4-Curriculum-design-and-development-OBE-June-2022.pptx

NAAC

1. CURRICULUM DESIGN AND DEVELOPMENT FOR OUTCOME BASED EDUCATION Presentation by Former Professor & Head, Policy Planning & Educational Research, National Institute of Technical Teachers’ Training & Research (Ministry of Education, Govt. of India) Chennai, India June 2022 1 Dr. D. Brahadeeswaran Professor Emeritus, Academic Staff College, VIT, Vellore. [email protected]

2. Concept of curriculum Difference between syllabus and curriculum Criteria of Utility, Variety and Flexibility Competency Based Curriculum Development Four phases of curriculum process Curriculum Design Phase Curriculum Development Phase Curriculum Implementation Phase Curriculum Evaluation Phase Emerging Trends in Educational Process OVERVIEW OF THE PRESENTATION 2

3. CONCEPT OF CURRICULUM A systematic group of courses or sequence of subjects required for graduation or certification in a major field of study 3

4. ATTRIBUTES OF CURRICULUM Related to an occupation Objective oriented content Planned learning experiences for the entire duration of the program Criteria for evaluation of student’s performance and Certification 4

5. Components of Curriculum of a Program List of Courses (Including Core & Elective) Program Educational Objectives ( PEOs ) Program Outcomes ( POs ) Student Learning Outcomes ( SLOs ) Program Specific Outcomes ( PSOs ) Syllabus of each Course Details of Evaluation of Students’ Performance Criteria for certification 5

6. Differences between Curriculum and Syllabus Curriculum Syllabus 1 Three dimensional document (Students + Contents + Instructional Methodology) Unidimensional document (Only Subject matter) 2 Made and operated at Institute level or Program level Made and operated at Course level 3 Prescriptive Descriptive 4 Contains list of entry criteria, list of courses, evaluation details and certification details Contains the content to be taught, time details and resource materials 5 Wide and holistic Narrow and specific 6

7. SYLLABUS as subset of CURRICULUM 7 7

8. SYLLABUS Content outline for each Course Broad time Allocations for individual units Learning resources prescribed and recommended 8

9. What are the defects / deficiencies in the syllabus of a course you are teaching? 9

10. DEFICIENCY IN THE SYLLABUS POSSIBLE EFFECT ON THE TEACHING-LEARNING PROCESS 1 a) Non-availability of guidelines regarding depth of treatment b) No indication of the specific competencies to be developed in the students Previous question papers will be used to define these Topics and content not sequenced logically. Gaps or discontinuity in the learning process. Contd. Deficiencies in the syllabus and their possible effects on the teaching-learning process 10

11. DEFICIENCY IN THE SYLLABUS POSSIBLE EFFECT ON THE TEACHING-LEARNING PROCESS No indication of the links between various Courses. Compartmentalisation of teaching; isolation from other related Courses. No indication of the links between syllabus and instructional methods. Selection of teaching methods based on precedence and the needs of examinations. Contd. Deficiencies in the syllabus and their possible effects on the teaching-learning process - 2 11

12. DEFICIENCY IN THE SYLLABUS POSSIBLE EFFECT ON THE TEACHING-LEARNING PROCESS Insufficient information on the instructional materials and learning resources to be used. Use of ‘Cook-book’ type of notes and guides. Insufficient information on the design and use of various tools for evaluation of students’ performance Most of the tests and examinations lack validity and reliability. Deficiencies in the syllabus and their possible effects on the teaching-learning process – 3 12

13. CRITERIA OF UTILITY, VARIETY AND FLEXBILITY While making various decisions during the process of curriculum development three criteria, described below, are usually employed: CRITERION OF UTILITY CRITERION OF VARIETY CRITERION OF FLEXIBILITY 13

14. CRITERIA TO BE USED FOR DECISION MAKING 1. UTILITY CRITERION CONTENT Must know Should know Nice to know 14

15. 2. CRITERION OF VARIETY Interesting Variety of learning experiences CRITERIA TO BE USED FOR DECISION MAKING Blended Learning Project Based Learning 15

16. 3. CRITERION OF FLEXIBILITY Horizontal and Vertical mobility Modular approach Fully Flexible Credit System Core and Elective Courses CRITERIA TO BE USED FOR DECISION MAKING 16

17. COMPETENCY BASED CURRICULUM DEVELOPMENT Two approaches to Curriculum Development. Academic Approach Competency based Approach 17

18. COMPETENCY Competency is the ability to perform a specific task which is part of a job or profession A competency will include the required Knowledge, Skills and Attitudes. 18

19. Differences between the two approaches COMPETENCY BASED ACADEMIC Subject Approach Knowledge Based Analysis of Subject Matter & Disciplines Systems Approach Job / Occupation Based Analysis of Policies, Labour Market and Occupations Contd. 19 New

20. Differences between the two approaches - 2 Determining Level and Prerequisites Organise Curriculum According to Logic of the Discipline Develop Instruction Analysis of Job and Tasks Contd. Develop Instruction Organise Curriculum According to way the job is done COMPETENCY BASED ACADEMIC 20 New

21. Differences between the two approaches - 3 Who are the Learners? What Learning Objectives? What Learning Strategies? What Resources Needed? How Evaluate? What is to be learned? How will it be learned? What Texts / Materials? What Tests / Exams ? COMPETENCY BASED ACADEMIC 21 New

22. FOUR PHASES OF CURRICULUM PROCESS Design Phase Development Phase Implementation Phase Evaluation Phase Curriculum Process FEEDBACK LOOPS 22

23. CURRICULUM DESIGN PHASE 23

24. CURRICULUM DESIGN PHASE The main objective of this phase is to determine the general and specific objectives of the particular U.G. / P.G. programme . 24

25. CURRICULUM DESIGN PHASE What abilities the students must possess before he/she is admitted into the course? (Pre-requisites) What abilities the students will acquire on leaving the course? THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE BRIDGED WHEN DESIGNING THE CURRICULUM 25

26. Formulation of the OBJECTIVES of the curriculum Job analysis Identification of knowledge and skill requirements Formulation of Programme Educational Objectives and Programme Outcomes Specification of entering behaviour CURRICULUM DESIGN PHASE 26

27. Programme Outcomes & Objectives Student output Student input Programme Outcomes Objectives 27 Slide # 27 27

28. 28 Objectives are long term goals & results expected. Outcomes are immediate results . OBJECTIVES & OUTCOMES Slide # 28 28

29. 29 Slide # 29 29

30. OBJECTIVES & OUTCOMES 30 Slide # 30 Outcomes Objectives Goals Specificity Increases 30

31. Course Objectives Describe the professional competencies expected of students on completion of a course Competencies include Knowledge/Understanding of Theoretical concepts Application/Analytical abilities Skills Attitudes 31

32. Course Objectives – 2 Integrate learning of individual Units/Modules in the course Start with a verb such as Comprehend/Understand Apply Analyze Design Develop Appreciate Evaluate/Assess 32

33. Example of Course Objectives Title of the course: Data Structures and Algorithms On completion of the course, the student will be able to: Appreciate the importance of Algorithms and Data structures in becoming a more productive computer scientist. Understand the principle that Algorithm and Data structures used for solving a problem are more important than knowing the exact code for it in some programming language 33

34. Example of Course Objectives – 2 Design and develop solution techniques, based on the intrinsic nature of the problem, independent of programming language, programming paradigms, computer hardware or any other implementation technique. 34

35. COURSE OUTCOMES COURSE DESCRIPTION (CONTENT) PREREQUISITES OUTCOMES What the learner has to know before he/she starts the course What the learner measurably knows after successful completion of the course CHANGE IN THE BEHAVIOUR OF THE LEARNER Course Outcomes 35

36. COURSE OUTCOMES Course Outcomes are statements that communicate in behavioural terms the expected performance of students at the END of the course 36

37. Knowledge (intellectual) Cognitive Domain Affective domain Attitudes (values) Skills (Manual) Psychomotor Domain Bloom’s Taxonomy of Learning Outcomes Main categories of Human Behaviour 37

38. Employers need people who can perform tasks rather than those who only know about tasks 38

39. Examples of Course Outcomes Title of the course: Data Structures & Algorithms 39

40. On Completion of the course, the student will be able to: Analyze the worst-case running time of Algorithms. Explain the major data structures and their analysis. Describe the major algorithm design – Paradigms and their analyses. Illustrate major graph algorithms and their analysis. Compare and contrast different data structures and. algorithmic techniques for a give problem and assess the trade offs involved. Synthesize efficient data structures and algorithms and provide program solutions in emerging design situations. Provide algorithmic solutions to real world problem s. 40

41. CURRICULUM DEVELOPMENT PHASE 41

42. CURRICULUM DEVELOPMENT PHASE Development of the instructional resources necessary for achieving the PEOs, POs, Course Objectives and Course Outcomes 42

43. Sequencing the various courses Selecting the content for each Course Sequencing the units (modules) and topics Selecting instructional methods and instructional resources. (materials and media) Preparation of plans for instruction Development of tests and other materials needed for evaluation of students performance Orienting the teachers to the new curriculum. TASKS TO BE UNDERTAKEN: CURRICULUM DEVELOPMENT PHASE 43

44. PROGRAMME COURSE 1 COURSE n UNIT 1 n UNIT TOPIC 1 TOPIC n TEACHING POINT 1 TEACHING POINT n 44

45. Components of Syllabus of a course Course Code and Title of the course Pre-requisites/Co-requisites/Anti-requisites (if any) No. of Hours allotted for Lecture (L), Tutorial (T), Practical (P), Project (J) etc. Credit Assigned Couse Objectives Course Outcomes 45

46. Components of Syllabus of a Course - 2 7. Module-wise/Unit-wise Course Content No of Hours 8. Textbooks 9. Reference books 10. Laboratory Work - List of Experiments (Indicative) - List of Challenging experiments (Indicative) 11. Mode of evaluation of students. 46

47. CURRICULUM IMPLEMENTATION PHASE 47

48. Curriculum, Instruction & Evaluation CURRICULUM INSTRUCTION EVALUATION What to teach? How to teach? How to assess achievement of learning outcomes? 48

49. INTENDED CURRICULUM Vs. OPERATIONAL CURRICULUM INTENDED CURRICULUM: Refers to the PRESCRIPTIONS in the curriculum document The intended curriculum is an inert document containing the objectives of the curriculum, content matter, time schedules and the performance standards expected Contd. 49

50. INTENDED CURRICULUM Vs. OPERATIONAL CURRICULUM OPERATIONAL CURRICULUM : When an “intended curriculum” is enacted in a classroom or given life through teaching it becomes an “OPERATIONAL CURRICULUM” It deals with the processes of teaching and learning, organization of the class and the milieu in which instruction takes place. 50

51. FACTORS INFLUENCING THE EFFECTIVENESS OF CURRICULUM IMPLEMENTATION 1. FACTORS RELATED TO THE STUDENT: Aptitude for the subject Proficiency in the language which is used as the medium of instruction Entering behaviour Motivation Contd. 51

52. FACTORS INFLUENCING THE EFFECTIVENESS OF CURRICULUM IMPLEMENTATION 2. FACTORS RELATED TO THE TEACHER: Teacher preparedness Teacher’s resourcefulness Contd. 52

53. FACTORS INFLUENCING THE EFFECTIVENESS OF CURRICULUM IMPLEMENTATION 3 . FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT: Appropriateness of curricular objectives Adequacy of instructional time Instructional resources Instructional methods and procedures Task orientation of the class Evaluation procedures used Feedback provided to students 53

54. CURRICULUM EVALUATION PHASE 54

55. CURRICULUM EVALUATION PHASE Curriculum evaluation can be defined as the collection and provision of evidence, on the basis of which decisions can be taken about the efficiency, effectiveness and educational value of curricula 55

56. Why should we evaluate a curriculum? To bring the curricular content abreast of modern advances To remove the ‘Dead Wood’ from the curriculum To improve the EFFECTIVENESS of the curriculum To improve the EFFICIENCY of curriculum Implementation process Why? Contd … 56

57. Why should we evaluate a curriculum? - 2 To review the entry behaviour requirements for admission into the course 6. To Identify How an “Intended Curriculum’ is enacted How it becomes operational The factors which may affect it and result in unintended effects Why? 57

58. EFFECTIVENESS DOING RIGHT THINGS EFFICIENCY DOING THINGS IN THE RIGHT WAY 58

59. EFFECTIVENESS Determination of the extent to which the objectives of the curriculum have been achieved 59  

60. EFFICIENCY Efficiency is related to the various kinds of COSTS (Money / Time / Space / Instructional Resources etc.) associated with the educational programme 60 EFFICIENCY  

61. CURRICULUM EVALUATION PHASE Outcomes Processes Fit to Standards CRITERIA FOR THE EVALUATION: 61

62. CRITERIA FOR CURRICULUM EVALUATION - 2 Outcomes should cover both short range and long-range ones. It should also take cognizance of the unintended outcomes. Assess the extent of Student’s achievement of Course Outcomes 1. Outcomes: 62

63. The Processes include: 2. Processes: CRITERIA FOR CURRICULUM EVALUATION - 3 Student participation in certain activities Interest in the program and The desired pattern of communication between students and teachers 63

64. Standards may have their roots in: 3. Fit to Standards: Pedagogical principles: Appropriate provision of feedback, reinforcement, sufficient amount of repetition etc. Communication principles: Clarity of presentation, proper significance, vocabulary control, multisensory cues, etc. Curricular principles: Correspondence between objectives and planned activities . CRITERIA FOR CURRICULUM EVALUATION - 4 64

65. Formative evaluation Summative evaluation Curriculum Revision Tasks to be undertaken: CURRICULUM EVALUATION 65

66. This is carried out during the process of curriculum development and implementation. The evaluation results provide information to curriculum developers and enable them to correct flaws detected in the curriculum. 1. Formative evaluation: CURRICULUM EVALUATION - 2 66

67. This is carried out after offering the curriculum once or twice. Such an evaluation will summarize the merits (as well as the weaknesses) of the programme , hence the notion of summative evaluation. 2. Summative evaluation : CURRICULUM EVALUATION - 3 67

68. A curriculum that operates satisfactorily over a certain period of time may gradually become obsolete or deteriorate over time. Curriculum evaluation will reveal whether some or all portions of the programme should be revised. 3. Curriculum Revision CURRICULUM EVALUATION - 4 68

69. 1. Design 2. Development 3. Implementation 4. Evaluation Curriculum Process 69 69

70. EMGERING TERENDS IN EDUCATIONAL PROCESS 70 Sl. No TRADITIONAL PRACTICE EMERGING TREND 1 Uniform Curriculum for all students of a program Flexible curriculum based on individual student’s choice (Fully Flexible Credit System) 2 Single point entry (of students) and single point exit system Multi-point entry and multi-point exit system 3 Classroom based (offline) teaching Blended instruction (online and offline) 4 Teacher-student ratio is fixed Teacher-student ratio will vary in online and offline instruction 70

71. EMGERING TERENDS IN EDUCATIONAL PROCESS – 2 71 Sl. No TRADITIONAL PRACTICE EMERGING TREND 5 Focus is on development and maintenance of Physical infrastructure Focus will be on development of DIGITAL infrastructure 6 Examination Held on a fixed date for all students Closed book exam Proctored by invigilators Examination On-demand examination Open book exam Un-proctored or surveillance by electronic tools 71

72. SUMMARY Concept of curriculum Difference between syllabus and curriculum Criteria of Utility, Variety and Flexibility Competency Based Curriculum Development Four phases of curriculum process Curriculum Design Phase Curriculum Development Phase Curriculum Implementation Phase Curriculum Evaluation Phase Emerging Trends in Educational Process 72

73. Thank you 73 73