Why integrated curriculum?
Changing workplace. The new world of work
requires the use of holistic, integrated skills and
competencies rather than discrete competencies and
isolated skill sets. The emphasis is on the ability
to solve problems that requires drawing on all
competencies and applying them in ever-changing contexts.
Competency or performance based curriculum that is
informed by industry skill standards should improve
the correspondence between workplace requirements and
educational preparation.
Increases relevance for learners. Realistic
applications increase motivation and enhances learning
acquisition. Learners experience skills as related and
applicable to many contexts. (In addition, a more explicit focus on
foundation skills allows for greater accountability for
learners and certification and portability of foundation
skills.) Transfer of learning is higher when the
competency-based program provides for realistic
learning experiences based on solving real problems.
Infuses higher order skills into technical programs.
"One of the key aspects in the development of
competency standards and in the skills and other
attributes believed to be most needed in the
workforce are those of critical thinking, problem
solving and the ability to use and combine knowledge
and skills to address new challenges."
CBE
Foundation skills such as problem solving,
and critical thinking, have traditionally been
taught in academic classes. Integration of
technical content and foundation skills brings
more related emphasis to the foundation skills
and puts technical content in the context of
solving work related problems.
More congruence between disciplines.
Dividing knowledge into distinct categories of
knowledge is artificial. Work, community, and
personal experiences are integrated; providing
knowledge and skills in separate educational
experiences requires learners to work harder
to integrate and make connections.
"People learn more by making connections between
experiences, creating analogies, and recognizing
similarities."
(*Getting to Work*)
Reduces redundancy in curriculum.
When technical content and foundation skills are
integrated, there is likely to be less duplication
of time and effort in the curriculum.
Integration allows for greater efficiency of
curriculum content and therefore, may provide
opportunity to add additional courses or modules.
What is Integrated Curriculum?
The key to the development of curriculum informed
by industry skill standards is integration.
This means the explicit identification
of both the technical knowledge and foundation skills
appropriate for a particular program. They are both
then integrated into learning activities that allow
for the development of foundation skills within the
context of solving real problems. The learner sees
the context for learning foundation skills as well as
the technical knowledge. Being an effective team member,
problem solver, and self learner has a purpose,
context and connection that provides motivation for
holistic learning.
(*See the section on Model Process for further description and examples.*)
Implications of Industry Skill Standard-Based Curriculum
Changes in: |
Traditional
|
Skill Standard-Based
|
Content
|
- Technical content and foundation skills separated
- More emphasis on attainment of technical skills
- Foundation skills not explicit
- Content-focused
- Course-based
|
- Infusion of math and science to strengthen problem solving
- Integration of technical content and foundation skills
- Foundation skills are explicit
- Competency-based
- Module-based
|
Student Outcomes Expected
|
- General objectives
- Emphasis on inputs
- Students are exposed to content
|
- Learner outcomes are explicit and measurable
- Emphasis on outputs
|
Methodology
|
- Teacher as expert and provider of lectures, demonstrations
- Learner as receptacle
- Delayed feedback
- Narrow range of learning approaches
|
- Teacher as resource and mentor; one of many resources
- Learner more self-directed and responsible for own learning
- Immediate feedback
- More flexible delivery approaches
|
Assessment Techniques
|
- Subjective criteria, often unstated
- Emphasis on assessment of knowledge
- Norm-referenced assessment
|
- Objective criteria tied to outcomes
- Emphasis on performance or competence
- Criterion-referenced assessment
|
Work-Based Experiences
|
|
- More emphasis
- Greater variety of field experiences
|
Professional Development
|
- Everyone doing their own thing
- Emphasis on content
|
- Faculty working more collaboratively
- More emphasis on process
- More inter-disciplinary emphasis
|
Adapted from Competency-Based Education and Training, Harris et al