1. WORKSHOP Computer Science Curriculum Development
Dr. Yuan LI

2. CONTENTS 1 2 3 4 5 What is curriculum? Key components in curriculum
Curriculum Development Process 4
Task 1: Checklist for curriculum development 5
Task 2:Develop a curriculum in group

3. Curriculum conveys different meanings to different people.
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What is curriculum?
Curriculum conveys different meanings to different people.
To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment.
The scope is extremely broad and touches everyone involved with teaching and learning.

4. UBI - DBA 博士论文答辩 PPT
What is curriculum?
Curriculum conveys different meanings to different people.
To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment.
The scope is extremely broad and touches everyone involved with teaching and learning.
Curriculum may be defined as the sum of the learning activities and experiences that a student has under the direction of the university.

5. Curriculum & Instruction
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Curriculum & Instruction
Curriculum constitutes a broad range of student experiences in the educational setting.
Instruction focuses on the delivery of those experiences.
Shared and unique aspects of instructional development and curriculum development

6. Key components in curriculum
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Key components in curriculum
Empirical Study
Literature Review
Strategic Suggestions

7. Forces influencing curriculum development
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Forces influencing curriculum development
Empirical Study
Literature Review
Strategic Suggestions

8. Three States of Curriculum
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Three States of Curriculum
Planned curriculum
Delivered curriculum
Experienced curriculum
What is intended by curriculum designer?
What is taught by instructors?
What is learned by students?

9. Curriculum Development Process
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Curriculum Development Process
The fundamental purpose of curriculum development is to ensure that students receive integrated, coherent learning experiences that contribute toward their personal, academic and professional learning and development.
The statement of aims and intended learning outcomes
A statement of content, assessment, learning interactions to achieve the ends.
Resource plan: detailing people, materials, time, facilities, texts, references, readings, etc. needed.
An implementation plan: assigning responsibilities for who should do what, when and where
A plan for monitoring and evaluating the success of delivery and making adjustments to improve achievements.

10. Course Positioning Who should be involved in developing the course?
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Course Positioning
Who should be involved in developing the course?
What do we know about the context of the course (the students, teaching staff, discipline, course intent and environment)?
What level is the course intended to be (undergraduate, postgraduate, …)
Where does the course fit into the university’s portfolio of courses?
Why is the course needed?
What do potential students need?
What should the course do? What is the educational aim?

11. Defining course characteristics
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Defining course characteristics
What specifically is the course intend to do?
What aspects of the course aim are critical components of the learning experience?
How will the academic rationale and course coherence be achieved?
What specific attributes, knowledge and skills should a graduate of the course display?

12. Developing a profile of course graduate qualities
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Developing a profile of course graduate qualities
Knowledge, skills and experience are students expected to leave with upon successful completion of the course.
Knowledge of concepts and practice of the subject specialism
Action competencies: the theory-in-use and generic (work and communication) skills acquired through doing the work of the discipline.
The development of ‘Self’: the student’s own identity and persona in relation to the disciplinary community.

13. Mapping learning pathways
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Mapping learning pathways
Conceptual and Contextual Coherence
Conceptual coherence: hierarchical structures of abstract concepts, derived from the discipline itself, sequential pattern of enactment and engagement
Contextual coherence: knowledge is more segmentally connected and legitimized based on its relevance for different aspects of practice.
Interacting with other academic staff in program, teaching and learning experts, professional bodies and potential employer.
Required component knowledge and skill sets
Appropriate levels of coverage at each year level
Opportunities for synergistic efforts between courses and year levels
Pedagogical challenges and opportunities for developing graduate attributes

14. Curriculum Evaluation
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Curriculum Evaluation
Focus on student learning outcomes
Consider the effectiveness of the whole course
Ensure its relevance, acceptance and appropriateness for the students.
Continuous improvement
Knowledge and skill development gaps in current curriculum
Resourcing implications and priorities for curriculum improvement
Appropriate ways to respond to identified gaps in courses

15. Two additional concepts for students to consider
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Two additional concepts for students to consider
1. The central focus of the curriculum is the student.
Each student has his/her own curriculum.
They often select courses, experiences, and noncredit activities that align with their unique personal needs and aspirations.
2. The breadth of learning experiences and activities associated with a curriculum.
Formal courses, but not take place strictly within the confines of a classroom or laboratory.
Students develop skills and competence through a variety of learning activities. These experiences have the power to make contributions to student growth in ways that cannot be accomplished in classroom and laboratory settings.

16. T H A N K S