Curriculum backbone for development

Allard Strijker, 2012-05-08

Edrene, Lissabon

Introduction

• SLO – Centre of Excellence for Curriculum Design

• Task from ministry• Describing what• Primary education• Secondary

education

Background for the project(s)

• Support educational development – Lessons and lesson plans– Publishers, teachers and schools– Assessment– Accountability– Flexibility

• Special needs, gifted, vocational

• Consistency and coherence in curriculum• Quality• Data exchange

– Results– Rating

Describing education requirements

• Structured data

• Educational Term store (Onderwijsbegippenkader)– Educational framework concepts– Unique concept with captions and descriptions if needed– Persistent locators– Basis for consistent vocabularies– Relations

• Educational framework and technical representation• Authoring environments • Tooling

Educational termstore

LevelContent

Objective

Topic School

Learning objective

Core objective

Intermediateobjective

Subject

Program

Curriculum Elements

COMPONENT CORE QUESTION

Level What knowledge or competence is required?

Objectives Towards which goals are they learning?

Content What are they learning?

Leerplan in beeld

Relations between objective

LevelContent

Objective

hasLevel

hasObjective

hasLevelha

sCon

tent

hasO

bjec

tive

hasContent

Competence

Hierarchy in descriptions

hasCom

petence

Subject

Content

Topic

Specification

isSubjectOf

isTopicOf

isSpecificationOf

hasCom

petence

hasCom

petence

hasCom

petence

hasSubject

hasTopic

HasSpecification

Content

Relations between objective

LevelContent

Objective

hasLevel

hasObjective

hasLevelha

sCon

tent

hasO

bjec

tive

hasContent

Learning resourceLearning resourceLearning resource

hasObjective

hasC

onte

nt

hasObjective

Curriculum Elements

COMPONENT CORE QUESTION

Rationale Why are they learning?

Level What knowledge or competence is required?

Objectives Towards which goals are they learning?

Content What are they learning?

Learning activities How are they learning?

Teacher role How is the teacher facilitating their learning?

Materials and resources With what are they learning?

Grouping With whom are they learning?

Location Where are they learning?

Time When are they learning?

Assessment How is their learning assessed?

The curricular spider web

Learning resourceLearning resourceLearning resource

Ease of use Profiles

• Personal– Role– Expertise– Style– Vision

• Didactical– Approach– Level– Subject

• Organizational– Location– Time

• Lesson (plans)– Context– Relations– Use

User should be central

• More attention for – User needs– Ease of use– Workproces– Using materials– Integration reuse and sharing– Didactics

More information

• Thank you for the attention

• Allard Strijker• a.strijker@slo.nl