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Envisioning the Future of Research-based Curriculum Design Using Lego Serious Play
| Content Provider | Semantic Scholar |
|---|---|
| Author | Habel, Chad |
| Copyright Year | 2017 |
| Abstract | All too often, curriculum design operates as in a vacuum: it is the grand achievement of a single teacherly genius, an ivory tower disconnected from all else and as autonomous as academic culture itself. No doubt there are political, institutional, and interpersonal forces at play that help shape this paradigm. In this conception curriculum works as a closed system: isolated, Newtonian, subject to unchangeable laws and amenable to a controlling design methodology from which student learning outcomes are evacuated as predictably as waste (Katz & Kahn 1966). Frameworks such as MELT or the RSD go some way towards addressing this closed design thinking, but if implemented as top-down models they may serve to reinforce the problem. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.adelaide.edu.au/rsd/i-melt/papers/HabelIMELT2017paper.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
