15-T6 Sustainable Innovation

Curriculum design and teacher learning
While curriculum is about the goals, content and organization of learning, sound curriculum design practices are a necessary condition for a curriculum that is relevant and based on up to date knowledge of teaching and learning. In recent years many agree that teachers need to be more actively involved in curriculum design processes in order to realize sustainable curriculum innovations. In particular collaborative curriculum design is considered important for the design of sustainable curricula. The reasoning behind this is threefold: 
  • By involving the professionals that engage the pupils daily we can come to context specific innovative curricula that have more relevance and chance for success in schools. 
  • During the design process professional development of teachers is enabled and encouraged. In the process of collaborative curriculum design teachers learn from one another, from engaging with new content and pedagogies and improve their design competencies. 
  • By enabling professional development and curriculum design in teacher teams the chances for sustainable curriculum reform increase. 

While this development offers many possible advantages it offers various challenges as well. From a practical perspective teachers need to understand the curriculum design process and develop design competencies. From a scholarly perspective there is a need to re-think what curriculum design entails: from a systematic endeavor carried out by professionals to a more intuitive process carried out by (teams of) teachers. In the master class we will discuss what sustainable innovation requires and the meaning of teacher involvement in the curriculum design process. We will conceptualize curriculum design within broader educational reform issues and how we can study different elements of teacher involvement in curriculum design, its implications for sustainable innovation and for professional development.

Objectives
The course objectives of this master class are that the participants:
  • Develop an understanding of factors impacting sustainable curriculum innovation; 
  • Develop an understanding of the basic concepts of curriculum design 
  • Understand current issues in collaborative curriculum design and its implications for research and practice 
  • Explore issues related to studying curriculum design, its implication for practice and assessing its effectiveness 
  • Acquire conceptual and practical insights on measuring effectiveness of collaborative curriculum design for the sustainable implementation of curriculum innovations and for teacher professional development.
Requirements
Participants are required to have completed the ICO Introductory Course successfully.
  • Chapters 3-7 of Marsh, C.J., & Willis, G. (2007). Curriculum: Alternative Approaches, Ongoing Issues – 4th ed. Upper Saddle River, NJ: Pearson. 

Lecturers
Prof. Dr. Joke Voogt
Faculteit Maatschappij- en Gedragswetenschappen/ POWL
Universiteit van Amsterdam
Nieuwe Prinsengracht 130
Amsterdam 1018VZ
j.m.voogt@uva.nl

Dr. Adam Handelzalts
Faculteit Gedragswetenschappen/ ELAN
Universiteit Twente
Postbus 217
Enschede 7500 AE
a.handelzalts@utwente.nl

Prof. Dr. Jules Pieters
Faculteit Gedragswetenschappen/ ELAN
Universiteit Twente
Postbus 217
Enschede 7500 AE
j.m.pieters@utwente.nl

Preparation
Before the start of the master class students are expected to read the literature and be familiar with it. They prepare for the course by choosing one article from the syllabus and relating it to their own research. They hand it in on paper and present it in the first meeting. During the course students are expected to use the knowledge from the meetings to work on case. They start working on the case during the meetings in a groups setting and complete it individually as preparation for the next meeting. After the last meeting students are expected to write a paper relating the studied issues and their own work. This paper should reflect their understanding of the concepts, where possible in relation to their own research.

In sum there are 4 assignments
  • Preparatory assignment 
  • 2 case assignments (starting off during the meeting and completing it at home) 
  • Fnal assignment
Assessment
Being present and active participation during the contact-based part of the course.
The assignments should be completed at a sufficient level.


Dates and locations
The contact hours of the master class is organized as two meetings of two subsequent days and one meeting of one day, structured along the lines of the design process:
12-13/3/2015 - Day 1&2 – introduction to the main concepts of the course; analysis and development with a view to sustainable innovation.
1-2/4/2015 - Day 3&4 –evaluation and implementation with a view to sustainable innovation. (new dates!)
10/4/2015, 2015- Day 5 – final assignment, synthesis and conclusion.

All meetings will be organized at the VU University Amsterdam, Boelelaan 1105, 1081 HV Amsterdam. Students need to book their own overnight stay.

March 12 : Room 05A-10 (A-wing, 5th floor) 
March 13: Room 11A-22
April 1: Room 10A-05
April 2: Room 10A-05
April 10: Room 14A-20

Maximum number of participants: 24