Ed5003 Curricular projects
design
This is a theoretical and
practical course in that it analyzes the theoretical fundamentals and methods
of curriculum design and then links that analysis to the actual processes of
evaluation and curriculum development, with the purpose of maintaining an integrated
vision of the curriculum. The study of curriculum design takes place in a context
that considers the changes and innovation that schools, municipalities, the
business world, and non-government organizations are undergoing. It is hoped
that the course will guide not only those in educational institutions but those
in other types of organizations as well as they develop curricular projects
(training, extension, continuing education, non-formal instruction, etc.) using
a variety of technologies. In this course the stages of curriculum development
will be explored and specific methods will be elaborated based on the needs
and demands of the context. The learning activities of this course will be focused
on the "reality" of the participants so that they may respond to curriculum
development needs in their specific workplace.
Objectives:
Develop the fundamental
concepts, theories and methods related to curriculum design and its relationship
to evaluation and project development.
Create methods of curricular
design that allow for the participation of appropriate individuals in the critical
reflection of the best alternatives for a project according to the needs dictated
by the context.
Apply the knowledge gained
from this course to the particular work setting of each participant.
Content:
1st Unit: Precisions and
Distinctions in Curriculum
- Curriculum, study plans
and programs
- Curriculum, teaching
and learning
- Curriculum, curricular
sources and curricular changes
2nd Unit: Evaluation, Design
and Curriculum Development
- Review and discusion
of the principles and basic purposes of curriculum evaluation models (1960
to the present)
- Analysis of the principles
and basic purposes of curriculum design, before the 1980´s and after -Discussion
- what the world demands and what the specific requirements of regions, social
groups and cultures dictate in a particular context
3rd Unit: Methods for Designing
Curriculum Projects
- The holistic and integral
conception of curriculum design
- The design method as
a process of making decisions based on diagnosis and hypotheses
- Factors for decision
making
- social, economic
and cultural context
- students (how they
learn and develop morally, intellectually and emotionally)
- teachers (professors,
instructors, facilitators, teachers) processes of teaching, training, development
of academies, actual and future educator profiles
- theory, procedures,
values and attitudes models of curricular organization
- structures of design
that are used to "give shape" to decisions whether it be by area, by project,
by assignments, by modules, etc..
- Phases of Curricular
Design
1. Initial hypothesis
based on diagnosis.
2. Formulation of global purposes for the curriculum project.
3. Simultaneous development of the conceptual map, procedural map, psychopedagogical
map.
4. Overview of the contents, which will become the specific program in the
new project.
5. Concretization of the model of teaching-learning that the psychopedagogical
map promotes and that will serve as the base of the project.
6. Definitive creation of the academic or professional profile of the student
of the particular project.
7. Final selection of the curricular structure that will be adopted to format
the new design.
8. Writing of the final document, which will contain the previous steps presented
according to the institutional requirements.
Bibliograhy:
- Casarini, M. (1999).
Teoría y diseño curricular. (2ª edición). México. Trillas-UV
- Escudero, J.M. (1999)
Diseño, desarrollo e innovación del currículo. Síntesis, S.A.
- Ornstein, A.C., Behar-Horenstein
(1998). Contemporary Issues in Curriculum.
- Allyn & Bacon Parkay,
F.W., Hass, C., Hass, G. (1999) Curriculum Planning: a Contemporary Approach.
Allyn & Bacon
Profile of the Professor:
Doctor in education o pedagogy,
with specialty in the area of curricular design. Ability to establish integration
between theory and practice in the area of curriculum. Experience in the design
of curriculum and educational projects.