How to Use (Five) Curriculum Design Principles to Align Authentic Learning Environments, Assessment, Students' Approaches to Thinking and Learning Outcomes

Autor/inn/en	Meyers, Noel M.; Nulty, Duncan D.
Titel	How to Use (Five) Curriculum Design Principles to Align Authentic Learning Environments, Assessment, Students' Approaches to Thinking and Learning Outcomes
Quelle	In: Assessment & Evaluation in Higher Education, 34 (2009) 5, S.565-577 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Curriculum Design; Student Evaluation; Teaching Methods; Alignment (Education); Environmental Education; Thinking Skills; Learning Processes; Science Instruction; Foreign Countries; Higher Education; Educational Assessment; Evaluation Methods; Evaluation Criteria; Instructional Effectiveness; Educational Technology; Blended Learning; Assignments; Undergraduate Study; Educational Principles; Instructional Design; Scientific Methodology; Computer Assisted Instruction; Video Technology; Australia + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Denkfähigkeit; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Unterrichtserfolg; Unterrichtsmedien; Assignment; Auftrag; Zuweisung; Grundstudium; Bildungsprinzip; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Australien
Abstract	In this article, we articulate five principles of curriculum design and illustrate their application in a third-year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students' learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited--and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners' thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10