A Design-Based Approach to Course Planning and Development

Autor/inn/en	Rissanen, Antti; Saastamoinen, Kalle
Titel	A Design-Based Approach to Course Planning and Development
Quelle	In: Education Reform Journal, 3 (2018) 2, S.78-87 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3997
Schlagwörter	Curriculum Development; Curriculum Implementation; Research Design; Student Evaluation of Teacher Performance; Educational Change; STEM Education; Teaching Methods; Integrated Learning Systems; College Students; College Faculty + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Forschungsdesign; Bildungsreform; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fakultät
Abstract	The aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process and local needs lead to a new implementation. Case material presents how courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project. Specifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers' education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering. (As Provided).
Anmerkungen	Education Reform Journal. Harran University, Faculty of Education, Osmanbey Kampusu, 63190. Web site: http://dergipark.gov.tr/erjournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01