Relevant bibliographies by topics / Innovative curriculum design

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Innovative curriculum design'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Innovative curriculum design"

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Gopinathan, Sharmini, Anisha Haveena Kaur, Kanesaraj Ramasamy, and Murali Raman. "Enhancing innovative delivery in schools using design thinking." F1000Research 10 (November 30, 2021): 927. http://dx.doi.org/10.12688/f1000research.72860.2.

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The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative soluti
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Gopinathan, Sharmini, Anisha Haveena Kaur, Kanesaraj Ramasamy, and Murali Raman. "Enhancing innovative delivery in schools using design thinking." F1000Research 10 (January 10, 2022): 927. http://dx.doi.org/10.12688/f1000research.72860.3.

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The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative soluti
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Orr, Susan. "Art and design: Critical pedagogies and innovative curriculum design." Art, Design & Communication in Higher Education 20, no. 2 (2021): 123–27. http://dx.doi.org/10.1386/adch_00034_2.

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Gao Hetian and Fauzi Naeim. "Enhancing Vocational Education in China: The Impact of Design Thinking on Curriculum Reform and Talent Development." International Journal of Education and Humanities 5, no. 1 (2025): 1–12. https://doi.org/10.58557/(ijeh).v5i1.276.

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China's vocational education strives to enhance its curriculum quality and optimize its structure to cultivate innovative talents. However, traditional approaches focus more on problem-solving than developing user-centered solutions, which may hinder innovation. This study explores the application of design thinking as the primary approach to improving the talent training model and curriculum structure in China's vocational education. Design thinking is considered to foster the development of innovative skills through a more solution-focused and user-centric approach. The study involved 46 par
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Yue, Yanfeng. "Reforming English as a Second Language into English Information Literacy Curriculum (Case of China Universities)." Integration of Education 29, no. 1 (2025): 171–85. https://doi.org/10.15507/1991-9468.029.202501.171-185.

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Introduction. The curriculum of General English in universities in China have been designed and conducted as a foreign language. However, the unsatisfactory learning outcomes urge a thorough examination of the curricular nature and an innovative curricular design. The nature of General English is evaluated with an innovative framework of assessment. This article aims to demonstrate the necessity of converting General English course for undergraduates in China into English Information Literacy Curriculum. Materials and Methods. The conventional General English course is evaluated in accordance
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Hafezi, A., E. Abbasi, Sh Niknami, and A. Naveh Ebrahim. "The Innovative Design of Baccalaureate School Health Curriculum." Journal of North Khorasan University of Medical Sciences 8, no. 2 (2016): 271–87. http://dx.doi.org/10.18869/acadpub.jnkums.8.2.271.

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Wu, Yenchun Jim, and Jeng-Chung Chen. "Stimulating innovation with an innovative curriculum: A curriculum design for a course on new product development." International Journal of Management Education 19, no. 3 (2021): 100561. http://dx.doi.org/10.1016/j.ijme.2021.100561.

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Vladimir, Guțu. "The 2019 National Curriculum: Conceptual, Methodological, and Managerial Implications." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 4-5 (116-117) (2019): 3–9. https://doi.org/10.5281/zenodo.3520997.

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This article is dedicated to presenting the value axes of the curriculum reform for general education, to characterize the conceptual foundations and methodological orientations of curriculum development, the emphasis being placed on the teleological, content- and process-based approach towards the school curriculum. At the same time, the stages of curricular reform in the Republic of Moldova, starting with the 1990s, are described retrospectively, as well as innovative approaches to the developed curriculum.
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Wahyuningsih, Siti, Upik Elok Endang Rasmani, Bambang Winarji, et al. "Enhancing Early Childhood Teachers’ Creativity through the Implementation of the Merdeka Curriculum: An Experimental Study in Surakarta." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 9, no. 4 (2024): 747–56. https://doi.org/10.14421/jga.2024.94-13.

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Creativity is a crucial skill for early childhood education (ECE) teachers in fostering innovative and adaptive learning environments. The Merdeka Curriculum (Independent Curriculum) in Indonesia provides teachers with the flexibility to design and implement innovative teaching strategies tailored to students’ needs. This study examines the impact of the Merdeka Curriculum on ECE teachers’ creativity using a quantitative experimental method with a One-Group Pretest-Posttest Design. A total of 100 ECE teachers in Surakarta participated in this study. Creativity was assessed before and after thr
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Liu, Nailiang, Shasha Li, Junpeng Li, Ningning Zhao, and Zhong Yu. "Exploration on the cultivation of innovative talents in the course of chemistry teaching." SHS Web of Conferences 166 (2023): 01019. http://dx.doi.org/10.1051/shsconf/202316601019.

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Cultivating innovative talents to meet the needs of professional development is an urgent mission of higher education institutions under the situation of “Double First-Class” construction. As one of the foundations of science and technology major, chemistry courses play an essential role in promoting an innovative spirit, cultivating creative consciousness, and improving creative ability. This paper discussed the optimization of the curriculum system, the construction of the teaching mode, and the transformation of the cultivation mode of chemistry courses in engineering majors from the aspect
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Dissertations / Theses on the topic "Innovative curriculum design"

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Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.

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This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a
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Xiong, Thai. "The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5295.

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Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both H
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Thorsteinsson, G., H. Denton, T. Page, and E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.

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Dotterweich, Andy R., Amanda E. Greene, and Daniel Blosser. "Using Innovative Playgrounds and Cross-Curricular Design to Increase Physical Activity." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3798.

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Davis, Julie Margaret, and n/a. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.110511.

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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental educatio
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Davis, Julie Margaret. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366052.

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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental educatio
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Flannery, Emily. "Futures Doing: Evolving Trend Forecasting in Pedagogy and Practice." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553613454560132.

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Berglund, Anders. "Two facets of Innovation in Engineering Education : The interplay of Student Learning and Curricula Design." Doctoral thesis, KTH, Integrerad produktutveckling, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-133898.

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This thesis covers two main perspectives ofinnovation; first, innovation is regarded as an outcome-related mechanism wherelearning is expressed through artefact presentations at the end of adevelopment process; second, innovation comprises a change mechanism in theprocess of student learning, influencing educators to reconsider new methods andpractices. Building on qualitative data from engineering design courses, theaim has been to explore how learning elements in engineering educationinfluence students during early-phase innovation. By implementing andpracticing learning elements, early-phas
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Leung, Yat-ming. "A study of curriculum innovation in post-1976 China, with special reference to the design and implementation of the senior middle school geography curriculum." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293903.

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Olafsson, Brynjar, and Gisli Thorsteinsson. "Revisiting sloyd：curriculum development of design and craft in Iceland : sloyd pedagogy as the basis for design and craft education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2013. http://hdl.handle.net/2237/19023.

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Books on the topic "Innovative curriculum design"

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J, Hill Deborah, ed. Innovative approaches to curriculum design in the study abroad program. Renaissance Publications, 1987.

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White, Ronald V. The ELT curriculum: Design, innovation, and management. Blackwell, 1988.

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Pieters, Jules, Joke Voogt, and Natalie Pareja Roblin, eds. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20062-6.

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Pieters, Jules. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature, 2019.

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Baker, A. W. E. Curriculum change: A case study of contrasting innovation, design and development processes in two further-educationcourses. Brunel University, 1986.

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Muijnck, Sam, and Joris Tieleman. Economy Studies. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726047.

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The Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today. This is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this handbook offers refreshing ideas and practical suggestions t
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Press, Deakin University. Curriculum Design & Innovation. Hyperion Books, 1985.

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Plutino, Alessia, Kate Borthwick, and Erika Corradini, eds. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.

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The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of cr
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Ippoliti, Cinthya M., and Rachel W. Gammons. User-Centered Design for First-Year Library Instruction Programs. Greenwood Publishing Group, Inc., 2016. http://dx.doi.org/10.5040/9798216031239.

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Tap into the tools, techniques, and resources necessary for enhancing the freshman library experience by utilizing this how-to guide that applies an innovative approach to literacy and library instruction for college freshmen. In recent years, educators have begun to realize the importance of learner-centered programs as pivotal in the academic success of students transitioning from high school to college. This practical guide provides you with detailed plans for designing user-centered literacy and library instruction in your higher education institution—regardless of size. The handbook cover
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Pieters, Jules, Joke Voogt, and Natalie Pareja Roblin. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Saint Philip Street Press, 2020.

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Book chapters on the topic "Innovative curriculum design"

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Ma, Sijie, Junjie Shang, and Haiming Xiao. "A Curriculum Design to Cultivate Creative Thinking Through Educational Games." In Blended Learning. New Challenges and Innovative Practices. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_40.

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Yuan, Run, and Haonan Long. "Exploratory and Innovative Curriculum Design in Body Painting and Restoration Course Practice." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-263-7_42.

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Uskov, Vladimir L., Jeffrey P. Bakken, Prasanthi Putta, et al. "Smart Pedagogy-Focused Design and Development of Innovative Curriculum for Data Cleaning." In Smart Education and e-Learning - Smart Pedagogy. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3112-3_3.

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Uskov, Vladimir L., Jeffrey P. Bakken, Prasanthi Putta, et al. "Smart Pedagogy-Focused Design and Development of Innovative Curriculum for Data Visualization." In Smart Education and e-Learning - Smart Pedagogy. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3112-3_6.

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Deng, Xiaoshu. "Industry-Education Integration and Collaborative Talent Cultivation: Innovative Practical Teaching in Product Design Curriculum Design." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-432-7_60.

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Sharma, Akitav. "29. Learning vs education." In Stories of Hope. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0462.29.

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This chapter offers a critical examination of institutionalised education and proposes a transformative model that re-centres the personal, contextual nature of learning. It contrasts the rigid, standardised practices of traditional systems with the lived experiences of learners, revealing how socio-cultural and economic structures often reduce education to capital accumulation, thereby deepening inequality. In response, the chapter introduces the concept of a ‘Curriculum for Innovation’ (CfI), a learner-centred framework grounded in principles of meaning-making, knowledge construction, and au
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Cheng, Meng-Fei, and Yu-Heng Lo. "Innovative STEM Curriculum to Enhance Students’ Engineering Design Skills and Attitudes Towards STEM." In Concepts and Practices of STEM Education in Asia. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_7.

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Su, Min. "Innovative Research on Multimedia English Teaching Curriculum Design Under the Background of Computer Big Data." In Lecture Notes in Electrical Engineering. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4775-9_123.

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Mullally, Claire, and Catherine Brown-Molloy. "Aligning the Pedagogy of Postgraduate Professional Practice Courses to Develop the Meta-competencies Required of Architects Today." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_39.

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AbstractThe architectural profession can be seen as a developing and multidisciplinary career, which has evolved from the Vitruvian sole master to the need for specialisation and collaboration in multidisciplinary teams. As a regulated profession, postgraduate professional practice courses in Ireland and the United Kingdom (UK) play a critical role in the registration process for Architects. However, there is little research published on the pedagogy of these courses nor their suitability to the evolving demands on the multifaceted role required of Architects today. As a result, there is a nee
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O’Brien, Pamela, Natasha Kiely, and Conor Galvin. "Educating Ireland’s First Generation of Computer Science Teachers for Secondary and Primary Schools; an Unfinished Story." In Teacher Shortage in International Perspectives: Insights and Responses. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-45398-5_9.

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Abstract The introduction of Computer Science, as a formal curricular area, in the Irish education system has provided many opportunities for the Department of Education, professional development bodies, schools, teachers and students. However, it has also posed significant challenges, particularly in the area of upskilling teachers equipped to teach the subject. This paper presents an overview of the historical and current approach to the introduction of this new subject area, and introduces one innovative and novel professional development provision for teachers, developed by the Technologic
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Conference papers on the topic "Innovative curriculum design"

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Halim, Erwin, Dhana Suvilitta Sie, Gregorius Hansel, Anderes Gui, Dedy Syamsuar, and Ai Ping Teoh. "Revamping Curriculum Designs in Digital Talent Accelerators for the Modern Technological Landscape." In 2024 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C). IEEE, 2024. https://doi.org/10.1109/ri2c64012.2024.10784443.

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Baert, Karen, Anne-Sophie Seghers, Liesbeth Van Heck, and Robin Stevens. "DEVELOPING SUSTAINABLE CURRICULA DIRECTED TOWARDS LEARNING OUTCOMES: DESIGN PROPOSITIONS LEADING UP TO A TOOLKIT FOR CURRICULUM DESIGN IN PROFESSIONAL HIGHER EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2036.

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Chen, Yefang, and Pei Cao. "Toy CPU: An innovative curriculum design." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295390.

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Cao, Ruowei, Yuanbo Sun, Shijun Ge, and Chenxi Wang. "Interdisciplinary curriculum design integrating design, technology, and business." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001913.

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This paper describes an interdisciplinary curriculum design that integrates design, technology, and business, aiming to cultivate students' design thinking and innovation, and entrepreneurship skills. Design thinking emphasizes desirability, feasibility and viability. Understand the concepts and methods of design thinking, technical implementation tools, and business analysis tools through literature research. Taking the basic process of design thinking as the overall framework of the course, integrating the theoretical knowledge and tools of design, technology and business for course design.
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Qiang, Zhang, Cui Dong, and Wu Yunlong. "Database application technology curriculum design based on innovative engineering education." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593495.

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Uskov, Vladimir, and Harika Go Vada. "Student-faculty collaboration on design of innovative agile software engineering curriculum." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044096.

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Wang, Xiaotian. "Curriculum Design and Innovative Application of the "Dual Case" Teaching Method." In Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China. EAI, 2024. http://dx.doi.org/10.4108/eai.29-3-2024.2347684.

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Ridgway, Jim, James Nicholson, and Sean Mccusker. "Embedding statistical assessment within cross-curricular materials." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07903.

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Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in
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Kesavadas, Thenkurussi. "V-Learn-Fact: A New Approach for Teaching Manufacturing and Design to Mechanical Engineering Students." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63817.

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Students in the mechanical engineering curriculum are rarely given opportunities for direct experience in the topics in many areas. This is especially true for the education component of the manufacturing and design curriculums. Some reading and stylized laboratory and group projects often substitute for real experience. In this paper an innovative experiential learning curriculum called Virtual Learning Factory (V-Learn-Fact) is described for teaching manufacturing and design courses. In the V-Learn-Fact curriculum, the entire class takes part in a single large project, which covers product r
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Siddique, Zahed, Amy Bradshaw, Patricia Hardre´, and Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

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The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide t
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Reports on the topic "Innovative curriculum design"

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Lim, Delbert, and Samuel Nursamsu. The Spread of Innovative Policies in an Imperfect Decentralisation. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/140.

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This paper aims to analyse the mechanisms of policy diffusion in the context of the decentralised education system in Indonesia. The country rapidly decentralised its government in 2000, transferring responsibilities to more than 341 districts and municipalities, bypassing the provincial governments. By 2022, the number of districts and municipalities increased to 514. The education system is a suitable platform for our analysis for two main reasons. First, local education offices are exceptionally active in implementing local-level policies. In a 2017 survey conducted by the RISE Indonesia te
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry educatio
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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi
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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.

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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long education
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Lim, Kenneth Yang Teck, and Longkai Wu. The development of a framework for the effective translation of educational research into sustained practice in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27412.

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This project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Science
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Albert, Jose Ramon, Ronald Mendoza, Deanne Lorraine Cabalfin, Mohammad Mahmoud, and Mika Muñoz. A Process Evaluation of the Philippine Alternative Learning System. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.31.

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This study presents a comprehensive process evaluation of the Department of Education's Alternative Learning System (ALS) in the Philippines, examining its effectiveness in providing second-chance education opportunities for out-of-school youth and adults (OSYAs). While the ALS plays a vital role in the Philippine education system, systematic evidence on its implementation effectiveness, operational processes, and institutional capabilities has been limited thus far. The study employs a mixed-methods approach, combining quantitative analysis of administrative data with key informant interviews
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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