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 2.6: 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 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 an example of a Curriculum Component (CC) focused on the "goal-setting" phase, which is presented as Unit 1 in Figure 2.6.

CC Name	A CC name is formed by combining four components.   Focal task(s): Observation and discussion tasks Main intended learning outcome: Identify 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 observation and discussion tasks to identify factors that affect the rate of photosynthesis to formulate an inquiry question for goal-setting
Linked Intended Learning Outcomes	ILO1:  Identify factors that 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 others about their experiences and the environmental factors affecting plant growth. _____________________________________________________________________________________________   Task Type: Explorations through Conversation E-learning tool: Database     Group sharing Each group shares the results of their observations and interviews. _____________________________________________________________________________________________   Task Type: Presentation, Performance and Illustration     Peer findings discussion and self-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. _____________________________________________________________________________________________   Task Type: Reflection E-learning tool: Wiki     Watching a video about photosynthesis Watch a video to learn how photosynthesis works and the factors that affect it. _____________________________________________________________________________________________   Task Type: Receiving & Interpreting Information E-learning tool: H5P     Identify Factors and Formulate an 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. _____________________________________________________________________________________________   Task Type: Construction: Conceptual / Visual Artefacts E-learning tool: Wiki Assessment: Yes Linked ILO: Identify factors that affect the rate of photosynthesis

The Task Sequence in a CC:

• 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.
  

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

4. Become a practical learning design can be implemented in lessons

• By assigning tasks to all Curriculum Components (CCs), you have successfully transformed overarching design concepts into actionable teaching practices.

Figure: 2.8 The Curriculum Component Sequence for a STEAM Course

 

• At the end, the LDS enables you to convert your learning design to a course on the IDEALS iLAPLearning courseManagement System (iLAP) for implementation. More details will be covered in Chapter 7 - Confirming the iLAP Section Arrangement
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• The link to the learning design of this sample course.