Learning differentiated curriculum design in higher education / John N. Moye.
Material type:
TextSeries: Emerald pointsPublisher: Emerald Publishing Limited, Description: 1 online resource (xiv, 273 pages)ISBN: 9781838671143 (e-book)Subject(s): Curriculum planning | Individualized instruction | Individualized education programs | Education -- Higher | EducationAdditional physical formats: No titleDDC classification: 375.001 LOC classification: LB2806.15 | .M69 2019Online resources: Click here to access online | Item type | Current library | Call number | URL | Status | Date due | Barcode | Item holds |
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eBook
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| LB2806 .T43 2007 Teaching leaders to lead teachers | LB2806 .T43 2013 Teacher reforms around the world | LB2806.15 .I58 2016 Integrating curricular and co-curricular endeavors to enhance student outcomes / | LB2806.15 .M69 2019 Learning differentiated curriculum design in higher education / | LB2806.15 .P53 2011 Places of curriculum making | LB2806.22 .S77 2008 Strong states, weak schools | LB2806.36 .I34 2013 Identifying leaders for urban charter, autonomous and independent schools |
Includes bibliographical references and index.
Prelims -- A shared definition of curriculum design -- A design approach to curricula -- Differentiating the dimensions of curriculum -- Differentiated curriculum -- Evaluating curricula -- Summary and conclusions -- Afterword -- References -- Index.
As the complexity of 21st century disciplines has increased it has become necessary to rethink the design and delivery of learning to more effectively serve the diverse needs and learning styles of students in higher education. While instructional design and instructional technologies have advanced quickly, the processes of curriculum design have fallen behind.This book presents a comprehensive, systematic approach to the development of curricula in higher education in which each component is configured to optimize learning. The approach is based in an analysis of the psychophysics of the learner and employs theories of learning, instruction, and environment to design each component. The result of this process is the development of curricula that demonstrate optimal design attributes, remove barriers to learning, and expedite the learning. By presenting methods that provide practical, effective and efficient strategies to ensure an inclusive curriculum for all learners, this book will prove invaluable for higher education leaders, practitioners, and curriculum designers.
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