Finance
The Systems Approach to Curriculum Development
Introduction
This booklet provides a basic introduction to the paradigm that has dominated educational technology and educational development since the 1970 's - the systems approach. It begins by looking at how educational technology evolved from the 'technology in education ' model on which it was originally based to the current 'technology of education ' model - a model that is founded on general systems theory. It then introduces some of the basic concepts that underlie the systems approach, and presents a simple, highly practical model that can be used as the basis of virtually all course and curriculum development.
How educational technology has evolved since the Second World War
When it started to emerge as a recognised discipline during the 1940 's and 1950 's, educational technology was based on what is now described as the 'technology in education ' model. This model embraced all possible means by which information could be presented, and had two main aspects, namely hardware and software. The hardware side was concerned with the actual equipment - overhead projectors, slide projectors, tape recorders, television equipment, computers, etc. The software side, on the other hand, was concerned with the various things that were used in conjunction with this equipment -overhead transparencies, slides, audiotapes, videotapes, computer programs, and so on.
The very first phase in the evolution of educational technology was the so-called 'hardware phase ', which concentrated on the development of effective instructional equipment which was reliable, serviceable and within the budgets of schools, colleges and universities. However, when such hardware eventually became generally available, it was found that there was a shortage of suitable software to use with it. This triggered off a subsequent 'software phase ', in which particular attention was paid to the development of suitable learning materials, often
Introduction
This booklet provides a basic introduction to the paradigm that has dominated educational technology and educational development since the 1970 's - the systems approach. It begins by looking at how educational technology evolved from the 'technology in education ' model on which it was originally based to the current 'technology of education ' model - a model that is founded on general systems theory. It then introduces some of the basic concepts that underlie the systems approach, and presents a simple, highly practical model that can be used as the basis of virtually all course and curriculum development.
How educational technology has evolved since the Second World War
When it started to emerge as a recognised discipline during the 1940 's and 1950 's, educational technology was based on what is now described as the 'technology in education ' model. This model embraced all possible means by which information could be presented, and had two main aspects, namely hardware and software. The hardware side was concerned with the actual equipment - overhead projectors, slide projectors, tape recorders, television equipment, computers, etc. The software side, on the other hand, was concerned with the various things that were used in conjunction with this equipment -overhead transparencies, slides, audiotapes, videotapes, computer programs, and so on.
The very first phase in the evolution of educational technology was the so-called 'hardware phase ', which concentrated on the development of effective instructional equipment which was reliable, serviceable and within the budgets of schools, colleges and universities. However, when such hardware eventually became generally available, it was found that there was a shortage of suitable software to use with it. This triggered off a subsequent 'software phase ', in which particular attention was paid to the development of suitable learning materials, often
References: The Year 1 studio programme changes from year to year. The current (1996-97) programme is divided into three sections, which are progressively more demanding.