Introductions.

Requirements of Curriculum Design.

Aspects of Curriculum Design.

Principles of Program Specifications.

Curriculum Design Procedure.

Introductions.

Requirements of Curriculum Design.

Aspects of Curriculum Design.

Principles of Program Specifications.

Curriculum Design Procedure.

Systemic Approach In Curriculum Design FOR TQ

Systemic Approach In Curriculum Design FOR TQ

Prof. A. F. M. FahmyFaculty of Science, Department of Chemistry

Ain Shams University, Abbassia, Cairo, EGYPTE-mail:afmfahmy42@yahoo.com

I- INTRODUCTION:

Systemic Education Reform (SER) has gained

great importance internationally in the Global

age..

Fahmy, A. F. M. (Egypt), and Lagowski, J. J.

(USA) suggested an educational process based on

the application of “Systemics” named (SATL)

(1998).

SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our students.

By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners.

Fig: 1a: Linear representation of concepts

concept concept concept concept concept concept concept concept

Fig: 1b: systemic representation

concept concept

concept concept

concept concept

concept concept

Systemic Curriculum (SC):

Mission and Vision Standards, and objectives

TEACHIGN METHODS

Formative, and summative evaluation

ContentMultimedia

Systemic Curriculum Design (SCD):

Mission and Vision of the University

CURRICULUM DESIGN (CD)

Global Requirements

National Requirements

Standards and Objectives

Systemic Mission and vision of the University:

Society

Civilization

EnvironmentReligion

Human RightsCulture

MISSION AND VISION OF THE

UNIVERSITY

II-Requirements of Curriculum Design: II-Requirements of Curriculum Design:

National Requirements.

University Requirements.

Global Requirements.

The above Requirements for interact

Systemically.

QAA Framework for Qualifications

Special Educational Needs and Disability

Act

NATIONAL REQUIREMENTS

FOR (CD)

QAA Code of

Practice

Systemic of National Requirements for Curriculum Design [SRCD]

University Modular Framework (UMF) Regulations:

All programmed leading to university award are expected

to operate within the UMF.

Increased flexibility of module length.

Extending student choice through options and removal of

the elective requirement.

University Requirements [URs] : University Requirements [URs] :

Requirements and Guidelines for Implementing the Assessment Review Recommendations.

National and International standards (ISO)

Competitive Job Markets

GLOBAL REQUIREMENTS

OF (CD)

Global Economy Market

Global Requirements:

Systemic of Global Requirements For Curriculum Design

Learning Outcomes.

Level Descriptor.

III-Aspects of Curriculum Design:

Programme Outcomes.

Learning Outcomes

Programme Outcomes

Systemic Aspects of Curriculum Design

Level Descriptor

Systemic Aspects of Curriculum Design (SACD)

Learning Outcomes :Learning Outcomes :

A learning outcome is a clear statement of that which a learner is expected to be able to do or to know at the end of his/her program/course study.

What is the learning outcome?

Provide easier access to the curriculum by those wishing to accredit their knowledge and experience gained outside university.

Why learning outcomes?

Help ensure that appropriate assessment methods are adopted, and thereby increase the potential for diagnostic assessment.

Programme Outcomes:

What is the Program outcome?

programme outcomes, include statements of personal

transferable skills, or key skills. In addition to QAA

requirement that programme specifications are produced

for taught programmes.

A programme outcome is a statement of that which a

student is expected to be able to do or know at the end of

his/her programme/ course of study.

IV-Systemics Principles of Curriculum Specifications [ SPCS ]

Curriculum is Holistic and Coherent

Encouraging Independence In Learning

Principles of programme

Specifications

Inclusive and accessible/student

centered

Instructional Strategies

Task Analysis

Principles of Learning

Work Plans

Objectives and Tests

Leaner Analysis

VALIDATION AND

EVALUATION

V-Systemic of Curriculum Design Procedure

1- Instructional Strategies1- Instructional Strategies

Make courses effective and popular.

How to design exercises? When to use exercises?

What about evening work? Pre-course work.

Keep materials at the best reading level.

2- Work Plans 2- Work Plans

Where to start ?

Estimating design time.

How to reduce course costs ?

How to reduce course length ?

3- Principles of Learning3- Principles of Learning

Meeting student needs.

How much theory/background material to include in a course.

What is the best approach to Attitude/Motivation courses.

What types of activities to schedule based on time of day.

4-Learner Analysis4-Learner Analysis

What you need to know about learners?

Where to get this information ?

Questions to ask to determine learners' motivation.

5- Task Analysis 5- Task Analysis

What are the sources of data.

How to build the course at the learners' level ?

What is the best way of sequencing course

content?

How to link learning to job requirements ?

How to analyze "soft" skills ?

6-Objectives and Tests 6-Objectives and Tests

What Types of objectives ?

How to write objectives quickly and easily.

What is the best testing pattern? .

How to design performance checklists.

7-Validation and Evaluation 7-Validation and Evaluation

How to conduct developmental tests ?

What to include in a course evaluation ?

What Evaluation forms you can use ?

How to measure learning?

How to measure satisfaction?

References:(1) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in

Teaching and Learning for 21st Century, J pure Appl. 1999, [15th

ICCE, Cairo, August 1998].

(2) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical

Education An International Perspective, J. Chem. Edu. 2003, 80 (9),

1078.

(3) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess

Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August

2004].

(4) Liverpool John Moores University Learning, and Teaching Web.

http://cwis.livjm.ac.uk/lid/ltweb/curriculum_design/0009.htm

(5) Workshops; Instructional Design for New Designers; Langving

Learning Services. USA.