Curriculum Agility principles for transformative innovation in engineering education
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| Názov: | Curriculum Agility principles for transformative innovation in engineering education |
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| Autori: | Brink, Suzanne, de Hei, Miranda, Sjoer, Ellen, Carlsson, Carl Johan, 1971, Georgssson, Fredrik, Keller, Elizabeth, McCartan, Charles, Enelund, Mikael, 1965, Lyng, Reidar, Admiraal, Wilfried |
| Zdroj: | European Journal of Engineering Education. 50(3):455-471 |
| Predmety: | Curriculum Agility, co-creation, transformative innovation, curriculum innovation, engineering education |
| Popis: | Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context. |
| Popis súboru: | electronic |
| Prístupová URL adresa: | https://research.chalmers.se/publication/542711 https://research.chalmers.se/publication/542780 https://research.chalmers.se/publication/542780/file/542780_Fulltext.pdf |
| Databáza: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context. |
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| ISSN: | 03043797 14695898 |
| DOI: | 10.1080/03043797.2024.2398165 |