Role of Developmental Education Faculty in the Curriculum Design Process

Role of Developmental Education Faculty in the Curriculum Design Process

Introduction

Curriculum development requires making judgments about the purpose and meaning of education are the result of conscious deliberation held in the within the school by groups of teachers and collect their intention to act in a certain way to achieve the desired results. Changes in curricula based on learning outcomes by year and subject, and, where appropriate, of standards, are complete or under development. Learning outcomes and standards integrate the four areas of basic skills, or literacy and communication, problem solving, human relations and technology. The development of curriculum follows an orderly process in which one uses the selective participation of educators, representatives of post-secondary institutions and industry and other community members with relevant expertise.

The development of curriculum follows a methodical process that includes teams to develop curriculum; review committees; tested; Provincial approval of use; and the continual updates. Review committees are made up of educational partners invited the Department to provide comments on drafts of a document during the various stages of conception. The purpose of testing is to test a document in the classroom and obtain feedback from teachers in order to make the necessary improvements. The curriculum framework acts as a mediator between social reality and the reality internalizing personal meanings, both in students and teachers (Aldrich & Wright, 2001).

Faculty

Instructional designer has a crucial role to understand and meet the training needs of the target drawing up an appropriate teaching strategy. To do this, need a strong understanding of the theories of education, as well as computer-language media. The curriculum planner, however, is an expert instructional designer who designs and sets up a package of products relating to the same area, thus giving raise to a complete curriculum. The designer must have a more basic understanding of the main logical organization of computer systems and knowledge management. He works in contact with the chief learning officer and training manager, the definition of the main streams of knowledge to be shared within the company. Content of the designer, the expert of the single subject, intervenes in the definition and implementation of an appropriate approach to the subject. The multimedia designer, the expert of multimedia communication, cares within the multimedia agency using appropriate and effective of all the languages and tools available. His speech is central to multimedia interface design as well as navigation; the art director, an expert in visual communication that deals with graphic design product, supporting both the design that the designer instructional media (Auerbach, 2002).

The teacher has the responsibility for the design, implementation, assessment and ongoing adjustment of appropriate actions to develop the whole person through the promotion of learning and building knowledge, skills and attitudes of learners. This role requires professionals with adequate scientific and humanistic, assume an attitude of social and institutional commitment to be able to develop lines of action arising out of interpretation of facts, identify problems, act within the margins are not absolute ...