Exploring lived curriculum in a course in educational technology

Abstract

Curriculum studies in primary and secondary education has a long history and tradition and it is quite normal to have a wide and diverse literature and various thinking camps in curriculum field. There is a very different story in curriculum debates in further and higher education. As a fundamental component of higher education, curricula have always received a fair amount of attention in practice. Postsecondary institutions have been forced to deal with curricula in order to survive. That is to say what is really missing is theorizing and conceptualizing the curriculum decision making in this sub specialist area of HE. For this reason, this paper has focused on designing a model for study of curriculum in higher education based on phenomenological approach that can be called Experiential Curriculum model (what student experience or what actually they learn based on their unique backgrounds, abilities, interests and so on). 'Despite a few related works, little efforthas been done about "theorizing" and explanation of lived curriculum. Lived or experiential curriculum has not, to date; been fully explored, unraveled, and interrogated. In addition, the relative lack of theorizing within lived curriculum has produced, perhaps, a false impression of consensus, ignoring the conflicts and contested nature embedded within the variety of ways we live in the curriculum. The paper will discuss the components based on a case study at Shahid Beheshti univeristy, Iran Keywords-Curriculum, lived curriculum, teaching and learning in ICT

Socio-Cultural Needs Analysis : A Case Study of Citizens of Regional Khorasgan

“…The most common definitions of the concept of the need for, defining the preferences it is regarded as Waltham or demands in the areas of people; a variety of their needs. The most common definition is that while needs assessment studies of the parameter space that is a gap [1]. Needs in a conventional classification to two physical, social and groups.…”

“…Needs analysis is in fact a process in which the existing situation, specifically the deliberate targets, and then the specified goals based on the priorities for action can be identified. In determining the priorities and needs of the people in the comments about important compliance needs with the priorities as well as with the policy and social and cultural ideals and resources and facilities available and the existing limitations, the severity and frequency of the population takes into consideration [1]. The need for social and cultural needs and especially decisive role in determining the character of a person, society and consequently there is a next generation hence pay attention to the needs of particular social and cultural importance.…”

Planning basics of need-based trauma training in asymmetric warfare focusing elements, materials, and sources of training

“…[ 18 ] E) Predicted/expected needs: prospective needs concerning recognizing the present and future situation (needs rooted in change). [ 19 ] F) Standard needs: needs that indicate the desired conditions and their fulfillment is a prerequisite for organizations’ desired condition or staff’s efficiency. [ 20 ] …”

“…E) Predicted/expected needs: prospective needs concerning recognizing the present and future situation (needs rooted in change). [ 19 ]…”

Hidden Curriculum: An Apparent Challenge or an Unexplored Opportunity?

“…Success in this area will be achieved only through the formulation of an efficient and up-to-date curriculum. Cu8rriculum, either considered as a set of courses, or a program for study, a directory of headings, content of a course or set of courses, a schedule for teaching, a set of goals and purposes, or a set of learning experiences and a way of thinking (Vajargah, 2009), is oriented to achieve a nation's educational system goals. There is no doubt that only a desirable curriculum which is a balanced, coherent and proportional combination of elements such as goals, content, learning activities, t5eaching methods, learning materials and resources, evaluation, space and grouping-logically adjusted during the curriculum planning process-may provide for such an achievement (Ebadi, 2013).…”