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2.5.2 Curriculum Component Sequence Example - A Language 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 language course. Considering that we are designing a course titled "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity".

1. The Learning Design Triangle

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Figure 2.8: The Learning Design Triangle of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity"

  • To anchor the learning design within a contextual framework, we will use the Learning Design Triangle to define the intended learning outcomes, disciplinary practices, and pedagogical approach.

     

2. The Curriculum Components Sequence 

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Figure 2.9: The Curriculum Component Sequence of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity"

  • To make the learning process more manageable, we divide it into distinct phases within the learning design, guided by the workflow steps of disciplinary practice. Each phase targets a specific set of learning outcomes and is supported by the pedagogical focus of the chosen approach, such as self-directed learning.
  • In the Learning Design Triangle framework, we use Curriculum Component to structure and organize each phase of learning around targeted outcomes. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence.

3. Assign learning tasks to each Curriculum Components

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

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Figure: 2.10 The Task Sequence within a Curriculum Component

  • Now, we will explore an example of a Curriculum Component (CC) focused on the "goal-setting" phase.
CC Name

A CC name is formed by combining four components.

 

  1. Focal task(s): Preparing problem identification reports with the help of AI
  2. Main intended learning outcome: Understand the United Nations Sustainable Development Goals (SDGs)
  3. Workflow step(s) of a disciplinary practice: Identify the problem to be addressed by the new product
  4. Focus or foci of the pedagogical approach: Goal-setting

 

E.g. Through preparing problem identification reports with the help of AI to understand the Sustainable Development Goals (SDGs), and to identify the problem to be addressed by the new product for goal-setting
Linked Intended Learning Outcomes
  • ILO1:  Understand the United Nations Sustainable Development Goals (SDGs)
Workflow Step of Disciplinary Practice  Engineering Design－Identify the problem 
Pedagogical Focus  Self-directed Learning - Goal-setting
Learning Tasks

 

* Each task type has a representative color.

 

 

 

Watch a video about the Sustainable Development Goals and answer questions

 
 

 

Read and discuss sample problem identification reports

 
 

 

Use different AI tools to collect information and write problem identification reports

 
 

 

Discuss and improve the assessment criteria provided by the teacher

 
 

 

Present the problem identification in groups

 
 

 

Peer evaluate group presentations and problem identification reports

 
 

 

Reflect on the learning process

 

The tasks in a CC:

  • A task can be both a learning task 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.

🌟 The link to the learning design of this sample course.

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