Course Title: Curriculum and Instructional Design

Part A: Course Overview

Course Title: Curriculum and Instructional Design

Credit Points: 24


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

CUED1220

City Campus

Postgraduate

360H Education

Face-to-Face

Sem 2 2011,
Sem 1 2015

CUED1220

City Campus

Postgraduate

360H Education

Face-to-Face or Internet

Sem 2 2013

Course Coordinator: Assoc. Prof. Heather Fehring

Course Coordinator Phone: +61 3 9925 7840

Course Coordinator Email:heather.fehring@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

There are no specific prerequisites other than what is required to enter the Master of Education program. It is assumed that students have experience working in a field of education or a related area.


Course Description

This course is designed to meet the needs of participants from all sectors of education and training. These include primary, secondary, vocational and university educators. The course provides an opportunity to examine theories and issues of curriculum and instructional design for a range of media including print, and digital technologies. This diversity is achieved through the ability of participants to customise their assessment to meet their personal requirements.

Participants will: examine theoretical perspectives and assumptions underpinning a range of approaches to curriculum and instructional design and their application in a range of contexts; select, apply and review a range of curriculum and instructional design principles to suit the needs of learners in a range of contexts and media; and, actively engage in contemporary discussions about curriculum and instructional design in a range of contexts.


Objectives/Learning Outcomes/Capability Development

A student will be expected to be able to demonstrate the ability to:
 critically understand major theories of curriculum and instructional design and their application in a range of contexts
 select, apply and review a range of curriculum and instructional design principles to suit the needs of learners in a range of contexts
 select, apply and review a range of instructional design principles suit the needs of learners in a range of contexts
 select, apply and review a range of instructional design principles for a range of print and digital media
 actively engage in contemporary discussions about curriculum and instructional design in a range of contexts


A student will be expected to be able to demonstrate the ability to:
 critically understand major theories of curriculum and instructional design and their application in a range of contexts
 select, apply and review a range of curriculum and instructional design principles to suit the needs of learners in a range of contexts
 select, apply and review a range of instructional design principles suit the needs of learners in a range of contexts
 select, apply and review a range of instructional design principles for a range of print and digital media
 actively engage in contemporary discussions about curriculum and instructional design in a range of contexts


Overview of Learning Activities

The course will be multi-modal in its delivery. Students will be actively involved in small group and large group discussions of readings, analysis of tasks, hands on activities and library and study skills workshops. In each session students will be participating in activities that will be needed for the assessment tasks.


Overview of Learning Resources

Given that this course is designed to meet the needs of students from a range of contexts, resources will be detailed in Part B of the course guide at the time of course delivery. Some readings will be provided in print and electronic format. Students will be expected to access and read publications (journal articles, websites, book chapters etc) provided in the online site for the course. Suggested reading lists will be provided as required.


Overview of Assessment

In the School of Education assessment in a 24 Credit Point Course is equal to 8,000 words, or equivalent. In this course participants can expect to engage in the following types of assessment practices:

• written assignments of a theoretical and practical nature
• reflective journal
• participation in learning activities
• seminar presentations
• online activities