Description
Book SynopsisAs the complexity of 21st century disciplines has increased it has become necessary to rethink the design and delivery of learning to more effectively serve the diverse needs and learning styles of students in higher education. While instructional design and instructional technologies have advanced quickly, the processes of curriculum design have fallen behind. This book presents a comprehensive, systematic approach to the development of curricula in higher education in which each component is configured to optimize learning. The approach is based in an analysis of the psychophysics of the learner and employs theories of learning, instruction, and environment to design each component. The result of this process is the development of curricula that demonstrate optimal design attributes, remove barriers to learning, and expedite the learning. By presenting methods that provide practical, effective and efficient strategies to ensure an inclusive curriculum for all learners, this book will prove invaluable for higher education leaders, practitioners, and curriculum designers.
Trade ReviewMoye, a curriculum developer and consultant who focuses on the research and development of systematic strategies to improve the effectiveness of higher education, outlines a systematic approach to the design of curricula at all levels of higher education, focusing on the configuration and organization of each component of the curriculum to create the most effective and efficient learning experience for the learner. The approach presents the shortest path to learning and creates barriers to failure by considering the psychophysical attributes of the learner in learning differentiation, particularly the performance attributes and processes involved in learning. The author discusses the book’s definition of curriculum design; the design approach to curricula; the dimensions of learning engagement, experience, and environment and their differentiation; adapting theories of learning, instruction, and environment into design templates to differentiate the dimensions and components of a curriculum, with examples of cognition-based, behavior-based, performance-based, and values-based curricula and competence learning; and the evaluation of curricula. -- Annotation ©2019 * (protoview.com) *
Table of ContentsChapter 1. A Shared Definition of Curriculum Design Chapter 2. A Design Approach to Curricula Chapter 3. Differentiating the Dimensions of Curriculum Chapter 4. Differentiated Curriculum Chapter 5. Evaluating Curricula Chapter 6. Summary and Conclusions
