CENTRAL MINDANAO UNIVERSITY

Musuan, Maramag, Bukidnon

Reporters:

SAIDATONNISAH G. MACATAMPO
SITTIE AYNAH M. MACAKILING

Subject:
Instruction)

EDUC 322 (Advance Curriculum Development &

Unit XI: Curriculum Past, Present, or

Topic:

Future
CURRICULUM PAST, PRESENT, FUTURE
Education institutions, particularly higher education, are currently undergoing significant
changes from: Learning Independently to Learning Collaboratively; Lectures and notes to
Inquiry and Discovery; Memorizing facts to Understanding and applying.
Understanding about the nature and expectations of learning are changing, driven by
trends such as educational technologies, shifts from teacher to learner centered approaches and
government pressure. In the backdrop of these challenges, new digital technologies are enabling
new methods of teaching and learning. The challenge for educators is to develop curriculums that
do not simply replicate formats from the past but are able to be sustainable and meet the
challenges of the future (Torrisi, 2002).
Curriculum
It represents the expression of educational ideas. It is based on values and beliefs that
students should know.
Curriculum of the Past
-

It became a scientific truism to claim that the field of curriculum studies is in a state
of crisis an identity crisis. (Paraskeva& Steinberg, 2012)

1957 (Discipline)
- "A sequence of potential experiences is set up inthe school for the purpose of

discipliningchildren and youth in group ways ofthinking and acting. This set of experiences
is referred to as thecurriculum."(Smith, et al., 1957)

1975 (Planned and Controlled)

"The

planned

and

guided

learning

experiences

and

intended

outcomes,

formulatedthrough the systematic reconstruction of knowledgeand experience, under the

auspices of the school,for the learners continuous and willful growth inperson-social
competence."(Tanner & Tanner, 1975)

1996 (Under Direction)

- "The formal and informal content andprocess by which learners gain knowledgeand

understanding, develop skills, and alterattitudes, appreciations andvalues under the auspices
of the school(Doll, 1996)

2012 (Challenges and Change)

- A curriculum for the 21st century willreflect an understanding andacknowledgment of

the changingnature of young people aslearners and the challenges anddemands that will
continue toshape their learning in thefuture.(ACARA, 2009)
Curriculum in the Present

5 trends are currently challenging curriculumdevelopment

Personalized Learning
- Tailors learning to an individual are learning objectives and personal needs, skills and
preferences (Crick, 2009).
- Learning is self-directed, occurs within a social setting and is extended over the life
path.
- The move towards offering personalized learning experiences will require breaking of
existing mold and challenging standardization of learning experiences (Keamy et al.,
2007).
- The challenge is how to balance personal needs with accountability, assessment and
formal accreditation.
Mobility and Flexibility
- Mobile technologies allow a user to learn anywhere, anytime and therefore bridge lifewide and lifelong learning (Beddall-Hill &Raper, 2010).
- Opens new avenues of communication, disrupts traditional classroom boundaries and
creates and sustains communities of learners (Garrison, 2011, p.1).
- Education institutions are cautious about investing extensively in mobile technologies
because of the rate of emergence of new models and the speed with which devices
become obsolete.
Openness
- Open education practices encourage open collaboration and sharing of resources
thereby acting as a catalyst for innovation and change (Geser, 2007).
- There are number of initiatives underway to create formal credentialing of studies
undertaken using OERs which will result in recognizedqualifications (Taylor, 2011).

- Open practices promote innovative pedagogical models, and respect and empower
learners as co-producers on their lifelong learning path.
- Potential to make education opportunities freely available to all students, particularly
those previously excluded from formal learning (Mackintosh, 2012).
Informal and Social Learning
- Informal learning occurs through everyday experiences.
- Social learning is conceptualized as a process of social change in which people learn
from each other (Reed at al., 2012).
- Learning is both an individual and a social process, which relates to both understanding
and behavior.
- Adoption of a community of learning approach and cultivation strong relationships
between adults and students (Keamy et al., 2007).
Inclusion and Diversity
- Increased movement of higher education institutions towards online course provision.
- Large number of institutions are withdrawing support for incarcerated students and
eliminating exceptions handling processes.
- Access to the internet in prison is prohibited.
Curriculum for the Future
Customized and collaborative
- Embraces personal values and motivations, self-evaluated and socially constructed.
Emphasis of skills over facts
- Development of 21st century skills including entrepreneurship, critical thinking,
innovation and creativity, self-direction and information literacy.
Anywhere, anytime
- Learning is lifelong, available at any time and a part of everyday life.
Democratic and open
- Learning is available to all regardless of location; the children of the poorest people
are able to get access to the same quality education as the wealthiest.