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.

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

Figure 5.36: Adding New Learning Task(s)

By clicking the button , you can open 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: 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? Figure 5.39: Stage	In-class
3. Task Type Please refer to Chapter 2.6 - Task Taxonomy for more details. Figure 5.40: Task Type	Explorations through Conversation
4. Duration How long is the task? Figure 5.41: Duration	30 mins
5. Delivery Mode Possible Options: Face-to-Face (Inside Classroom, Outside Classroom) Online (Synchronous, Asynchronous) Hybrid Figure 5.42: Delivery Mode	Outside Classroom
6. Social Organization Possible Options: Whole Class Group Individual Peer Figure 5.43: Social Organization	Group, Size: 5
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	A learning task can also serve as 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. Demonstrate openness to elderly perspectives in design discussions
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 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, you can upload the interview guiding questions and the interview skills rubric for use in the course.

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:

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?

Figure 5.39: Stage

In-class

3. Task Type

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

Figure 5.40: Task Type

Explorations through Conversation

4. Duration

How long is the task?

Figure 5.41: Duration

30 mins

5. Delivery Mode

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

Figure 5.42: Delivery Mode

Outside Classroom

6. Social Organization

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

Figure 5.43: Social Organization

Group, Size: 5

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

A learning task can also serve as 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. Demonstrate openness to elderly perspectives in design discussions

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 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, you can upload the interview guiding questions and the interview skills rubric for use in the course.

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 unassessed learning outcomes within the CC.
* 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.

Moving a Task

Figure 5.50: Moving a Task (1)

By clicking the button, you will see a list of tasks for each CC.

Figure 6.55: Moving a Task (2)

You can click any of the tasks to reallocate the current task to a position after it.

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: 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

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: 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