This article explores the design and development of a Massive Open Online Course (MOOC) on inclusive teaching. Released in the Fall of 2023, the MOOC is particularly unique because of its intentional use of ethnically diverse voices and multimodal content to include art, music, spoken word, and storytelling. Modules range from Self and Empathy to…

Urbanisation and industrialisation have contributed to significant and detrimental changes in the earth's natural environments. The concept of social-ecological resilience can assist this problem, by integrating the consideration of human and ecological systems in decision-making. An implication is that built environment professionals must be…

Improving the quality of educational programs and the demand for accountability have put the professional development of Extension educators high on Cooperative Extension's agenda. Effective professional development facilitates improved program design and implementation, which, in turn, translates into higher clientele satisfaction. The purpose of…

This article examines those aspects of curriculum relating to programmes that have developed across the further and higher education divide. It analyses one particular spiritual direction formation programme that has transitioned from a vocational training programme in the further education mode to a post-graduate academic programme in a higher…

This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and…

Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit…

The classroom experience contains an infinite number of variables that cannot realistically be related to in any manageable teacher's manual. When manuals aim at being "practical", what is produced is often something that looks like practicality, but is not. Curriculum-writing needs a new approach, intended to educate teacher rather than students.…

Indicates that if adult education is to serve a wider public, providers must move beyond the traditional subjects to a curriculum relevant to the problems of adult life. (JOW)

Offers a step-by-step guide to course design and development. Includes information on design basics, underlying objectives, course description, evaluation, standards, recordkeeping, and administration. (JOW)

Curriculum development is the dynamic process of creating and modifying lesson plans, techniques, methods, approaches, and materials in response to educational program goals and community and student needs. It is not a static set of rules or procedures, lesson plans, or materials. The best curriculum responds effectively to student needs as a…

Stating that continuing education administrators and faculty must change their curricula to meet the needs of students and employers, the authors present for curriculum planners what they call a "cybernetic model," which uses a marketing approach. As an illustration they describe a management education case study. (MF)

Discusses the methodology of designing curricula and transferring knowledge skills, and aptitudes to adult workers.'' (Author)

The further education (FE) curriculum in Scotland's colleges aims to enable people to develop skills and capacities which will improve the quality of their working, personal, family and community life. To achieve this aim people need assistance to overcome barriers constraining their confidence and ability to take part in learning situations and…

Describes the development of an arts-based educational program at a female correctional facility in rural Florida. Considers pedagogical and political dimensions of the program; discusses curriculum design and development, learning processes, and institutional influences; and presents examples of participants' artistry and interpretations. (DSK)

This document describes a curriculum framework for a planning process that should be undertaken by local education agencies (LEAs) and institutions in Great Britain. It suggests a focus on the curriculum that synthesizes existing plans, unifies programs, and emphasizes planning for learning and learners. The next section proposes that the scheme,…