sequence

    Your next major step is to select your T-L strategies.

    How do you select your T-L strategies? What should you consider in selecting T-L strategies for a course?

  • Assessing Outcomes

    In this session, you will be introduced to Assessment of Student Achievement  I

    • There are three major concerns that you should be aware of when preparing your assessment plan, Validity, Reliability, and overall Quality of the test.

      In the figure shown below, I considered validity as an issue that should be addressed in the planning stage of your assessment. This would involve at least three major activities (constructing blueprint, writing or reusing items, and setting MPL). Reliability, while should be ensured during the item writing stage, should also be ensured during the implementation stage. Overall quality of the item can be determined using results of your item analysis and actual visualization of used test items and correlating with item analysis results.

    • PLANNING

    • Setting MPL SCORM package

      Experience determining MPL using Nedelsky, Angoff, and Ebel's methods. 

    • ASSESSING TEST QUALITY

    • Assignment 5: Course Design
      Opened: Thursday, 23 September 2021, 12:00 AM
      Due: Friday, 10 December 2021, 9:00 PM

      1. Based on the intended learning outcomes that you have developed, identify content areas that need to be covered.  

      2. Use a concept map to show the relationship between the concepts included in the content.

      3. Organize and sequence content areas and justify how this will be the most appropriate way to organize the content, based on the ILOs.  Show how the content will be distributed throughout the duration of the program.

      4.  Identify the main teaching-learning strategies that will be utilized in your curriculum. 

      5.  Identify main assessment methods to be utilized to evaluate achievement of the ILOs

      Be ready to present your work during the plenary on December 7, 2021.

  • Unit 5: Management and Evaluation of the Curriculum

  • FINAL PAPER

    This block provides information on the latest guidelines for preparing your final paper and also serves as portal for submission of final paper.

    • Final Paper Assignment
      Due: Monday, 3 January 2022, 9:00 PM

      See attached file for the format of the final paper.