6.3.1 Creating Curriculum Components (CCs) Part 1

After completing 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 . 

 By using a course-level pattern, the Learning Design Studio (LDS) will recommend and assign relevant CC patterns and the task patterns for you. Next, we’ll take a closer look at how they work. 

 Reviewing and Revising the Existing CCs 

 1. How to Name a CC? 

 💡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 . 

 

 Below are the 6 CC patterns provided by the course-level pattern. 

 

 Through 1) brainstorming  to 3) identify problem for 4) goal-setting 

 Through 1) discussing essential design elements to 3) ideate solution for 4) self-planning 

 Through 1) collecting feedback to 3) design solution for 4) self-planning 

 Through 1) creating criteria and material lists to 3) construct prototype for 4) self-monitoring 

 Through 1) competition based on the rubrics to 3) test performance of the product for 4) self-evaluation 

 Through 1) analyzing feedback to 3) optimize the product for 4) revision 

 

 

 We recommend adding an intended learning outcome to the title of the CC to specify what you aim to achieve in that particular CC. 

 For example, 

 

 Through 1) brainstorming to 2) identify the unique needs and challenges of the elderly  to 3) identify problem for 4) goal-setting