Preplanning Research
Preplanning Research – Week 2
Design and Process of Curriculum Development/HSN544
Professor Kelly Rotondo
Introduction Change is inevitable. Our world, our community, means of communication and ways of doing things are always evolving. Change affects the way we communicate, learn and live. Education is no exception to the rule. Because of evolution and change, the curriculum has to change. The purpose of this paper is to review current issues and trends in curriculum design.
Background
Traditionally, all students were given the same time allotment to learn, and focused on differences in ability. However, in 1963, John B. Carroll argued that the focus on education should be the variable time required for different students to learn the same material (Guskey, 1996). A few years later, in 1968, a man by the name of Benjamin Bloom introduced a concept referred to as mastery learning. His theory stated that “if aptitude predicts student learning rate, then the extent of learning expected of a student can be set” (Bloom, 1982). He also concluded that instructors should be able to ensure that each student achieves the course objectives. Therefore, the success of each student id based on instruction and not aptitude. Competency-based learning is commonly used in nursing. This is mastery learning. This learning model provides a foundation for decision making skills and “has been used in nursing education to promote competency in practice” (Lenburg, Abdur-Rahman, Spencer, Boyer, & Klein, 2011). Along with the millennium comes extraordinary challenges and opportunities. These challenges and opportunities are available to both the nursing profession and academic institutions responsible for preparing nurses of the next generation. According to Wals, “Universities in particular have a responsibility in creating space for alternative thinking and emergence of new ideas, as well as in critically exploring old ones.” Wals also takes the
Design and Process of Curriculum Development/HSN544
Professor Kelly Rotondo
Introduction Change is inevitable. Our world, our community, means of communication and ways of doing things are always evolving. Change affects the way we communicate, learn and live. Education is no exception to the rule. Because of evolution and change, the curriculum has to change. The purpose of this paper is to review current issues and trends in curriculum design.
Background
Traditionally, all students were given the same time allotment to learn, and focused on differences in ability. However, in 1963, John B. Carroll argued that the focus on education should be the variable time required for different students to learn the same material (Guskey, 1996). A few years later, in 1968, a man by the name of Benjamin Bloom introduced a concept referred to as mastery learning. His theory stated that “if aptitude predicts student learning rate, then the extent of learning expected of a student can be set” (Bloom, 1982). He also concluded that instructors should be able to ensure that each student achieves the course objectives. Therefore, the success of each student id based on instruction and not aptitude. Competency-based learning is commonly used in nursing. This is mastery learning. This learning model provides a foundation for decision making skills and “has been used in nursing education to promote competency in practice” (Lenburg, Abdur-Rahman, Spencer, Boyer, & Klein, 2011). Along with the millennium comes extraordinary challenges and opportunities. These challenges and opportunities are available to both the nursing profession and academic institutions responsible for preparing nurses of the next generation. According to Wals, “Universities in particular have a responsibility in creating space for alternative thinking and emergence of new ideas, as well as in critically exploring old ones.” Wals also takes the
References: Adult, D. (1992). Managing for the Future: The 1990s and Beyond. New York, NY: Harper & Row. Anastasi, J.K., Capili, B., & Schenkman, F. (2009). Developing an integrative therapies in primary care program Axley, L. (2008, August). The integration of technology into nursing curricula: supporting faculty via the technology fellowship program Guskey, T.R. (1996). Implementing Mastery Learning (2nd ed.). Belmont, CA: Wadsworth. Lenburg, C.B., Abdur-Rahman, V.Z., Spencer, T.S., Boyer, S.A., & Klein, C.J. (2011). Implementing the COPA model in nursing education and practice settings: promoting Wals, A.E.J. (2010). Mirroring, gestaltwitching and transformative social learning. International Journal of Sustainability in Higher Education, 11(4), 380-390.