5.3.1 Creating Curriculum Components (CCs) Part 1

After completing the course-level design by establishing the three core elements of the Learning Design Triangle (LDT), we have defined the intended learning outcomes, disciplinary practice, and pedagogical approach. Next, we will explore how to develop Curriculum Components (CCs) and learning tasks that align with these elements, ensuring a cohesive course structure. For more on how a CC relates to the LDT, ~~see~~ see Chapter 2.5 - Curriculum Component (CC).

The following instructions will guide you in creating the first CC for your learning design.

Creating the First CC

At this stage, we are creating the first CC, which marks the beginning of the STEM course, "Designing for the Wise". As the starting point, this component is important because it helps students get started and build a strong foundation for their learning. The CC 1 will prepare students by developing their knowledge in identifying the problem and setting the goal for this project.

Step 1: Adding a New CC

Figure 5.27: Adding a New CC

By clicking ~~the~~ the button , you can call out the CC builder.

Step 2: Mapping the LDT Elements to the CC

Below is the interface of the CC Builder with completed details.

Figure 5.28: The Interface of the CC builder

Please read the introduction below to guide you in creating a CC.

1. CC Name

💡Formula of naming a CC

Through ~~the~~ the 1) focal activity(ies) to to 2) achieve the intended learning outcome(s) to to 3) implement the workflow step(s) of a disciplinary practice ~~for~~ for 4) applying the focus or foci of the pedagogical approach.

E.g. ~~Through~~ Through 1) stimulus observation and conducting interviews with the elderly to 2) understand their unique needs and daily challenges to 3) identify problems for 4) goal-setting.

2. Workflow steps

Figure 5.29: The Workflow Steps of Engineering Design

The workflow steps of Engineering Design are drawn from the Disciplinary Practice (DP) section you completed previously.
Since we are at the beginning stage of the learning process, we aim to focus on the initial step of DP, i.e. identify problem.

3. Pedagogical foci

Figure 5.30: The Pedagogical Foci of Self-directed Learning

The pedagogical foci of Self-directed Learning are drawn from the Pedagogical Approach section you completed previously.
We will choose the pedagogical focus that can support the selected workflow step, i.e. Goal-setting.

4. Linked Intended Learning Outcomes (ILOs)

Finally, we will select the ILOs we want to achieve in the CC, ensuring they align with the chosen workflow steps of disciplinary practice and pedagogical approach. This will complete the LDT and finish the mapping to the CC.

4.1. The Link Button

Figure 5.31: Linking the ILOs to a CC (1)

You can see a list of Intended Learning Outcomes (ILOs) by clicking the button.

4.2 Selecting the Appropriate ILOs

Figure 5.32: Linking the ILOs to a CC (2)

E.g.

Identify the unique needs and challenges that elderly face in their daily lives.
Demonstrate openness to elderly perspectives in design discussions.

4.3 The Alert Icon and Complete Icon

Figure 5.33: Unassessed ILOs in a CC

For each learning outcome, you should add an assessment to evaluate student performance. If an assessment has not been added to a learning outcome, an alert icon will appear as a reminder. Once an assessment is assigned, this will be replaced with a complete ~~icon~~ icon . We will discuss how to assign assessments in the next section.

4.4 The Unlink Button

Figure 5.34: Dissociating the ILOs from the CC

You can dissociate a specific ILO from the CC by clicking ~~the~~ the button.