Curriculum Engineering: Architecture Models

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Curriculum Engineering Architecture Models
Methodology

• Tim Hutchings

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Introduction

• The aim of the seminar is to discuss research
  into curriculum development
• The objectives are to
• explain the need for a curriculum engineering
  methodology
• describe a prototype version of such a
  methodology
• explain how the methodology will be validated and
  improved

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Context

• Fees and Loans
• The Policy Minefield
• Institutions which succeed will be those that can
  design, market, deliver and re-engineer their
  curricula to meet and keep pace with the diverse
  and rapidly changing aspirations of their clients.

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Propositions

• At the strategic level of a scheme or award we
  have
• no accepted definition of a curriculum and
• no accepted theories of curriculum development.
• The result has been ad hoc curriculum development

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Thesis

• At the strategic level of a scheme or award a
  curriculum can be viewed as a complex example of
  an information system
• Ad hoc curriculum development can become
  Curriculum Engineering if we are prepared to
  learn from the field of Information Systems
  Engineering

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Methodology

• Foundations
• Philosophy
• Architecture
• Model
• Methodology
• Supporting Tools

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Philosophy

• Typically Learning Outcomes rank below Modules
  in the curriculum development hierarchy
• Learning Outcomes should be considered key
  elements of a logical definition of a curriculum
  and as such should be drafted before any
  consideration is given to module titles

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Architecture

• The ANSI/X3/SPARC architecture has gained
  widespread acceptance in the Information Systems
  Engineering Field and forms the core of the
  MERISE and SSADM v4 Methodologies

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3-Schema Architecture
External External ... External Level View
1 View n external/conceptual mapping Concep
tual Conceptual Schema level conceptual/internal
mapping Internal Internal Schema Level
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3-Schema Architecture
External Business Computer Multimedia Software
Level Information Studies Engineering Techno
logy external/conceptual mapping Conceptual Net
work of Learning Outcomes level conceptual/intern
al mapping Internal Module Definitions
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Deliverables

• A Conceptual Schema in the form of a network of
  learning outcomes
• A set of External Views in the form of rationale
  and core themes for each award
• An Internal Schema in the form of a set of module
  definitions

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Models

• Monolithic
• Non-Monolithic
• Evolutionary

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Monolithic Models
Analysis Design Implementation
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Non-Monolithic Models
Analysis D1 D2 I1 I2
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Evolutionary Models
Analysis Design Implementation
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MethodologyOverview
Phase 1 External/Conceptual Design Phase
4 Phase 2 External Validation Internal
Design Phase 3 Internal Validation
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Phase 1 Conceptual/External Design Scheme Aw
ard Rationale Rationale Core
Themes Core Themes Learning Learning
Outcomes Outcomes Rationalisation
Module Commission
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Phase 2 Internal Design Assessment Criteria /
Evidence Assessment Activities Knowledge
Skills Supporting Materials
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Phase 3 Internal Validation Packaging Quali
ty Review
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Phase 4 External Validation Validation
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Expected Benefits

• Ensures that the core themes (objectives) are
  actually delivered
• Optimum delivery efficiency
• Highly cohesive, loosely coupled modules
• Academic freedom and responsibility
• Avoids excessive reliance on a particular modular
  framework

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Possible Drawbacks

• Could be viewed as constraining by curriculum
  developers

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Data Dictionary

• Repository for Curriculum Engineering
  Documentation
• Version Control
• Impact Assessment

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Curriculum Engineering Meta-Model
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Validation and Improvement

• I am currently involved, with a number of
  colleagues, in re-developing the BTEC Computing
  Scheme using the methodology I have described.
• I hope that we will all learn from the experience
  and that subsequently we will be able to improve
  the methodology based on practical experience