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  • OS Book Chapter 2: Curriculum and Open Schooling

  • Editor

    Administrator
    1st February 2021 at 12:07 am

    Please click reply to post your feedback on the material covered in chapter 2 or to leave a question for the author. Click Subscribe to be notified of new activity.

  • Tony

    Moderator
    15th February 2021 at 10:36 pm

    I think, the curriculum discussions, among other things, must help us decide WHAT to teach: a complimentary, alternative or mixed offering.

    The discussions must also help us to decide HOW to teach and the possible relative roles of printed resources, face-to-face contact, digital resources, broadcast media, social media, online etc.

    The WHAT and the HOW will be informed by the WHO – primary school children, secondary school children, youths, adults, people with disabilities – all with different needs.

  • Dr Tommie

    Member
    18th February 2021 at 8:05 am

    Informative chapter on curriculum. The problem with us here at the Open University is that flexibility is limited on curriculum offering. For example:

    1. We offer a national curriculum where only few subjects taught in conventional schools are offered at BOU’s Open Schooling.

    2. The curriculum is limited very much in the sense that only those few subjects without practical subjects are offered highly excluding and disadvantaging students who might have wanted to continue learning a practical subject they didnt do well at conventional school. My desire and wish is that we start offering practical subjects for it is possible even online to do that given the covid19 threats to education. This is the agenda am championing and with time, am sure, BOU will start offering practical subjects like Home Economics, Design and Technology, Art to students.

    Thank you for reflections on curriculum design. Open Schools should do more than just offering subjects offered in conventional traditional school.

  • Tony

    Moderator
    18th February 2021 at 6:43 pm

    Dear Tommie

    I am always reminded of Benjamin’s satire on the Saber-Tooth Tiger Curriculum!

    The Caribbean Examinations Council made a decision some years ago to offer both a traditional school curriculum as well as a more mixed curriculum for youths and adults (see https://www.cxc.org/examinations/ccslc/) which might be of interest.

    More recently, Prof Sugata Mitra challenges us to use the current context to re-think curriculum entirely (see https://jl4d.org/index.php/ejl4d/article/view/445).

    Regards,

    Tony

  • Dr Tommie

    Member
    19th February 2021 at 5:54 am

    Thanks for the links! very informative.

  • Simon

    Member
    7th April 2021 at 9:14 pm

    I like the idea that new methods of assessment and certification must meet the framework of children’s education that is fit for our times.

  • Tony

    Moderator
    12th April 2021 at 10:24 pm

    Dear Simon

    Yes, I think there is a lot we can do with automated feedback for subjects like Maths and Science where the conceptual framework is very hierarchical. The Khan Academy is a great example of the use of automated feedback and badges to support and motivate independent learning. You can get a good sense of it by signing in for free and trying the basic maths course. https://www.khanacademy.org/

    Rubrics can also be very useful to support self- and peer- assessment – not everything needs to be assessed by the teacher. see:

    https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/rubrics-useful-assessment-tools

    http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx

    https://www.youtube.com/watch?v=o-g2YfY8kkw

    Portfolios can be very useful for the development of competences in the arts and humanities and work very well with the use of rubrics, see:

    https://www.youtube.com/watch?v=sacuuqjHPXo

    https://www.geneseo.edu/sites/default/files/sites/education/p12resources-portfolio-assessment.pdf

    https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml

    https://www.teachthought.com/technology/8-educational-apps-to-create-digital-portfolios/

    As mentioned before, there is no reason why an open scholar needs to register at the beginning of an academic year and write exams at the end of the year for 8-10 subjects. It should be possible for them to engage with one subject at a time and gain a micro-credential for one subject at a time that can be aggregated to a full certificate in due course, see:

    https://unevoc.unesco.org/home/Digital%20Cred%20Report

    Regards,

    Tony

  • bkabuati

    Member
    11th July 2021 at 12:37 am

    It would be nice to have open curriculum, so that all level of open schooling are uniform, from lower primary to higher secondary, etc. In this case may be an open curriculum panel should be considered so as Math taught in Kiribati will be the same taught in Taiwan???

  • Tony

    Moderator
    12th July 2021 at 5:56 pm

    Dear Colleague

    You raise a very interesting issue!

    There is considerable curriculum overlap in STEM subjects although even for STEM subjects, curriculum content may likely need to be tweaked in terms of examples, currencies, names, languages etc for a better fit with context.

    In the humanities and social sciences, there will often be some topics which overlap and others which are unique to a region or a country.

    Then, of course, we have a lot of different language needs as well – especially at the lower levels of schooling where home languages may also be the languages of learning.

    One of the reasons I like OER content is that we can revise/remix existing content where curriculum overlap exists and do not necessarily need to create everything from scratch.

    Regards,

    Tony

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