El alineamiento constructivo de un curso online de aprendizaje-servicio

Service-learning is gaining traction worldwide, including South Africa. This pedagogy requires a different approach to teaching and learning and few resources are available to provide such support. A course for lecturers that either already teach a service-learning course or are interested in doing so, would address this need, but, as with any other course, its constructive alignment is key. Online courses reach more people, but also add another layer of complexity. The aim of this paper is to discuss the constructive alignment of an online community-based service-learning course and to provide a roadmap for other institutions to develop such courses. A community-based service-learning course that brings together the critical elements of how to develop such course and, is revised using a curriculum alignment lens, offers a more critical and relevant experience, for the lecturers, which will lead to more critical and sound service-learning courses for the students.

IMPLEMENTASI KURIKULUM 2013 DALAM PENDIDIKAN INKLUSI DI ROYAL WELLS SCHOOL KOTA BEKASI

The curriculum in inclusive classes must be developed by following the needs and conditions of each student. The curriculum used is a modified curriculum as well as the embodiment of a child-friendly school. This study aims to look at the implementation of the curriculum in inclusive education providers related to aspects of planning, implementation and evaluation of learning as well as the supporting and inhibiting factors for the implementation of inclusive education. This research was conducted using a descriptive method, and a qualitative approach was carried out at the Royal Wells School in Bekasi City. Data mining used interview, observation and document study techniques. The results of the study indicate that schools are required to carry out curriculum alignment by conducting assessments-developing individual learning programs-discussions with parents, class teachers, and school principals. In the implementation of classroom learning carried out by class teachers, but for Inclusive Students who receive material during learning are guided by special assistant teachers. And for the evaluation of learning, it is done by adjusting the level of difficulty of the questions, the number of questions, and how to answer questions that are adjusted to the abilities of students. To achieve this goal, support from leaders, peers and parents of students is very much needed, while several inhibiting factors are that there are still policies at the school level that are not yet comprehensive, people who do not understand, planning for curriculum alignment that has not been supervised, inadequate facilities and infrastructure. adequate. The recommendation from the results of this study is that the school must disseminate policies to prospective parents of students both regularly and inclusively, pay attention to the competence of teaching staff resources, and supervise the implementation of inclusive education in schools. ABSTRAKKurikulum pada kelas inklusi harus dikembangkan dengan mengikuti kebutuhan dan kondisi masing-masing siswa. Kurikulum yang digunakan adalah kurikulum modifikasi dan juga sebagai perwujudan sekolah ramah anak. Penelitian ini bertujuan untuk melihat implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif terkait aspek perencanaan, pelaksanaan dan evaluasi pembelajaran serta faktor pendukung dan penghambat penyelenggaraan pendidikan inklusif. Penelitian ini dilakukan dengan menggunakan metode deskriptif, dan pendekatan kualitatif yang dilakukan di Sekolah Royal Wells School di Kota Bekasi. Penggalian data menggunakan teknik wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan bahwa sekolah wajib melakukan penyelarasan kurikulum dengan cara melakukan asesmen-mengembangkan program pembelajaran individual-diskusi dengan orang tua, guru kelas, dan kepala sekolah. Pada pelaksanaan pembelajaran di kelas yang dilakukan oleh guru kelas, namun bagi Siswa Inklusiyang menerima materi saat pembelajaran dibimbing oleh guru pendamping khusus. Dan untuk evaluasi pembelajaran dilakukan dengan penyesuaian tingkat kesulitan pertanyaan, jumlah soal, dan cara menjawab pertanyaan yang disesuaikan dengan kemampuan peserta didik. Untuk mencapai tujuan tersebut dukungan pimpinan, rekan sejawat dan orang tua murid sangat dibutuhkan, sedangkan beberapa faktor yang menghambat adalah masih terdapat kebijakan di tingkat sekolah yang belum komprehensif, masyarakat yang belum paham, perencanaan penyelarasan kurikulum yang belum di supervisi, sarana dan prasarana yang kurang memadai. Rekomendasi dari hasil penelitian ini adalah sekolah tersebut harus melakukan sosialisasi kebijakan kepada calon orangtua siswa baik regular maupun inklusif, memperhatikan kompetensi sumber daya tenaga pengajar, serta melakukan supervisi implementasi pendidikan inklusif di sekolah.

Authentic Assessment of Compulsory Subjects in Primary Schools: A Case Study in the Western Area of China

This article discusses a case study that explores the relationship between 21st century learning and curriculum alignment. It investigates three compulsory subjects: Chinese, mathematics, and English. By inquiring the survey on individual perspectives on curriculum content and authentic assessment in different schools within the scope of western Chinese primary schools, this article concluded that 21st century learning skills are well developed in primary schools. Although authentic assessment from parents’ perspective is diminutive, it is progressive for some students. Numerous factors can influence the actual practice of authentic assessment as teachers and pedagogies significantly contribute to students’ learning outcomes. The authentic assessment in China still has a long way to go in order to boost these learning skills to a higher level.

MPA/MPP programmes and the future of work: Does MPA curriculum align with civil service requirements

In recent decades civil services worldwide have experienced exogenous forces that are transforming their work and workplace. In turn, these changes are altering the skills set associated with civil service employment. As professional degrees oriented towards careers in civil service these changes can have important ramifications on the curriculum. Focusing on member schools of the Canadian Association of Programmes in Public Administration (CAPPA) our research explores whether and how the postgraduate public administration and public policy programmes (MPA and MPP) curriculum has adapted to changes in the natural labour market for their graduates. Our threefold findings are that: A lack of alignment exists between the MPA/MPP currently taught and the requirements of civil services; a recognition by programme heads that some degree of curriculum alignment is indeed necessary; and that engagement between schools and civils services exists, but is typically informal and conducted through intermediary bodies. Our findings further highlight the necessity for civil services to engage with MPA and MPP programmes to ensure that future civil servants possess the skills relevant at a time of significant change in the nature of work.

A new model for organizing curriculum alignment initiatives

The author discusses the benefits of curriculum alignment and the development of a new database system called e-CMS (electronic curriculum mapping system) for organizing curriculum alignment initiatives. Fundamental to the systematic organization of curriculum is understanding the interplay between three alignment factors present in all courses: assessments, TLAs (teaching and learning activities), and objectives, also known as the triadic model of alignment. Also important to this process is the inclusion of external alignment factors, such as cognitive level, professional skills, and the core concepts of physiology. When organized properly, alignment of internal and external factors provides a common language for discussing and comparing courses across departments and institutions. Databases such as e-CMS not only help organize curriculum, but also offer almost unlimited ways to combine, analyze, and share resultant data. This could provide value to students and their future employers by communicating with confidence the evidence-based knowledge, skills, and abilities gained in a course or program. The next phase of the alignment initiative that produced e-CMS is to develop a distributed online database for housing and sharing aligned assessments.

Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre- and In-service Teachers

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills.