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Book part
Publication date: 21 May 2019

Differentiating the Dimensions of Curriculum

John N. Moye

The process of differentiating each of the dimensions of learning is demonstrated by the application of three possible conceptual frameworks for each dimension, which are…

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Abstract

Chapter Summary

The process of differentiating each of the dimensions of learning is demonstrated by the application of three possible conceptual frameworks for each dimension, which are based on the theories of learning, instruction, and environment. Multiple existing theories apply to each dimension of the curriculum, including one framework that is a synthesis of several related theories. The purpose of this chapter is to demonstrate how theories may be adapted into design templates and used to configure the components of the curriculum. The outcome of this process is to create coherent curricula through the practical application of theories of learning as design templates.

A blueprint template is presented to visualize the internal alignment, interconnectedness, and overall coherence of each curriculum. This template visually depicts the functional interactions between the curricular components as dynamic relationships. This tool reveals the design relationships within the curriculum for purposes of design and evaluation. For curriculum design purposes, this form is used to establish and maintain the alignment among the dimensions of a curriculum (horizontally in the template) as well as the interconnectedness of the components. Engagement with the learning process begins by translating the content of each learning objective into instructional objectives, which aligns the instructional components with each learning objective. The instructional objectives are configured to align the content and structure contained in the outcomes and objectives with the instructional components. In this curriculum design system, the instructional taxonomies of Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) are adapted as design templates to demonstrate three strategies to configure the structure of the learning engagement dimension into three distinct purposes of developing cognition, skills, or values within each dimension (vertically in the template).

The learning experience in this curriculum demonstration differentiates three distinct instructional functions: the learning of thinking skills, the learning of performance skills, and the learning of values-based performance. A template adapted from credible theories of instruction configures the specified learning.

Three models also differentiate the learning environment dimension of a curriculum. The learning environment is structured to deliver learning through individual, cooperative, or collaborative processes. Although the environmental considerations mostly impact the activities through which learners interact with the content of the curriculum (reinforcement activities, assignments, assessments), the environmental factors influence all components of the curriculum and can be differentiated to promote and enhance learning. From the learner perspective, the learning environment is created by the dynamic interaction of all components of the curriculum to facilitate an unobstructed path to learning.

Details

Learning Differentiated Curriculum Design in Higher Education
Type: Book
DOI: https://doi.org/10.1108/978-1-83867-114-320191006
ISBN: 978-1-83867-117-4

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Article
Publication date: 6 July 2015

Exploring the use of authentic learning strategies in designing blended learning environments: A Malaysian experience

Heidi, Yeen-Ju Tan and Mai Neo

The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended…

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Abstract

Purpose

The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied.

Design/methodology/approach

This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment.

Findings

Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments.

Originality/value

Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.

Details

Journal of Science & Technology Policy Management, vol. 6 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/JSTPM-01-2015-0004
ISSN: 2053-4620

Keywords

  • Authentic learning
  • Blended learning environment
  • Interactive learning
  • Multimedia learning
  • Student-centred learning
  • Web-based learning

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Article
Publication date: 30 September 2013

Developing a teaching restaurant as an R&D&I environment

Irma Tikkanen and Miia Vakkuri

The aim of this paper is to explore how a teaching restaurant could be developed as an internal research (R), development (D) and innovation (I) environment based on the…

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Abstract

Purpose

The aim of this paper is to explore how a teaching restaurant could be developed as an internal research (R), development (D) and innovation (I) environment based on the ideas of the students and the teachers.

Design/methodology/approach

Theoretical framework is composed of constructivist pedagogy. The four types of internal environments, namely learning, development, research, and innovation are described. A case organization's pedagogical model of Learning by Developing is illustrated. Empirical data were collected by utilizing a sentence completion method from the students and the teachers at the case teaching restaurant.

Findings

The empirical results illustrated that a teaching restaurant could be developed from the viewpoints of all four environments. However, the students and the teachers do not necessarily perceive a great difference between the aforementioned environments. Furthermore, the students identify more innovative research, development, and innovation (R&D&I) opportunities when compared to the teachers. The socio-cultural constructivist pedagogy was emphasized in the form of team work.

Practical implications

When developing a teaching restaurant, both the students’ and teachers’ ideas could be collected. Also both cognitive and socio-cultural constructivist pedagogy proved applicable.

Originality/value

A teaching restaurant offers possibilities for constructive learning, R&D&I which can be applied to skills, processes, and services for both individual students and students as team members.

Details

Higher Education, Skills and Work-based Learning, vol. 3 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/HESWBL-01-2012-0002
ISSN: 2042-3896

Keywords

  • Education
  • Employability
  • Research and development
  • Teaching innovations
  • Pedagogical research
  • Learning environments
  • Cognitive constructivism
  • Teaching restaurant
  • HE curriculum
  • Work

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Article
Publication date: 28 January 2014

Students’ perceptions of an internationalised learning environment

Vanessa Quintal and Ian Phau

The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It…

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Abstract

Purpose

The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses?

Design/methodology/approach

In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia.

Findings

Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university.

Practical implications

These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students.

Originality/value

This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

Details

Marketing Intelligence & Planning, vol. 32 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/MIP-04-2013-0066
ISSN: 0263-4503

Keywords

  • Perceptions
  • Internationalised learning environment
  • Marketing universities

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Book part
Publication date: 5 December 2014

Five Elements Leading to Better Learning Environments: Case Yrityslabra

Mika J. Kortelainen, Janika Kyttä and Tarja Laakkonen

Laurea UAS, Lohja campus, in Finland, has a learning environment, Yrityslabra, for business management and administration students who want to complete their studies by…

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Abstract

Laurea UAS, Lohja campus, in Finland, has a learning environment, Yrityslabra, for business management and administration students who want to complete their studies by doing real-life business assignments. This chapter depicts the elements of a physical learning environment that have contributed to improving learning results on Laurea Lohja campus. The campus was challenged with addressing long studying and graduation times, loss of students to other campuses, difficulties in employment after graduation and lack of cooperation between Laurea and organizations. To solve these problems, Laurea Lohja created a learning environment called Yrityslabra (Business Lab). As a result of the continuing development work and material gathered (interviews, memos from teacher development meetings, student evaluation discussions, and written evaluations), five distinctive elements for a learning environment were found. These elements are: informal physical environment, informal social environment, teacher’s role as a mentor, personal learning process, and project management process. As the result of the new learning environment, students on Laurea Lohja campus, for example, have shorter graduation times, and there are less drop-outs in the middle of the studies. Students also find work in their own field of interest and do so right after graduation. Also, there is increased interest for the graduating students to further their studies at the master’s level.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
DOI: https://doi.org/10.1108/S2055-364120140000002020
ISBN: 978-1-78441-236-4

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Book part
Publication date: 3 August 2017

Designing for Learning Using Virtual Worlds

Matt Bower

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by…

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Abstract

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

Details

Design of Technology-Enhanced Learning
Type: Book
DOI: https://doi.org/10.1108/978-1-78714-182-720171012
ISBN: 978-1-78714-183-4

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Article
Publication date: 1 January 2004

Recognition of tacit skills and knowledge: Sustaining learning outcomes in workplace environments

Karen Evans and Natasha Kersh

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill…

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Abstract

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of “mastery”, which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper, based on the ESRC Teaching and Learning Research Network on Workplace Learning, argues that it is important to understand better how tacit forms of key competences can contribute to sustaining learning outcomes in different types of learning environments.

Details

Journal of Workplace Learning, vol. 16 no. 1/2
Type: Research Article
DOI: https://doi.org/10.1108/13665620410521521
ISSN: 1366-5626

Keywords

  • Workplace learning
  • Skills
  • Knowledge

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Article
Publication date: 16 December 2019

Exploring how teachers support students’ mathematical learning in computer-directed learning environments

Aaron Kessler, Melissa Boston and Mary Kay Stein

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on…

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Abstract

Purpose

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on students’ learning.

Design/methodology/approach

Using a mixed methods approach to design-based research, the authors examine results from three different phases of the CT implementation using frameworks from mathematics education research.

Findings

Based on observations of 10 educators, the authors identify 4 different types of interactions among the CT, students and educators. Using observations and student assessment results (n = 134), the authors begin to build an argument that different types of interactions have the potential to impact students’ opportunities to learn in computer-directed learning environments.

Originality/value

The authors conclude that research on the efficacy of computer-directed learning environments should consider differences in implementation of CT materials and that the types of CT, student and educator interactions described herein provide a framework to support such exploration.

Details

Information and Learning Sciences, vol. 121 no. 1/2
Type: Research Article
DOI: https://doi.org/10.1108/ILS-07-2019-0075
ISSN: 2398-5348

Keywords

  • Design-based research
  • Interaction patterns
  • Cognitive tutor
  • Computer-directed learning environments
  • Mathematics learning
  • Teachers’ role

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Article
Publication date: 11 November 2019

The landscape of research on learning in low-tech environments

Kathleen Campana and Naresh Kumar Agarwal

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past…

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Abstract

Purpose

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It also reviews the methods used, populations studied and places where such research was carried out and proposes a conceptual framework.

Design/methodology/approach

A scoping review methodology was used to provide initial, broad insight into the field of learning in low tech environments.

Findings

The study found that low tech was not a barrier when it came to effectiveness of pedagogy and learning. In addition, it became apparent that active learning strategies combined with no-tech, low-tech and high-tech resources and strategies can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered and community-centered.

Originality/value

The authors propose the framework for learning in low-tech, information-rich environments, which can be used by researchers, educators, practitioners and policymakers in environments with low technology, or in those with high technology seeking to transfer expertise and technology to these areas.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
DOI: https://doi.org/10.1108/ILS-10-2019-0103
ISSN: 2398-5348

Keywords

  • Learning
  • Information rich
  • Pedagogy
  • Learning environment
  • Scoping review
  • Low tech

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Article
Publication date: 25 January 2011

Formal and integrated strategies for competence development in SMEs

Henrik Kock and Per‐Erik Ellström

The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by…

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Abstract

Purpose

The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes.

Design/methodology/approach

The study was based mainly on questionnaire data collected through a survey of 14 SMEs that had received support from the European Social Fund's Objective 3 programme. In addition, data collected through interviews and analyses of documents were used.

Findings

The results indicate interactions between the strategy of competence development used by the firms (formal vs integrated) and the type of learning environment in the workplace (constraining vs enabling). The use of an integrated strategy in an enabling learning environment was the most successful combination in terms of learning outcomes, while the use of an integrated strategy in a constraining learning environment was the least successful combination.

Research limitations/implications

There is a need to elaborate the theoretical and empirical basis of the distinction between formal and integrated strategies for competence development, and to study the effects of the two types of strategy, not only for individual learning outcomes, but also for effects at an organisational level.

Practical implications

HRD practitioners need to question a traditional reliance on formal training, as the presented results indicate the importance of using competence development strategies that are based on an integration of formal and informal learning.

Originality/value

The study indicates that the effects of competence development efforts are likely to be a function not only, nor primarily, of the training methods and strategies that are used, but also of the characteristics of the learning environment of the workplace.

Details

Journal of European Industrial Training, vol. 35 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/03090591111095745
ISSN: 0309-0590

Keywords

  • Human resource development
  • Competence based training
  • Business environment
  • Sweden

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