2.5.1 Curriculum Component Sequence Example - A STEAM Course

In this section, we will explore how to transform the elements of the Learning Design Triangle (LDT) into a Curriculum Component (CC) Sequence for a STEAM course conceptually. Considering that we are designing a course titled "Scientific Investigations in Photosynthesis".

Figure: 2.5 The Curriculum Component Sequence for a STEAM Course

1. Complete the Learning Design Triangle (LDT)

• To establish the contextual background for the learning design, we will define the intended learning outcomes, disciplinary practice, and pedagogical approach.

Figure 2.5:6: A Sample Learning Design Triangle

2. Arrange the LDT elements by learning phases 

• To make the learning design more manageable, we divide the learning process into distinct phases, guided by the workflow steps of disciplinary practice and the pedagogical foci of the pedagogical approach. Each phase serves as a curriculum unit, focusing on a specific set of learning outcomes.
• In the Learning Design Triangle framework, we call each curriculum unit a Curriculum Component. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence.
  

Figure 2.6:6 Arrangement of LDT Elements into Curriculum Units by Learning Phases

3. Assign learning tasks to each Curriculum Components

• To put the Curriculum Component into practice, we need to assign learning tasks to enhance and evaluate learners’ development in knowledge, skills, or values.

Figure: 2.7 An Illustration of the Learning Design Triangle and the Curriculum Component Sequence

Now, we will explore thean exmapleexample of CC 1 

2. Thea Curriculum Component

The(CC) belowfocused example will show how to useon the information"goal-setting" abovephase, towhich createis apresented CCas onUnit formulating1 anin inquiryFigure question for goal setting2.6.

CC Name	A CC name is formed by combining four components.   Focal activity(ies)task(s): Conducting an interviewObservation and searchingdiscussion information onlinetasks Main intended learning outcome(s)outcome: Identify the factors that affect the rate of photosynthesis Workflow step(s) of a disciplinary practice: Formulate an inquiry question  Focus or foci of the pedagogical approach: Goal-setting   E.g. Through conducting an interviewobservation and searchingdiscussion information onlinetasks to identify the factors that affect the rate of photosynthesis to formulate an inquiry questionsquestion for goal-setting
Linked Intended Learning Outcomes	ILO1:  Identify the factors that affect the rate of photosynthesis ILO2: Formulate inquiry questions to investigate how different factors affect the rate of photosynthesis
Workflow Step of Disciplinary Practice	Scientific Investigation－Formulate an inquiry question
Pedagogical Focus	Self-directed Learning - Goal-setting
Learning Tasks	Plant growth observation & interview   Observe and record plant growth conditions at home and on campus. Interview Task:others Plantabout Growththeir Investigation experiences

and the environmental

factors affecting plant growth.

_____________________________________________________________________________________________

 

LearningTask Type: Explorations through Conversation

Stage:E-learning Pre-classtool: Database

Duration: 10 minsDelivery mode:

 Asynchronous

Social organization: Group (Size: 4)

	SearchingGroup the information on the Internetsharing
	Each group shares the results of their observations and interviews. _____________________________________________________________________________________________   LearningTask Type: InformationPresentation, ExplorationPerformance and Illustration Stage:  Pre-class Duration: 10 mins Delivery mode: Asynchronous Social organization: Group (Size: 4)

ProcessingPeer thefindings data collected during the interviewdiscussion and the Internet searchingself-reflection

Discuss and compare the findings from each group’s observations and interviews. Reflect on your own group’s results, identify similarities and differences with peers, and consider any new insights or questions that arise from the discussion. _____________________________________________________________________________________________   LearningTask Type: Reflection Stage: Pre-class Duration: 15 mins Delivery mode: Asynchronous Social organization: Group (Size: 4) Feedback: Teacher E-learning tool: DatabaseWiki Assessment:  ILO1

Watching Formulatinga thevideo inquiryabout questionphotosynthesis

Watch a video to learn how photosynthesis works and the factors that affect it. _____________________________________________________________________________________________   LearningTask Type: Construction:Receiving Conceptual& /Interpreting VisualInformation Artefacts Stage: Pre-class Duration: 5 mins Delivery mode: Asynchronous Social organization: Group (Size: 4) E-learning tool: ForumH5P Assessment:  ILO2

Identify Sharing the collected dataFactors and theFormulate formulatedan question.Inquiry Question

Based on your observations and collected information, list possible factors that may affect plant growth (e.g., light, water, soil quality, temperature). Use these factors to create an inquiry question for further investigation. _____________________________________________________________________________________________   LearningTask Type: Presenatation,Construction: PerformanceConceptual and/ IllustrationVisual Artefacts Stage:E-learning In-classtool: Wiki Duration: Assessment: 25Yes mins Linked DeliveryILO: mode:Identify Insidefactors Classroomthat Socialaffect organization:the Wholerate Classof

photosynthesis

 

3. The Task Sequence in a CCCC:

• A task can be both an activity and an assessment.
  
• A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding.
  

• Learning outcomes are easier to manage and assess.

The introduction of the task types will be covered in Chapter 2.6 - Task Taxonomy.

4. TheBecome CCa Sequence

Figure: 2.6 A Curriculum Component Sequence

In order to comprehensively assess all ILOs in thepractical learning design andcan ensurebe studentsimplemented experiencein everylessons

step

ofBy theassigning disciplinarytasks practiceto of scientific investigation, the learning design will incorporate additionalall Curriculum Components (CCs), inyou have successfully transformed overarching design concepts into actionable teaching practices.

Figure: 2.8 The Curriculum Component Sequence for a logicalSTEAM order and then forming a CC Sequence.Course

5. Benefits of Creating a CC Sequence

The learning process is organized into multiple stages based on workflow steps and pedagogical foci.

It ensures every stage has clear intended learning outcomes, targeted activities, and aligned assessments. Implementing an outcome-based design approach creates a robust learning experience focused on achieving outcomes rather than being limited by class time. It provides the flexibility that supports and enhances self-directed learning.

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