Using Curriculum Design Principles to Renew Teaching and Learning in Developmental Psychology

Prudence M Millear; Ruth Greenaway; Jessica Schmidt

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Using Curriculum Design Principles to Renew Teaching and Learning in Developmental Psychology

Conference paper

Open access

Peer reviewed

Using Curriculum Design Principles to Renew Teaching and Learning in Developmental Psychology

Prudence M Millear, Ruth Greenaway and Jessica Schmidt

Refereed papers from the 40th HERDSA Annual International Conference, pp.250-260

Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA): Curriculum Transformation, 40th (Sydney, Australia, 28-Jun-2017–30-Jun-2017)

Higher Education Research and Development Society of Australasia (HERDSA)

2017

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Abstract

Psychology

Curriculum and Pedagogy

curriculum design principles

experiential learning

authentic assessment

The curriculum for an undergraduate developmental psychology course at a regional Australian university was redesigned, using the university's new curriculum design principles: learning centred, constructively aligned, standards based, and career and future focused. The new experientially-based curriculum was facilitated by using a technology-enabled, tiered learning space, which supported collaborative and blended learning, with applied activities to understand how a human lifespan grows and develops. Learning outcomes and assessment were constructively aligned, whilst a range of technologies supported blended learning for students. In addition to structured course activities, students made video vignettes (formative assessment) and wrote reflections (summative assessment) to demonstrate their understanding of adolescence and old age. The vignettes were innovative, creative, engaging, and insightful. The benefits of the authentic nature of the assessment was evident, as students who embraced the vignettes demonstrated greater depth of understanding and insight, and subsequently gained higher grades in their reflections. Curriculum renewal is an ongoing process. Whilst the student feedback was largely positive, variability in the weekly activities, and clarity surrounding the purpose of online lectures and formative tasks will enhance the course. Future research would benefit from exploring age and cohort effects longitudinally. For psychology students, this experiential approach allows for more 'real world' application of the content for career-readiness, and is also transferrable to various levels, courses, and disciplines. Overall, the curriculum design was successful according to all markers of achievement, and was an enjoyable experience for both facilitators and students alike.

Details

Title: Using Curriculum Design Principles to Renew Teaching and Learning in Developmental Psychology
Authors: Prudence M Millear (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Ruth Greenaway (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Jessica Schmidt (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Contributors: Ruth Walker (Editor)
Simon Bedford (Editor)
Publication details: Refereed papers from the 40th HERDSA Annual International Conference, pp.250-260
Conference details: Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA): Curriculum Transformation, 40th (Sydney, Australia, 28-Jun-2017–30-Jun-2017)
Publisher: Higher Education Research and Development Society of Australasia (HERDSA)
Date published: 2017
ISBN: 9780994554666
Copyright note: Copyright © 2017 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, as permitted under the Copyright, Designs and Patent Act, 2005, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers at the address above.
Organisation Unit: School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; Engage Research Lab; School of Health - Psychology; School of Health and Behavioural Sciences - Legacy
Language: English
Record Identifier: 99451101202621
Output Type: Conference paper

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