1. Designing and delivering a learner centred curriculum
Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD)
Workshop
Designing and delivering a learner centred curriculum
September 2016
Beograd
Prepared by
Univ. Prof Dr Viktor Jakupec

2. Designing and delivering a learner centred curriculum
Learning Outcomes
The learner understands and uses a variety of instructional strategies to develop and deliver a learner centred curriculum, incl. assessing learners’ needs, learning objectives, assessment, tests, and feedback
Teaching Activity
Presentation of the theory and practices, and the changing role of trainers in the delivery of learner centred curriculum (presentation and open discussion)
Learning Activity
Reflect on and select appropriate strategies for the design and delivery of a learner centred curriculum, by identifying the appropriate learning styles, learning activities, feedback and assessments and test modes 1

3. Designing and delivering a learner centred curriculum
Introduction to Topic: Definitions
Basic Categories of Curriculum Design
Basic Questions for Curriculum Design
Types of curriculum
Outcomes-based and Competency-based Curriculum Models
Key Concepts and Principles for OBE Curriculum Design
Activity: Apply What You Have Learnt 2

4. Designing and delivering a learner centred curriculum
Introduction to Topic
Definitions of Curriculum
That which is taught in education/training organisations
A set of subjects
Content
A program of studies
A set of materials
A sequence of courses
A set of performance objectives
A course of study
Is everything that goes on within the education/training organisations, incl. extra activities, guidance, and interpersonal relationships.
Everything that is planned by education/training organisations personnel.
A series of experiences undergone by learners in a learning situation.
That which an individual learner experiences as a result of education/training. 3

5. Designing and delivering a learner centred curriculum
Introduction to Topic
A Working Definition of Curriculum
A planned and managed or self-controlled learning experience and intended learning outcomes formulated through a organised reconstruction of knowledge and experiences under the auspices of a learning/training institution for the learners’ continuous and intentional professional, social and personal development. 4

6. Designing and delivering a learner centred curriculum
Basic Categories of Curriculum Design
Traditional Curriculum Model (content-based and prescriptive)
The Learner-Centred Model (outcomes-based and flexible)
The Critical Model (emancipatory and social critical)
The Structural Model (descriptive and explanatory)
Basic Questions for Curriculum Design
What educational/training goals should the education/training organisation seek to achieve?
What educational/training experiences can be provided to achieve these goals?
How can these educational/training experiences be affectively organised?
How can it be determined if these educational/training goals have been achieved? 5

7. Designing and delivering a learner centred curriculum
Types of Curriculum
Type of Curriculum
Description
Overt, explicit, written curriculum
Written curriculum as part of formal instruction of education/training experiences
Social curriculum
Informal curriculum at the workplace and home
Covert or hidden curriculum
Curriculum implied by the structure of the education/training institution, (e.g. routines)
The null curriculum
That which is not taught; giving learners the message that these elements are not important in their educational/training experiences or in our society.
Rhetorical curriculum
Curriculum based on ideas articulated by policymakers, officials, administrators, politicians.
Curriculum-in-use
The formal written or overt curriculum based on textbooks, and content and concepts in the formal curriculum guides.
Received curriculum
Curriculum that students actually take out of learning organisational; learned and remembered content.
The internal curriculum
Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. 6

8. Designing and delivering a learner centred curriculum
Outcomes-based and Competency-based Curriculum Models
Outcomes Based Curriculum
Competency Based Curriculum
Emphases on processes and outcomes of learning
Emphases on contents and competencies
Learners choose processes to achieve learning outcomes
Trainer/instructor controls curriculum and learning activities
Learner centered learning
Trainer/instructor centered learning
Experiential and individually relevant
Prescriptive and subject applicable (didactic)
Problem/project centered
Observable behavior skills / competencies centered 7

9. Designing and delivering a learner centred curriculum
Outcomes based curriculum
Learner-centred,
Results oriented design based on the belief that all individuals can learn.
Strategies for designing an OBE curriculum:
What learners are to learn is clearly identified as a learning outcome
Each learner's progress is based on demonstrated achievement
Each learner's learning needs are addressed through multiple instructional strategies and assessment tools
Each learner is provided time and assistance to realize his/her potential. 8

10. Designing and delivering a learner centred curriculum
Some Key Concepts and Principles for OBE Curriculum Design
The focus should be on outcomes of learning.
Expected learning outcomes should be clearly identified and made public
Curriculum and instruction should maintain a clear focus on culminating.
Design down (from the performances expected of learners) and deliver up.
Topics, modules, courses and learning experiences should be designed to help learners achieve the learning outcomes …2 9

11. Designing and delivering a learner centred curriculum
Some Key Concepts and Principles for OBE Curriculum Design (cont’)
Create learning opportunities to help different learners achieve learning outcomes.
Learning experiences should be activity-based and allow learners to apply and practise what they learn.
Enable learners to pursue multiple paths to the achievement of the learning outcomes.
Assessment should be standards-referenced and match the learning outcomes. 10

12. Designing and delivering a learner centred curriculum
Curriculum Design – Basic components
Aims: The aims of the curriculum are the reasons for undertaking the learning activities, incl. overall purpose or rationale from the learner's point of view. 11

13. Designing and delivering a learner centred curriculum
Curriculum Design – Basic components
Intended learning outcomes: Learning outcomes are what learners will learn if they follow the curriculum successfully (i.e. if they complete the programme or unit and if applicable pass the assessment).
Express each outcome in terms of what successful students will be able to do. For example, rather than stating 'students will understand why....' say 'students will be able to summarise the main reasons why...'
Include different kinds of outcomes:
cognitive objectives (learning facts, theories, formulae, principles etc.)
performance outcomes (learning how to carry out procedures, calculations and processes,
gathering information and communicating results. 12

14. Designing and delivering a learner centred curriculum
Curriculum Design – Basic components
Syllabus: This is the 'content' of the programme or unit; the topics, issues or subjects that will be covered as it proceeds. A syllabus should be:
Relevant to the outcomes of the curriculum
Clearly focused on the planned learning outcomes. Exclude irrelevant irrelevant topics,
Appropriate to the level of the programme or unit.
Progressive, leading learners to building on what has gone before.
Up to date and should reflect current theories, practices and research. 13

15. Designing and delivering a learner centred curriculum
Curriculum Design – Basic components
Learning and teaching methods: means by which students will engage with the syllabus, i.e. (learning experience that the curriculum will entail (lectures, discussions, laboratory classes, fieldwork etc.) The overall emphasis should be on learning, including, for example a range of options based on:
Individual study/learning
Group and peer study/learning
On-line study/learning. 14

16. Designing and delivering a learner centred curriculum
Curriculum Design – Basic components
Assessment: providing feedback to learners, i.e. when they receive information on what they have (and have not) already learned. Include:
Self assessment, students learn to monitor and evaluate their own learning.
Peer assessment, students provide feedback on each other's learning.
Trainer/mentor assessment, trainer or mentor provides commentary/feedback on the student's work.
Formative Assessment (providing feedback to help the student learn more)
Summative Assessment (expressing a judgement on the student's achievement by reference to stated criteria). 15

17. Designing and delivering a learner centred curriculum
Activities
Develop a short module curriculum including the above components
Present findings to other groups 16