Curriculum Development and Course Design

Introduction

The expertise that we offer in the area of  curriculum development and course design is focused on processes, methodologies and resources. Our aim is to “empower” educators and learners to participate in design discourse and practices in technology-enhanced learning. 

Meet Lourdes Guàrdia, Chair of this group and listen to what she says about the expertise on offering experience and expertise in curriculum development and course design.

 

Meet our experts on curriculum development and course design
Slavi Stoyanov, Open University of the Netherlands (OUNL)

Slavi Stoyanov, PhD in instructional technology of the University of Twente, is currently with the faculty of Educational Sciences,  the department of Technology-Enhanced Learning Innovation of Open University of The Netherlands. His research interests include design for learning, individual differences in learning, and technology-enhanced learning. Stoyanov is a recognised expert in Group Concept Mapping research methodology.

He contributed with papers to the first and second editions of The EMPOWER Envisioning Report, namely: ‘Designing MOOC: a shared view on didactical principles’ and ‘Model-driven design for learning with learning analytics’.

Alfonso Herrero de Egaña Espinosa de los Monteros, Universidad Nacional de Educación a Distancia (UNED)

PhD in Economic and Business Sciences from the Complutense University of Madrid (outstanding "cum laude"). Accredited as a Profesor Colaborador (ANECA) and Profesor Contratado Doctor (ACAP), he has been a professor at different universities since leaving the private company. Since 2000 he has worked at UNED, is currently coordinator of the subject Mathematics II (Business Degree), Game Theory (Postgraduate of Research in Economics) and directs three postgraduate courses in Lifelong Training. He is the author of articles in international journals, books on calculus, finance and stock exchange, has directed doctoral theses and has participated for twelve years in various teaching innovation projects funded by the European Commission. 

Experience in Curriculum Development and Course Design

  •  Lifelong Training postgraduate courses at UNED developed and designed by Alfonso Herrero de Egaña whom is or has been director and teacher in all of the below-mentioned postgraduate courses.
  •  Master's Degree in Stock Markets and Financial Derivatives. Since year 2000 to present.
  •  Master’s degree in Financial Engineering. Course offered in alternate years since 2017.
  • Course in Entrepreneurship. Course offered until 2018.
  • Master of Arts in Economics. Since year 2004 to present. 
     Master's degree in Business Valuation and Analysis. Course offered in alternate years since 2019.

 

Inma Alvarez, Open University of the United Kingdom (OUUK)

Inma is the Director of Postgraduate Research Studies in the Faculty of Wellbeing, Education and Language Studies at the Open University in the United Kingdom. She is also a Senior Fellow of the Higher Education Academy in the UK. She has over 30 years' experience teaching Modern Languages and Dance courses at higher education institutions in the USA, UK and Spain. Inma has contributed to the development of face to face, blended and distance learning programmes at undergraduate and postgraduate level. Inma has also extensive experience designing print, audio-visual and online materials for formal contexts, as well as Open Educational Resources for informal learners. Alvarez has also been leading teacher and supervisor training programmes to support the effective delivery of the curriculum via innovative learning environments. She has been involved in many scholarly and research projects, including the development of electronic portfolios for adults and a integrated approach to curriculum design to foster students employability.

Inma contributed to the following reports:

Alvarez, Inma., Fuertes Gutiérrez, Mara. and Bárkányi, Zsuzsanna. (2020) Supporting the teaching of pronunciation in the language curriculum. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (4th Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.12-14.

Lindsay, Hilary. and Alvarez, Inma. (2019) A Framework for the development of Researching Professionals. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (3rd Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.35-37.

Álvarez, Inma (2018). A learning-centred blended model for professional doctorates. In: Ubachs, George and Konings, Lizzie eds. The Envisioning Report for Empowering Universities (2nd Edition). Maastricht, The Netherlands: European Association of Distance Teaching Universities, pp. 34–36.

Achilles Kameas, Hellenic Open University (HOU)
Alessandro Caforio, International Telematic University (UNINETTUNO)
Ellen Rusman, Open University of the Netherlands (OUNL)
Miguel Santamaria Lancho, Universidad Nacional de Educación a Distancia (UNED)
Saskia Brand-Gruwel, Open University of the Netherlands (OUNL)

EMPOWER offers

Our team of experts offer experience and know-how in curriculum development and course design for teachers, instructional designers/learning designers and educational technologists working in online or blended environments. The expertise we offer in this area is focused on processes, methodologies and resources to “empower” educators and learners to participate in design discourse and practices in technology-enhanced learning. 

In our approach, the role of technology is to support the implementation of new modes of teaching and learning experiences and to enrich existing learning scenarios. We also aim to help teachers to experiment, to innovate and to be reflective practitioners in these new educational scenarios supported by ICT. 

We take a broad definition of curriculum development and course design to include:

  • Programme modularity and design-based competence;
  • Knowledge about the influence of advanced technologies, team-based design, and management skills;
  • Basic domain of educational design foundations, as well as planning and analysis, design and development, and implementation and management skills (learning design models for online and blended scenarios);
  • The design of synchronous and asynchronous activities (face-to-face, online, both);
  • Educational approach (self-study and self-paced, resource-based learning; supported by tutors, activity-based learning, collaborative learning…);
  • Learning activities (PBL, CBL, RP, GBL, …) and assessment (formative and summative) supported by ICT;
  • Roles of teachers, tutors and mentors;
  • Personalisation and flexibility;
  • Interactivity and provision of feedback;
  • Course materials and educational resources (learning materials, OER, tailored…);
  • Scaling (from the course to the program, a large number of students);
  • From informal to formal learning;
  • The course delivery, technical infrastructure and virtual learning environment;
  • The coherence between assessment methods (online and blended) and learning outcomes;
  • Academic community development (communication, research involvement, link to the professional world…);
  • Knowledge and skills (transferable skills, professional and vocational…);
  • Evaluation (course design process and course impact) .


We also promote the use of learning analytics to enable us to use data to improve the design process for teachers and learning designers. Learning analytics does this by informing learning designers and teachers of common misconceptions and of what works well and what doesn’t.

Tools & resources

Repository

Interactive Class systems in UNINETTUNO course delivery model

Uninettuno developed and evolves its own organizational and didactic models for course design and delivery through a research-driven approach: experimentation/prototyping - piloting - large scale roll out. One of the main components of Uninettuno delivery model is the provision of environments and activities for interactive and collaborative learning. The webinar will briefly introduce Uninettuno models, focusing then on the process that led to evolve the "Virtual Classroom" system in an "Interactive Class" system (experimentation - piloting - large scale roll out), and on the psychopedagogy-centered approach adopted for the definition of teaching/learning model framework for all the actors of the teaching/learning process. By Alessandro Caforio (UNINETTUNO)

12 September 2017

Innovative Distance Education Programs Recently Offered by Anadolu University for Providing Identical Needs of Different Target Groups

The Open Education System of Anadolu University has continued to enlarge with the launch of new programs in 2015-2016 academic year: Public Relations and Advertising, Healthcare Management, Social Work, and Management Information Systems, also new associate degree programs in 2015- 2016 academic year, i.e. Culinary Arts, Child Development, Medical Documentation and Secretary Training, and Geriatric Care, and in 2016-2017 academic year, Geographic Information Systems and Technologies, and Web Design and Coding. The programs in Civil Aviation Management and International Trade and Logistics Management were established in 2015-2016 academic year in Faculty of Business Administration. In the webinar, of those new programs, specifically information about Web Design and Coding and Geographic Information system programs as technology related programs will be presented with a focus on curriculum design features. By Ayse Hepkul, Mehmet Firat (Anadolu University)

14 February 2017

Blended Learning as a Key to Skills, Content, and Learning Success

More successful and efficient teaching and learning can profit from the use of Internet and Communication Technologies. Their use in and outside the classroom can provide more supportive and successful learning opportunities, teacher and peer support, as well as innovation in course design. Blended Learning course design is one of the ways of achieving this. This webinar will focus first on general philosophies of teaching and learning specifically applied to blended learning design, which will contribute to more successful learning and greater satisfaction of learners and teachers. Using the course design model for the author's blended learning courses as an example, the talk will show how the Blended Learning concept is integrated into a curriculum at a traditional university and how it can also be used to promote communities of practice among learners. Ultimately, these factors will lead to better skills, content, and language learning. By Eric Brewster (Johannes Kepler University Linz)

15 November 2016

The EMMA 5D MOOC Framework

The EMMA 5D MOOC framework is a way to describe the full cycle of MOOC creation and delivery. By identifying 5 stages of MOOC implementation (Decide; Design; Develop; Deliver; and Document), the framework introduces a set of questions as well as examples taken from three complementary perspectives: institutional, pedagogical and technical. The EMMA 5D MOOC framework integrates the distinctive EMMA project experience in cultural and linguistic diversity. It is also the result of a comparative literature review on the subject. By Marcelo Maina and Lourdes Guàrdia (Universitat Oberta de Catalunya)

 

Website: https://platform.europeanmoocs.eu/ 

21 September 2016