5.3.1 Creating Curriculum Components (CCs) Part 1

After completing the three core elements of the Learning Design Triangle (LDT) to establish the contextual framework for the entire learning design, we will explore how to develop Curriculum Components (CCs) and learning tasks that align with these elements, transforming overarching design concepts into actionable teaching practices. For a detailed theoretical explanation of Curriculum Components (CC), see Chapter 2.5 – Curriculum Component Sequence.

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

Creating the First CC

The first Curriculum Component (CC) marks the beginning of the course, "Designing for the Wise." It is designed to help learners get started and build a strong foundation for subsequent learning. CC1 prepares students by developing their skills in identifying problems and goal-setting for the inquiry.

Step 1: Adding a New CC

Figure 5.27: Adding a New CC

By clicking the button , you can open the CC builder.

Step 2: Mapping the LDT Elements to the CC

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

E.g. 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.
Select "Identify problem" for this CC.

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.
Select "Goal-setting" for this CC.

4. Linked Intended Learning Outcomes (ILOs)

Finally, we will select the ILOs to be achieved in the CC, ensuring they align with the chosen workflow steps of disciplinary practice and pedagogical approach within the specific phase of learning.

4.1. The Link Button

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

You can view all the Intended Learning Outcomes (ILOs) entered in the LDT section 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 . We will discuss how to assign an assessment 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 button.