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Curriculum design and graduate attributes

Models of curriculum design

Structuring the curriculum focusses to a greater or lesser degree on the relationship between the content and the needs of the student. Increasingly students are provided with opportunities to choose what subject matter they would like to learn.

Lecture-based learning

Subject matter is largely determined by text books or chapters that need to be learned. Lecturers explain and clarify the content in lectures. Tutorials are used to deepen the knowledge aquired, clarify problems and provide feedback on assignemnts. An examination at the end of the semester assesses students understanding of the lecture material.

Resource-based learning

Guided self-study through assignments. Assignments are discussed in small groups

Mastery based learning

Students regulate their own learning to achieve pre-determined learning goals. Professional development planning.

Problem-based learning

Students work in small groups to understand, explain and solve problems. A tutorial group analyses the problem and identifies learning objectives. A period of independent study after which students report their learning. Students are guided by a tutor who assist with group processes.

Project-centred learning

Authentic, real-life tasks are derived from professional practice. Students work on the project in small groups or in parallel. Regular meetings with teacher. Outcomes of the process are reported back to the whole group of students.

Work-based learning

Students combine university learning with learning from practice

Self-directed learning

students set their own topic areas and undertake a project with teacher supervision.