6.3.2 Creating Curriculum Components (CCs) Part 2

Reviewing and Revising the Existing CCs
2. Reviewing the CC Patterns and Task Patterns
Figure 6.29: Example of a CC Pattern
Name
Through brainstorming to identify problem for goal-setting
Intended Learning Outcomes
Apply design thinking process - Empathize with users
Apply design thinking process - Define design problems
Apply self-directed learning strategies (Goal setting) in the learning process
Disciplinary Practice / Pedagogical Approach
 
 
Identify problem / Goal-setting
Learning Task(s)
Students observe the scenario of the design problem through stimulus
Students discuss the needs of users
Students work on identifying the most prominent problem needed to be addressed
Students present their findings on user needs to the whole class
This CC pattern has already provided the backbone of a CC. We now need to modify it to fit our own design by following below steps:
Update the name of the CC to include the key intended learning outcome: "Identify the unique needs and challenges of the elderly".
Link the intended learning outcomes "Identify the unique needs and challenges of the elderly" to the CC.
Edit and Add the learning task(s) to fit the design.
2.1 Editing a CC
Figure 6.30:  Editing a CC
By clicking the 
 button, you can open the CC builder to update the CC details. Please refer to the introduction below for guidance on updating a CC.
Figure 6.31:  The Interface of CC Builder
1. CC Name
Through brainstorming to identify problem for goal-setting
Through brainstorming to identify the unique needs and challenges of the elderly to identify problem for goal-setting
2. Workflow steps
 
Figure 6.32: The Workflow Steps of Engineering Design
 
The workflow steps of Engineering Design are drawn from the Disciplinary Practice (DP) section you completed previously.
In this case, we do not need to make changes to "Identify problem".
3. Pedagogical foci
 
Figure 6.33: The Pedagogical Foci of Self-directed Learning
 
The pedagogical foci of Self-directed Learning are drawn from the Pedagogical Approach section you completed previously.
In this case, we do not need to make changes to "Goal-setting".
4. Linked Intended Learning Outcomes (ILOs)
 
We need to link the intended learning outcomes "Identify the unique needs and challenges of the elderly face in their daily lives" to the CC
 
4.1. The Link Button
 
 
 
 
 
 
Figure 6.34: Linking the ILOs to a CC (1)
 
You can view all the Intended Learning Outcomes (ILOs) entered in the LDT section by clicking the 
 button.
 
4.2 Selecting the Appropriate ILOs
 
Figure 6.35: Linking the ILOs to a CC (2)
 
Select the intended learning outcomes we want to link to the CC.
 
 
4.3 The Alert Icon and Complete Icon
 
Figure 6.36: Unassessed ILOs in a CC
 
For each learning outcome, you should add an assessment to evaluate student performance. If an assessment has not been added to a learning outcome, an alert icon 
 will appear as a reminder. Once an assessment is assigned, this will be replaced with a complete icon 
. We will discuss how to assign an assessment soon.
 
4.4 The Unlink Button
 
Figure 6.37: Dissociating the ILOs from the CC
 
You can dissociate a specific ILO from the CC by clicking the  
 button.
2.2 Updating the Tasks
You can either add or edit tasks to fit your needs. There are two ways to add a new task: one is by 1) adding a new task from scratch, and the other is by 2) using task patterns. In this section, we will focus on how to use a task pattern to create a task. 
Figure 6.38: Adding a New Task with Task Patterns (1)
 
 
 
 
Figure 6.39: Adding a New Task with Task Patterns (2)
By clicking the 
 button, you can view a list of task patterns provided by the Learning Design Facilitator. These suggestions are based on your selected workflow step(s) from the disciplinary practice and the selected pedagogical foci from the pedagogical approach.
By clicking the 
 button, you can explore the details of the targeted task pattern.
You can use the targeted task pattern directly by clicking "COPY" button in the pop-up window, or by clicking the 
 button in the LDS Facilitator. The task pattern details will be auto-filled into the LDS.
Figure 6.40: A Newly Added Task Using Task Pattern
The newly added task will appear at the bottom of the CC. You can click the 
 button to edit the task details. We will use this example to explore the task builder.
Figure 6.41: Interface of the Task Builder
Please read the introduction below to guide you in setting up a task.
Item
Example
1. Task Information
 
Provide a clear task title and description for a learning task.
 
Figure 6.42: Task Information
Task title:
Students work on identifying the most prominent problem needed to be addressed.
 
Description:
 
You may update the task information to make it more meaningful for the learning design.
Task title:
Students work on identifying the most prominent problem faced by the elderly that needs to be addressed.
 
Description:
Students will analyse the needs of the elderly based on the previous brainstorming learning tasks.
2. Stage
 
Is this a pre-class, in-class, or after-class task?
 
Figure 6.43:  Stage
Select In-class
3. Task Type
 
Please refer to Chapter 2.6 - Task Taxonomy for more details.
 
Figure 6.44: Task Type
 
Construction: Conceptual / Visual Artefacts
4. Duration
 
How long is the task?
Figure 6.45: Duration
Update to an appropriate duration, such as 30 minutes.
 
5. Delivery Mode
 
Possible Options:
Face-to-Face (Inside Classroom, Outside Classroom)
Online (Synchronous, Asynchronous)
Hybrid 
Figure 6.46: Delivery Mode
Inside Classroom
6.  Social Organization
 
Possible Options:
Whole Class
Group
Individual
Peer
Figure 6.47: Social Organization
Group, Size: 5
7. Feedback Provider
 
 You can select more than one feedback providers.
Teacher
Peer
Self
Others
 
Figure 6.48: Feedback Provider
Select Teacher
8. Assessment
 
Figure 6.49: 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
Identify the unique needs and challenges that elderly face in their daily lives.
 
9. E-learning Tool
 
Figure 6.50: 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, to encourage idea sharing in class, you can use the Forum tool.
 
You can remove the suggested e-learning tools that are not appropriate for your use.
10. Resources
Figure 6.51: 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 rubrics for grading the assessment.
 
You can remove the suggested resources that are not appropriate for your use.
 
Figure 6.52: Preview of the Updated Task
You can see that the updates have taken effect in the task preview.
Figure 6.53: Preview of the CC
The LDS will remind you to assign assessments to any unassessed learning outcomes within the CC.
After an assessment is assigned to a specific learning outcome, the alert icon 
will change to complete icon 
.
Please remember to ensure that all linked intended learning outcomes are assessed in each curriculum component. 
 2.3 Moving a Task
Figure 6.54: 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.