5.3.2 Creating Curriculum Components (CCs) Part 2

Creating the First CC (Cont.)

Step 3: Creating the Task Sequence for the CC

After deciding on the intended learning outcomes, workflow steps, and pedagogical focus of the CC, we should now assign and sequence the learning tasks, including activities and assessments.
Below is an example of a completed CC with well-sequenced tasks and assessments, which we will examine in this section.

Figure 5.35: An Example of a Completed CC

Creating a Task

We will use the "Completing a worksheet" task to demonstrate the task creation process.

Figure 5.36: Adding New Learning Task(s)

By clicking the button , you can call out the Task builder.

Figure 5.37: Interface of the Task Builder

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

Item	Example of this CC
1. Task Information Provide a clear task title and description for a learning task. Figure 5.38: Task Information	Task title: Completing a worksheet after watching the video Description: Students will complete a worksheet to identify and explain the difficulties faced by the elderly, based on their observations from the video.
2. Stage Is this a pre-class, in-class, or after-class task? Figure 5.39: Stage	Pre-class
3. Learning Type Please refer to Chapter 2.6 - Task Taxonomy for more details. Figure 5.40: Learning Type	Practice
4. Duration How long is the task? Figure 5.41: Duration	10 mins
5. Delivery Mode Possible Options: Face-to-Face (Inside Classroom, Outside Classroom) Online (Synchronous, Asynchronous) Hybrid Figure 5.42: Delivery Mode	Asynchronous
6. Social Organization Possible Options: Whole Class Group Individual Peer Figure 5.43: Social Organization	Individual
7. Feedback Provider You can select more than one feedback providers. Teacher Peer Self Others Figure 5.44: Feedback Provider	Teacher
8. Assessment Figure 5.45: Triggering the Assessment Option in a Task	Each learning task can serve as both a learning activity and an assessment. If you select the assessment option, you will need to assign the feedback provider(s), and specify the targeted learning outcomes for this task to be assessed e.g. Identify the unique needs and challenges that elderly face in their daily lives.
9. E-learning Tool Figure 5.46: Interface for Adding E-learning Tool(s) to a Task	The e-learning tools section allows you to select the type of tool you want to use in the Learning Management System (iLAP) to implement the task. For example, if you want to create a space for students to submit their homework, you can choose the Assignment tool, as demonstrated here.
10. Resources Figure 5.47: Interface for Adding Resource(s) to a Task	The resource section allows you to select the type of resource or tool you want to use to support the learning process. For example, this time we will use a worksheet as a formative assessment.

Item

Example of this CC

1. Task Information

Provide a clear task title and description for a learning task.

Figure 5.38: Task Information

Task title:

Completing a worksheet after watching the video

Description:

Students will complete a worksheet to identify and explain the difficulties faced by the elderly, based on their observations from the video.

2. Stage

Is this a pre-class, in-class, or after-class task?

Figure 5.39: Stage

Pre-class

3. Learning Type

Please refer to Chapter 2.6 - Task Taxonomy for more details.

Figure 5.40: Learning Type

Practice

4. Duration

How long is the task?

Figure 5.41: Duration

10 mins

5. Delivery Mode

Possible Options:
- Face-to-Face (Inside Classroom, Outside Classroom)
- Online (Synchronous, Asynchronous)
- Hybrid

Figure 5.42: Delivery Mode

Asynchronous

6. Social Organization

Possible Options:
- Whole Class
- Group
- Individual
- Peer

Figure 5.43: Social Organization

Individual

7. Feedback Provider

You can select more than one feedback providers.
- Teacher
- Peer
- Self
- Others

Figure 5.44: Feedback Provider

Teacher

8. Assessment

Figure 5.45: Triggering the Assessment Option in a Task

Each learning task can serve as both a learning activity and an assessment.

If you select the assessment option, you will need to

assign the feedback provider(s), and
specify the targeted learning outcomes for this task to be assessed e.g. Identify the unique needs and challenges that elderly face in their daily lives.

9. E-learning Tool

Figure 5.46: Interface for Adding E-learning Tool(s) to a Task

The e-learning tools section allows you to select the type of tool you want to use in the Learning Management System (iLAP) to implement the task.

For example, if you want to create a space for students to submit their homework, you can choose the Assignment tool, as demonstrated here.

10. Resources

Figure 5.47: Interface for Adding Resource(s) to a Task

The resource section allows you to select the type of resource or tool you want to use to support the learning process.

For example, this time we will use a worksheet as a formative assessment.

Figure 5.48: Preview of a Learning Task

The task appears in the CC page.

A Quick Reminder

Figure 5.49: Preview of a CC

The LDS will remind you to assign assessments to any learning outcomes within a specific CC that have not yet been assessed.
* You can continue adding more tasks to complete your Curriculum Component (CC), and add additional CCs to finalize your learning design by repeating the steps mentioned above.

Additional: Information Window, and Header

There is some additional information to help you analyze the learning design.

Item	Description	Example
1. Information Window	Figure 5.50: Information Window in the CC Section	In the CC section, the information window will visualise your overall CC design with the pie chart Distribution of time spent on learning task types Distribution of number of iLAP tools adopted Distribution of time spent on delivery modes
2. Header	Figure 5.51: Example of a Curriculum Component Sequence Total Learning Time: 440 min It includes the time spent on all pre-class, in-class, and after-class activities. Designed Total In-Lesson Time: 335 / 490 min 335 min is the time spent on in-class activities. 490 min is the possible in-class time allocated for this course Expand all Expand all the CC items to see the details Collapse all Collapse all the CC items to hide the details

Item

Description

Example

1. Information Window

Figure 5.50: Information Window in the CC Section

In the CC section, the information window will visualise your overall CC design with the pie chart

Distribution of time spent on learning task types
Distribution of number of iLAP tools adopted
Distribution of time spent on delivery modes

2. Header

Figure 5.51: Example of a Curriculum Component Sequence

Total Learning Time: 440 min

It includes the time spent on all pre-class, in-class, and after-class activities.

Designed Total In-Lesson Time: 335 / 490 min

335 min is the time spent on in-class activities.
490 min is the possible in-class time allocated for this course

Expand all

Expand all the CC items to see the details

Collapse all

Collapse all the CC items to hide the details