Core Processes of

Curriculum Work
Core Processes of Curriculum Work
 Faculty Development

Faculty development and support are necessary when

designing and implementing courses.

Development sessions can be led by technology

specialists, instructional designers, and media experts.
 Faculty Development Cont...

1- Technologies and Course

Design

We will further discuss

faculty development with
respect to following

2- Teaching Using Distance

Technologies
 Faculty Development Cont...

1- Technologies and Course Design

The overall
goal of faculty • To advance members’ appreciation
development • Understanding, and knowledge of distance
as it relates to
methods, the accompanying technologies
curriculum and
course design • Their intersection with pedagogy
is
 Faculty Development Cont...

1- Technologies and Course Design Cont...

Faculty development can include individual, microlevel assistance with

course development, based on faculty members’ comfort, knowledge,
and expertise with distance delivery.
 Faculty Development Cont...

1- Technologies and Course Design Cont...

Guided workshops for professors developing or

converting courses to distance delivery could
include brainstorming.

A hybrid approach to their conventional classes.

Novices might be observers in distance courses.

 Faculty Development Cont...

2- Teaching Using Distance Technologies

An understanding of the faculty role in course

implementation.

A shift is needed.
 Faculty Development Cont...

2- Teaching Using Distance Technologies Cont...

The nursing faculty member in distance courses contributes to the

unfolding dialogue and learning.

The prompter’s presence is persistent and known to students.

This may represent a significant change in teaching style for some

faculty members.
 Faculty Development Cont...

2- Teaching Using Distance Technologies Cont...

Facilitation of online courses or web-conferencing courses is a skill.

The aim is to promote student engagement.

 Faculty Development Cont...

2- Teaching Using Distance Technologies Cont...

The evidence-informed teaching practices that faculty

members are using in the classroom.

An introduction to best practices and research.

Sessions focusing on the transition .

 Faculty Development Cont...

2- Teaching Using Distance Technologies Cont...

Shared teaching

Ongoing mentoring

Regular discussions
 Ongoing Appraisal

The ongoing appraisal processes includes all the appraisal

questions posed during curriculum development of
conventional courses.

Additional areas of appraisal relate to the intersection

among pedagogy, learning, and technology.
 Ongoing Appraisal Cont...

Faculty might consider the following:

• Sufficiency of plans for active student engagement to

sustain comfort, voice, presence, motivation, and learning
• Fit of learning activities with curriculum foundations, the
selected technology(ies), and course timeframe
• Availability, responsiveness, and sufficiency of academic
and technical support for students and faculty members
• Attention to matters of privacy, confidentiality, and online
etiquette
 Scholarship

Nursing education by distance delivery is an area of scholarship

requiring development.

If comparisons are made between face-to-face and distance courses,

the variables that influence learning outcomes should be accounted.
 Scholarship Cont...

Attention should be given to the wealth of scholarship about distance

education generally.

Qualitative studies that examine how, and how well, students learn
about a person-oriented profession, develop professional values, and
are acculturated to nursing.
 SUMMARY

Distance education and nursing education by distance delivery

are defined, and the institutional requirements for offering
distance education are explained.

Ethical considerations, values, and beliefs pertinent to

distance education are described.

The sources of decisions to offer nursing education by

distance and implications for nursing curriculum are
summarized.
 SUMMARY Cont...

Curriculum design is briefly overviewed and highlighted is the

fact that the design process for distance and conventional
courses in nursing is the same.

However, considerations particular to nursing education by

distance delivery are described.

Concepts and content, strategies to ignite learning, features of

individual classes, and opportunities for students to
demonstrate learning and for faculty members to evaluate
student achievement.
 References

Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for

faculty St. Louis, MO: Elsevier.

Dillard, N., & Siktberg, L. (2013). Curriculum development: An

overview. Teaching in Nursing E-Book: A Guide for Faculty, 76.

Iwasiw, C. L., & Goldenberg, D. (2014). Curriculum development in

nursing education. Jones & Bartlett Publishers.