6.3.1 Creating Curriculum Components (CCs) Part 1

By using the course-level pattern, you can automatically make significant progress inAfter completing your course-level design. This approach helps you efficiently establish the three core elements of the Learning Design Triangle (LDT): to establish the intendedcontextual framework for the entire learning outcomes, disciplinary practices, and pedagogical approach. With these elements defined,design, we can nowwill explore how theto course-level pattern supports you in developingdevelop Curriculum Components (CCs) and learning tasks that align with them,these ensuringelements, transforming overarching design concepts into actionable teaching practices. For a cohesivedetailed andtheoretical well-structuredexplanation learningof design.Curriculum ForComponents more(CC), onsee how a CC relates to the LDT, see Chapter 2.5 -– Curriculum Component (CC)Sequence.

InBy addition,using when you use thea course-level pattern, the Learning Design Studio (LDS) will recommend and assign relevant CCsCC-level patterns for you from the CC-level patterns. The CC-level pattern also provides task patterns that are organized in a logical sequence, helping you structure learning activities effectively.you. Next, we’ll take a closer look at the specific features and resources offered byhow the course-CC-level pattern,pattern using "Engineering Design" as an example.works.

Reviewing and Revising the Existing CCs

1. How to Name a CC?

💡Formula of naming a CC

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

• ByBelow recapping the formula, we can now revieware the 6 CCsCC that arepatterns provided by the "Engineeringcourse-level Design" pattern, shown as below.pattern.
  
  • Through 1) brainstorming 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 explicitan intended learning outcomesoutcome to the title of the CC to specify what you aim to achieve in that particular unit.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