Designing Curriculum for Effective Learning
PostgraduateUND-EDUC51162024
Course information for 2024 intake View information for 2025 course intake
Enrolments for this course are closed, but you may have other options to start studying now. Book a consultation to learn more.
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- 13 weeks
- Loan available
- FEE-HELP available
Designing Curriculum for Effective Learning
About this subject
On completion of this subject students should be able to achieve the following learning outcomes:
- Critically analyse and integrate learning theories, models, concepts and research informed techniques for curriculum design to support improved outcomes for diverse learners
- Analyse and critically evaluate current trends in learning and teaching in Higher Education which may inform curriculum design
- Select curriculum planning and design processes that are fit for purpose and initiate, plan and create curricula for contemporary higher educational contexts
- Evaluate and utilise learning technologies to support blended learning design and active teaching strategies that promote student engagement and learning
- Critically review and renew curriculum as part of an iterative continuous improvement process
- Apply a range of communication skills in learning and teaching communities of practice.
- Context of curriculum design
- What is Curriculum?
- Core Principles of Curriculum Design
- Accounting for Student Diversity in Curriculum Design
- Constructive Alignment in Curriculum Design
- Developing Learning Outcomes
- Contextual Factors influencing Curriculum Design (Situational Analysis)
- The External Context - Australian
- Higher Education Frameworks and Standards
- Pedagogical models of instruction
- Curriculum Structures
- Models of Instruction
- Developing, Aligning and Mapping Curriculum
- Curriculum structures
- The learning environment
- Creating learning sequences with curriculum mapping
- Universal design for learning
The lens used to create curriculum in this course is constructive alignment. Students will examine curricula as an iterative design that is a product developed through: shared deliberation on context, policy, politics; scholarship of teaching and learning; and pedagogical imagination. This includes opportunities to examine curricula paradigms for inclusion, blended learning, research, constructivist approaches and authentic workplace and service-learning. Curriculum is presented as space that should be negotiated, communicated, managed and improved within clear processes that reflect quality practices. With this grounding students can build and evaluate a teaching activity, module, course and / or a course.
- 7 minute oral presentation with 10 minutes for questions (30%)
- Lesson plans and rationale (500 words) (30%)
- Course overview (1500 words), curriculum design grid and two lesson plans (40%)
For textbook details check your university's handbook, website or learning management system (LMS).
The University of Notre Dame Australia is committed to delivering an excellent student experience, alongside a high standard of teaching, research, and training. As a leader in ethical education, Notre Dame aims to develop students’ critical reasoning and their ability to make ethical decisions—crucial skills to progressing their careers and leading purposeful lives. At Notre Dame, students navigate their future with an ethical education online.
Learn more about UNDA.
Explore UNDA courses.
- QS Ranking 2024:
- 37
Entry requirements
Part of a degree
To enrol in this subject you must be accepted into one of the following degrees:
Core
- UND-HED-GCE-2024 - Graduate Certificate in Learning and Teaching for Higher Education
- UND-HED-MAS-2024 - Master of Learning and Teaching in Higher Education
- UND-HED-GDI-2024 - Graduate Diploma of Learning and Teaching in Higher Education
Elective
- UND-HPE-GCE-2024 - Graduate Certificate in Health Professional Education
- UND-HPE-MAS-2024 - Master of Health Professional Education
- UND-HPE-GDI-2024 - Graduate Diploma of Health Professional Education
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.
Related degrees
Once you’ve completed this subject it can be credited towards one of the following courses
Graduate Certificate in Learning and Teaching for Higher Education
PostgraduateUND-HED-GCE
Master of Learning and Teaching in Higher Education
PostgraduateUND-HED-MAS
Graduate Diploma of Learning and Teaching in Higher Education
PostgraduateUND-HED-GDI
Graduate Certificate in Health Professional Education
PostgraduateUND-HPE-GCE
Master of Health Professional Education
PostgraduateUND-HPE-MAS
Graduate Diploma of Health Professional Education
PostgraduateUND-HPE-GDI