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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, the next step is to assign and sequence the learning tasks and assessments.
  • Below is an example of a completed CC with well-sequenced tasks and assessments, which we will examine in this section.

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Figure 5.35: An Example of a Completed CC

Creating a Task

  • We will use the "Conducting Client Interviews to Identify Design Needs"  task to demonstrate how to add a task

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Figure 5.36: Adding New Learning Task(s)

  • By clicking the image.png button , you can open the Task builder.

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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.

 

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Figure 5.38: Task Information

Task title:

Conducting Client Interviews to Identify Design Needs

 

Description:

Students will interview the elderly individual to gain insight into their daily experiences and needs.

2. Stage

 

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

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Figure 5.39:  Stage

In-class

3. LearningTask Type

 

 

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Figure 5.40: LearningTask Type

 

 PracticeExplorations through Conversation

4. Duration

 

  • How long is the task?

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Figure 5.41: Duration

 1030 mins

5. Delivery Mode

 

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

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Figure 5.42: Delivery Mode

 AsynchronousOutside Classroom

6.  Social Organization

 

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

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Figure 5.43: Social Organization

IndividualGroup, Size: 5

7. Feedback Provider

 

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

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Figure 5.44: Feedback Provider

 Teacher

8. Assessment

 

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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. IdentifyDemonstrate theopenness unique needs and challenges thatto elderly faceperspectives in theirdesign dailydiscussions lives.

       

9. E-learning Tool

 

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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

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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, thisyou timecan weupload willthe interview guiding questions and the interview skills rubric for use ain worksheetthe as a formative assessment.course.

 

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Figure 5.48: Preview of a Learning Task

  • The task appears in the CC page.

A Quick Reminder

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Figure 5.49: Preview of a CC

  • The LDS will remind you to assign assessments to any unassessed learning outcomes within athe specificCC.

    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

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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

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Figure 5.51: An 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 to see the details

 Collapse all

  • Collapse all the CC to hide the details
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