Mapping Our Way to Coherence, Alignment and Responsiveness

Autor/inn/en	Bester, M.; Scholtz, D.
Titel	Mapping Our Way to Coherence, Alignment and Responsiveness
Quelle	In: South African Journal of Higher Education, 26 (2012) 2, S.282-299 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Curriculum Design; Curriculum Development; Foreign Countries; Constructivism (Learning); Concept Mapping; Alignment (Education); Student Evaluation; Academic Achievement; College Students; College Faculty; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Concept Map; Schulnote; Studentische Bewertung; Schulleistung; Collegestudent; Fakultät; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Transformation of higher education in South Africa has resulted in an ongoing need to reflect critically on the relevance and responsiveness of higher education curricula. This article describes two inter-related aspects of curriculum mapping, namely the mapping process and the mapping tool. Based on a case study of a career-oriented business qualification, curriculum data such as subject guides are analysed, followed by a discussion on the findings that emanated from this analysis. Using a constructivist framework, the article argues how challenges, such as a lack of staff participation, a teacher-centred technicist approach to curriculum design, as a result of past curriculum development practices at Universities of Technology, can be addressed by using curriculum mapping both as a process and tool for curriculum review. We shall argue in this article that curriculum mapping, both as a process and a tool will encourage higher education lecturers to consider these key issues when designing curricula: (1) What do we teach?; (2) Why do we teach what we teach?; (3) What do our students learn?; (4) How do our students learn?; (5) How do we assess what students have learned?; and (6) How well should students perform in these assessment tasks to show that they have achieved the intended learning outcomes? These questions relate to the three levels of a curriculum, namely the intended (planned), the taught (created) and the learned (experienced). Curriculum mapping in this context is not used as an instrumentalist approach to curriculum review and design, but to illuminate the pedagogical relationships within a curriculum and to engender reflective conversations on how academics approach their curricula. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10