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:

1. Update the name of the CC to include the key intended learning outcome: "Identify the unique needs and challenges of the elderly".
2. Link the intended learning outcomes "Identify the unique needs and challenges of the elderly" to the CC.
3. 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: Video watching for identifying problems Description: Video is a stimulus/ or video watching is a stimulating activity for students to identify problems. You may update the task information to make it more meaningful for the learning design. Task title: Understanding Elderly Needs through Videos Description: Students will watch video clips featuring elderly individuals to learn about the difficulties and expectations they encounter in daily life and complete the related worksheet.
2. Stage Is this a pre-class, in-class, or after-class task? Figure 6.43: Stage	Pre-class
3. Learning Type Please refer to Chapter 2.6 - Task Taxonomy for more details. Figure 6.44: Learning Type	Receiving & Interpreting Information
4. Duration How long is the task? Figure 6.45: Duration	10 mins
5. Delivery Mode Possible Options: Face-to-Face (Inside Classroom, Outside Classroom) Online (Synchronous, Asynchronous) Hybrid Figure 6.46: Delivery Mode	Synchronous
6. Social Organization Possible Options: Whole Class Group Individual Peer Figure 6.47: Social Organization	Whole Class
7. Feedback Provider You can select more than one feedback providers. Teacher Peer Self Others Figure 6.48: Feedback Provider	Teacher
8. Assessment Figure 6.49: 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. 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 in the Learning Management System (iLAP) to implement the task. For example, if you want to create an interactive video that both presents content and assesses student knowledge, you can choose the H5P tool, as demonstrated here.
10. Resources Figure 6.51: Interface for Adding Resource(s) to a Task	The resources section allows you to select the type of resource or tool you want to use to support the learning process. For example, the task pattern suggests you to use the Multimedia for this task.

Item

Example

1. Task Information

Provide a clear task title and description for a learning task.

Figure 6.42: Task Information

Task title:

Video watching for identifying problems

Description:

Video is a stimulus/ or video watching is a stimulating activity for students to identify problems.

You may update the task information to make it more meaningful for the learning design.

Task title:

Understanding Elderly Needs through Videos

Description:

Students will watch video clips featuring elderly individuals to learn about the difficulties and expectations they encounter in daily life and complete the related worksheet.

2. Stage

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

Figure 6.43: Stage

Pre-class

3. Learning Type

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

Figure 6.44: Learning Type

Receiving & Interpreting Information

4. Duration

How long is the task?

Figure 6.45: Duration

10 mins

5. Delivery Mode

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

Figure 6.46: Delivery Mode

Synchronous

6. Social Organization

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

Figure 6.47: Social Organization

Whole Class

7. Feedback Provider

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

Figure 6.48: Feedback Provider

Teacher

8. Assessment

Figure 6.49: 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.

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 in the Learning Management System (iLAP) to implement the task.

For example, if you want to create an interactive video that both presents content and assesses student knowledge, you can choose the H5P tool, as demonstrated here.

10. Resources

Figure 6.51: Interface for Adding Resource(s) to a Task

The resources section allows you to select the type of resource or tool you want to use to support the learning process.

For example, the task pattern suggests you to use the Multimedia for this task.

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 learning outcomes within a specific CC that have not yet been assessed.
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.