Curriculum

Students in the curriculum specialisation will focus on promising approaches to problems of curriculum development in a broad sense. The approaches will feature a variety of practical contexts (general education, vocational and adult education, corporate training), content and target groups for the curriculum, and different roles and perspectives (planner, designer, evaluator, policy maker, manager). Participants will be provided with both theoretical insights and practical instruments, with ample use of examples from experiences and products of curriculum projects in different countries.

Elective courses:

- Computer Supported Curriculum Development (195019)
- Curriculum and Information Technology (195011)
- Curriculum Policy & Implementation (197151)
- HRD Capita Selecta (197750)
- Human Performance Technology (HPT) (195110)
- Instructional Practices in Science and Mathematics
   Education (199583)
- Programme Evaluation (1995750)
- Skill Formation, Competence, and Assessment (195111)

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Computer Supported Curriculum Development
	Dr. Nienke Nieveen	Dr. Susan McKenney

During the last decade, a growing number of computer applications have been developed which support the performance of all kinds of tasks. These applications are referred to as ‘Electronic Performance Support System’ (EPSS). An EPSS is an integrated computerised environment that supports task performance by providing information, advice and learning opportunities. Since the early 1990s the concept of EPSS has also been applied to the field of curriculum design and development. Here, it is the performance of the curriculum designer and developer that is computer supported. Students of this course will gain insight in the possibilities and restrictions, and they will get some experience in using and analysing such support systems.

Study materials:
Akker, J.J.H. van den, Branch, R.M., Gustafson, K., & Plomp, Tj. (Eds.). (1999). Design approaches and tools in education and training.

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Curriculum and Information Technology
	Dr. Joke Voogt	Drs. Marielle Taks

Computers, and more general information and communication technologies (ICT) play a solid role in all sectors and all levels of education. In stead of focusing on 'What is ICT and how to deal with ICT', this course will prominently stress and reflect on the curricular values and impact of ICT. A cross section of themes: (governmental) ICT policy; integration of ICT in curricula; ICT and staff development; the international perspectives of ICT. The course goes beyond simply talking about ICT: the in-class discussions partly will actually take by using ICT (e.g. online communication with US students).

Study materials: Handouts

Curriculum Policy & Implementation
	Dr. Annette Thijs	Drs. Rene Almekinders

This course will deal with concepts, approaches and methods of curriculum implementation. Within the broader framework of educational innovation theory, the focus will be on those factors that influence curriculum implementation, especially those that can be 'manipulated' by curriculum designers, curriculum policy makers, and other change agents (e.g. inservice educators). The Fullan book "The New Meaning of Educational Change" will be used as main reference material. Students are expected to study the book independently, preceded by a meeting with the teachers to discuss the specific viewpoint of the student, and to explore other relevant sources. The use of extra literature will depend on individual options of the students in their assignment.

Study materials:
Fullan, M. (2001). The new meaning of educational change.

HRD Capita Selecta
	Dr. Jan Streumer

During this course students (in collaboration with an instructor) study in small groups an HRD theme or discipline that will be provided by the instructor. The students will explore issues like "what kind of research is available?" and "what is the relevance of scientific research results" in the given theme or discipline.
The provided themes will change annually, and will depend on current traditional or innovative "hot topics" in the HRD domain.
This approach enables students to get acquainted with various ways and channels how research results are offered to the HRD professionals.
Besides the course facilitates students to practice research skills like interpreting research data, arriving at conclusions, and assessing scientific and practical implications of HRD research. Since the course takes the form of intensive, interactive workshops, students also will train their communicative skills.

Study materials: Annotated reader.

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Human Performance Technology (HPT) is a field of practice that has evolved as a result of experience, reflection, and conceptualization of professionals and practitioners striving to improve human performance in the workplace (Stolovitch). HPT is also a concept and a systems approach with a long tradition in the world of companies and the world of work. This course will explore the key concepts of HRD in HPT, the systems approach, underlying research, contradictions and paradoxes, and the effectiveness of HPT in theory and practice. This course gives the student an overview of the most important concepts, theories, interventions, and results of HPT and offers a dialogue related to contrasting views in the field of HRD.
The core of this course is related to the basic understanding of HPT, fostering insight into the boundaries of HPT, the relationship of systems theory and HPT, the basic understanding of the contradictions and misconceptions in the field of HRD and HPT. The course will promote the competencies of students to argue on the basis of empirical research and to write down a coherent and consistent paper on one of the key issues of HPT.

Study materials:
Swanson, R.A. & E.F. Holton III (2001). Foundations of HRD. Berret Koehler Publishers. ISBN 1576750752.
Annotated reader.

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Instructional Practices in Science and Mathematics Education
	Dr. Ed van den Berg

The objective of this course is to look at Science and Mathematics Education (SME) issues from the micro level, say from the perspective of the teacher at school and classroom level.
Attention will be given to historical developments, pedagogical approaches, concept understanding, evaluation, contributions from research, geographical differences, resources and new media.
Special focus is on those issues relevant for science and mathematics education in developing nations.
From a modular perspective the course deals with: (1) a brief overview of learning theories as applied in SME like behaviourism, constructivism, and cognitivism, (2) conceptual understanding in SME (misconceptions/alternative conceptions), (3) resources and learning environments, (4) materials development, and (5) evaluation (techniques) of SME instruction.
The final assignment in the course aims at applying the various issues to an analysis of a syllabus and production of a small teacher support package.

Study materials: Annotated reader

Programme Evaluation
	Dr. Joke Voogt

Programme evaluation can be conducted from different perspectives. Some main contributors to programme evaluation will be studied: the objectives-oriented approach, improvement oriented evaluation, the client-centred approach, and the consumer-oriented approach. Subsequently, students design their own evaluation plan in a systematic way. Students taking this course, need to have a concrete evaluation problem/question. Therefore this self-study course is particularly interesting for students focusing on summative or formative evaluation in (a part of) their final project. The theoretical part of the course consists of studying the contributions to evaluation of Tyler, Stufflebeam, Stake and Scriven.

Study materials: Annotated reader.

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Skill formation is a key problem of modern societies, companies and individuals. What should be learned iand how is a key issue in VET and HRD systems designs worldwide. The basis of skills formation systems are design principles, taxonomies, competencies, and assessment. This course will elaborate these key concepts, designs and system issues for a better understanding of European, Anglo Saxon and Asian diversities. The core concepts of qualification and qualification systems, competencies, and assessment and accreditation at the macro, meso and micro level. Key problem and issue is whether different skill formation systems do have different effects in society. School - to - work- studies will be used to detect differences between skill formation models. And finally process factors will be analysed in terms of competence building, vocational knowledge in its different codes and formats, and transfer potential.

Core objectives:

• Understanding the concepts of skill formation, the meaning of qualification, competence and vocational knowledge is.
• Understanding the differences between European, Anglo Saxon, and Asian skill formation systems
• Explaining school to work effects related to skill formation models.
• Exploring the different knowledge codes and transfer principles within skill formation systems.

Study materials:
Nijhof, W.J. & J. Brandsma (1999). Bridging the skills Gap between Education and Work. Nijhof, W.J. Et al (2002)
Annotated reader

Other programme elements
Click on a link below to learn more about the main phases of the programme (or elements thereof).

• Introductory Module (2 weeks)
  
• Core Phase (18 weeks) - 6 Core Courses

  -	Organisation and management perspectives of education
  -	Models and strategies of curriculum development
  -	Principles of learning and instructional design
  -	Instrumentation for instruction and training
  -	Design methodology for education and training systems
  -	Evaluation and research as tools of the educational technologist

• Specialisation Phase (24 weeks) - 6 Specialisations

  -	Organisation & Management
  -	Curriculum
  -	Instruction
  -	Instrumentation
  -	Evaluation
  -	Training Systems Design for HRD

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© University of Twente, 2002