Curriculum Development Part II
Embracing the Non-linear and Holistic Journey
In my previous blog post, I explored the intricate and dynamic nature of curriculum development, concluding with an emphasis on its holistic and non-linear aspects. As we build from that notion, it becomes clear that our current curriculum design practices often fail to fully embrace the interconnectedness required for a truly enriching educational experience. The challenge is to move beyond traditional, linear approaches and explore frameworks that reflect the complexity and integration of modern learning environments. This leads us to a concept that addresses these needs for connection and provides a modern perspective on curriculum development.
The Promise of the Connected Curriculum
Dilly Fung’s A Connected Curriculum for Higher Education offers a transformative approach to curriculum design, emphasizing the importance of connectedness in educational experiences. Emeritus Professor of Higher Education at the Institute of Education, London, Ronald Barnett, in his Foreword to the book, highlights twelve dimensions of connectedness that Fung’s work encapsulates. These dimensions resonate deeply with the ideas of holism and non-linearity.
1. Connections Between Disciplines: Breaking down traditional academic silos fosters interdisciplinary learning that mirrors the interconnected nature of real-world problems. This approach aligns with the non-linear aspect of curriculum design, where knowledge spans multiple areas rather than being confined to isolated modules.
2. Between the Academy and the Wider World: Fung’s approach encourages curricula that bridge academic learning with real-world applications, ensuring that students engage with and contribute to societal issues. This connection emphasizes the holistic nature of education, where academic knowledge is continuously integrated with practical experience.
3. Between Research and Teaching: Intertwining research and teaching enriches both by aligning classroom learning with ongoing scholarly inquiry. This non-linear connection enhances the learning experience, reflecting the evolving nature of knowledge.
4. Between Theory and Practice: Integrating theoretical knowledge with practical application demonstrates that learning is most effective when students can apply theoretical concepts in real-world contexts. This challenges the traditional, linear separation between theory and practice.
5.Between the Student and the Teacher: Fung emphasizes creating meaningful connections between students and educators, fostering a collaborative learning environment where feedback and dialogue are integral. This relational aspect of connectedness supports a more holistic and engaged learning experience.
6.Between the Student’s Interior Being and the Wider World: Encouraging students to align their personal development with broader societal issues promotes both self-awareness and social responsibility. This reflects the holistic aim of integrating personal growth with external impact.
7. Between Students: Facilitating collaborative learning experiences where students connect with one another, share diverse perspectives, and work on complex problems supports the non-linear, integrative nature of a Connected Curriculum.
8. Between the Student and Their Disciplines: Encouraging deep, authentic engagement with academic disciplines ensures students are both epistemologically and ontologically connected to their field of study. This integration aligns personal interests with academic pursuits.
9. Between Various Components of the Curriculum: Fung advocates for a curriculum where course modules, assessments, and learning activities are interconnected, rather than being isolated. This holistic approach ensures that learning experiences are cohesive and build upon each other in a non-linear fashion.
10. Between the Student’s Multiple Understandings: Fung’s curriculum design acknowledges and integrates the diverse perspectives and understandings students bring to their learning, supporting a richer, more connected educational experience.
11. Between Different Areas of the University: Emphasizing the importance of connecting various components of the university, from departments to administrative functions, helps create a cohesive educational environment.
12. Between Different Aspects of Society’s Learning Processes: Fung’s Connected Curriculum encourages connections between academic learning and broader societal learning processes, highlighting the value of integrating educational experiences with societal needs.
Practical Applications of the Connected Curriculum
Implementing Fung’s vision involves practical strategies that align with the holistic and non-linear nature of curriculum development. Here are some of Fung’s ideas on how to implement those dimensions:
1. Outward-Facing Assessments: Develop assessments that connect students with real-world challenges and audiences. This could include creating web pages, podcasts, or exhibitions that allow students to express their learning in diverse ways, reflecting the interconnected nature of their knowledge.
2. Interdisciplinary Projects: Design projects that span multiple disciplines, encouraging students to apply their learning in complex, real-world contexts. This approach supports both the holistic and non-linear aspects of Fung’s curriculum.
3. Collaborative Learning: Foster collaborative environments where students work together and engage with diverse perspectives. This enhances the non-linear, interconnected nature of learning, aligning with Fung’s emphasis on peer interaction.
4. Integrated Feedback: Incorporate ongoing feedback from peers, educators, and external audiences into the learning process. This ensures that assessment is a continuous, integrative part of the learning journey.
5. Showcase Portfolios: Encourage students to develop a Showcase Portfolio that curates their best work and reflects their overall learning journey. This holistic approach allows students to review and integrate feedback, demonstrating their progress across multiple dimensions.
Conclusion
The Connected Curriculum, as envisioned by Dilly Fung, provides a robust framework for embracing the holistic and non-linear reality of curriculum development. By fostering connections across disciplines, real-world contexts, and personal development, Fung’s approach intriguingly aligns with the dynamic and integrative nature of effective curriculum design. As we navigate the complexities of modern education, embracing these dimensions of connectedness can help create more meaningful, engaging, and impactful learning experiences for students.
Fung, D. (2017). A connected curriculum for higher education. Ucl Press. http://library.oapen.org/handle/20.500.12657/31353
