Abstract
In examining curriculum design theory over the past century, we analysed how design methods are defined. Despite established theoretical methods, a global survey of 226 professors revealed a reliance on subjective crieria for designing curricula. Professors expressed a need for better documentation, leading to limited information on their design processes for others to learn from. Furthermore, varied terminology and graphical forms make curriculum designs complex to communicate and understand. To address this, we proposed ESSENTIA CURRICULUM, a representation of curriculum design practices. This system is based on a common language developed by integrating a century of curriculum theory with the experiences of 226 professors worldwide. ESSENTIA CURRICULUM is a simple, flexible language applicable in various contexts. It has been successfully implemented in representing design practices in the Systems Engineering Programme, yielding satisfactory results. This approach provides a foundation for future artificial intelligence developments in curriculum design.
Author Information
Jesus Insuasti, University of Nariño, Colombia
Carlos Mario Zapata-Jaramillo, Universidad Nacional de Colombia at Medellín, Colombia
Paper Information
Conference: ECE2024
Stream: Curriculum Design & Development
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Insuasti J., & Zapata-Jaramillo C. (2024) Representing Curriculum Design Practices in ESSENTIA CURRICULUM: A Case Study at the University of Nariño, Colombia ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 165-180) https://doi.org/10.22492/issn.2188-1162.2024.12
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.12
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