Conceptual Integrity in Web-Inclusive Curriculum Design
Robert A Ellis, Institute of Teaching & Learning, University of Sydney,
NSW 2006. Email: r.ellis@itl.usyd.edu.au
Rafael Calvo, David Levy, Department of Electrical and Information
Engineering, University of Sydney
Judy Kay, Bob Kummerfeld, Department of Computer Science, University of
Sydney
Keywords
curriculum alignment, learning outcomes, approaches to curriculum design
Abstract
University curricula design is a complex process that has become increasingly
so with the introduction of online components. These components may supplement,
complement or replace the face-to-face curriculum elements in campus-based
student learning experiences. This paper discusses two case studies adopting
contrasting approaches and the strategies they use to ensure they maintain
conceptual integrity in relation to their learning outcomes. By doing so,
the paper provides important insight into the relationship between the key
elements of curriculum design that can provide a guide to colleagues engaging
in similar activities.
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