The Learner-Centered Curriculum: Design and Implementation. By Roxanne Cullen, Michael Harris, and Reinhold R. Hill. Consulting Editor, edited by MaryellenWeimer. San Francisco, Calif.: Jossey Bass, 2012. xxii + 241 pages. ISBN 978-1-118-04955-6. $40.00.

2013 ◽  
Vol 16 ◽  
pp. e116-e117
Author(s):  
Adrienne Nock Ambrose
Keyword(s):  
San Francisco ◽  
Curriculum Design ◽  
Design And Implementation ◽  
Learner Centered

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

Revelation, then Response

2018 ◽  
Vol 15 (1) ◽  
pp. 43-61
Author(s):  
Gregory B. Long
Keyword(s):  
Curriculum Design ◽  
Sunday School ◽  
School Curriculum ◽  
Children's Ministry ◽  
Design Philosophy ◽  
Learner Centered ◽  
The Reformation ◽  
Ministry Leaders ◽  
School Curricula

Children’s ministry leaders who evaluate which curriculum to use for their Sunday school quickly discern vast differences in curriculum design philosophy. In spite of calls for integration, the debate between content-centered and learner-centered children’s Sunday school curricula has not been settled. This article examines a foundational doctrine of the Reformation, the doctrine of Sola Scriptura, in order to apply it to the design and evaluation of children’s Sunday school curricula. After briefly describing the meaning of Sola Scriptura, the article details the implications of Sola Scriptura for children’s Sunday school curriculum design. It then offers an evaluative grid for children’s ministry leaders to use when evaluating curriculum.

Teacher Learning through Technology-Enhanced Curriculum Design Using Virtual Reality

2020 ◽  
Vol 122 (7) ◽  
pp. 1-34
Author(s):  
Insook Han ◽  
Timothy Patterson
Keyword(s):  
Virtual Reality ◽  
Curriculum Design ◽  
Professional Growth ◽  
New Technology ◽  
Rapid Development ◽  
Research Question ◽  
Observation Data ◽  
Design And Implementation ◽  
Knowledge And Beliefs

Background/Context The rapid development of virtual reality (VR) technology increases expectations regarding the potentials of using VR in the classroom and requires teachers to engage in professional development. Although there are recent studies that explore how this new technology can facilitate learning in classroom settings, little research has explored what constraints and affordances emerge during VR curriculum design and implementation and how a teacher's knowledge and beliefs change during this process. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to explore one exemplary teacher's curriculum design processes and changes in knowledge, beliefs, and practices during the design and implementation of VR lessons in an elementary classroom. Population/Participants/Subjects The participant of this study is one teacher who works in a private elementary school in a metropolitan area of South Korea. The participant is an exemplary teacher with a unique combination of experience and training in pedagogy and technology. Research Design We used an intrinsic case study approach to collect and analyze data around the development of the participant's reflective practice, beliefs, and knowledge. Data Collection and Analysis During two iterations of design and implementation of VR lessons, we collected qualitative data in the form of the participant's written reflections, video recordings of his classroom teaching, field notes of observations, and follow-up interviews after each observation. Data were open-coded based on the interconnected model of teacher professional growth (IMTPG) and the framework of technological pedagogical content knowledge (TPACK). Findings/Results We observed changes occurring in the participant's TPACK, his beliefs about students, and his dispositions toward the use of VR. Most of the changes in the design phase appeared to inspire the participant's development of TPACK and ended with curriculum design using newly developed knowledge. The participant's enactment brought changes in instructional outcomes for both himself and his students, which then either altered his practice while teaching or changed/reinforced his knowledge and beliefs. Conclusions/Recommendations Our findings support a nonlinear, ongoing, and iterative approach to teacher change, as emphasized by the IMTPG. We add to this line of research by offering a detailed description of one teacher's learning process and development of TPACK. More important, this study focused on an exemplary teacher's design and implementation of VR and explored how certain barriers or enablers affected his design decisions by changing his knowledge, beliefs, and instructional practices. The findings of this intrinsic case study allow us to offer advice for teachers interested in integrating VR into their instruction.

A Learner-Centered Approach to Technology Integration

2017 ◽  
pp. 1-22
Author(s):  
Ellen Yeh ◽  
Nicholas Swinehart
Keyword(s):  
Technology Integration ◽  
Learning Style ◽  
Curriculum Design ◽  
American Psychological Association ◽  
Google Earth ◽  
Policy Makers ◽  
Learner Centered ◽  
Technological Tool ◽  
Key Aspects ◽  
Scaffolding Strategies

This chapter demonstrates a model for technology integration in learner-centered classrooms for educators, administrators, and policy makers. In this model, students are trained on how to use a technological tool but then given freedom to choose how much and in what specific content area they use the tool. Three key aspects of learner-centered curriculum design are supported by this model: 1) delivering scaffolding strategies to help students become active and autonomous learners; 2) giving learners a role in shaping the curriculum, and 3) recognizing each learner's diverse, unique background and learning style (American Psychological Association, 1997). The application of the model described here is rather narrow--training English as a Second Language (ESL) students to use online geographical tools (e.g., Google Earth) – but it can be adapted to suit a wide range of technological tools, subjects, and contexts.

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