The Relationship between Curriculum and Instructional Design - Essay Example

An educational curriculum usually gives instructors guidelines that they are supposed to follow in the classroom. This enables students in the same level of education to study the same subjects Instructional design basically refers to the way information is passed on from instructors or teachers to students. This paper therefore elaborates on the relationship between curriculum and instructional design. (Brophy, 1986) Some scholars refer to the educational curriculum as learning experiences that are planned before hand. This does not clearly indicate the difference between curriculum and instructional design. It is however very important to note that curriculum and instructional design are highly related in nature. People who put in place an educational curriculum usually have the instructional design at the back of their minds. One can argue that curriculum is the backbone of instructional design in any educational institution. In this case, it means that no instructional can be effectively accomplished without a curriculum as a base. Therefore instructors normally check the curriculum before they prepare a lesson plan for the entire term or period. This clearly indicates that the educational curriculum is a foundation for instructional design in any educational institution. (Good and Brophy, 2002) An educational curriculum also acts system or where an analysis is carried out concerning effectiveness of instructional design. It is quite evident that curriculum acts a benchmark to evaluate effectiveness in instructional design. Teachers and instructors are normally required to adhere to curriculum in their instructional design. This helps to evaluate whether instructional design has been effectively or ineffectively accomplished. For instance, any instructor who claims to have effectively accomplished his or her work is evaluated in terms of overall adherence to the curriculum. It is also quite clear that the curriculum gives instructional design adopted by teachers a direction. In this case, instructional design can be implemented in different ways. This includes aspects of technology that need to be incorporated during instructional design process. This helps to create sense of direction in all educational institutions as far as instructional design is concerned. (Greenfield, 1993) So as to find out the relationship between curriculum and instructional design, research was carried out in educational institutions. Various methods of data collection were incorporated in this research. It is quite essential to note that methods that are normally used in collection of information influence the amount, reliability and quality of data collected. In this research, quantitative and qualitative methods of data collection were incorporated. This was carried out such that there would be high level of reliability on collected data. One of the data collection methods used was observation. In this method, research assistants were stationed in various educational institutions. They attended lessons and tried to connect between different instructional designs used by teachers and the educational curriculum that they are required to follow. This helped to accrue data related to the relationship between educational curriculum and instructional design. (Perry, 2006) Interviews were also used in data collection. This is whereby instructors were grouped in small groups and interviews carried out. The questions were prepared before hand by interviewers. Respondent groups had ten to fifteen members in total. All the information that was put forth by respondents was recorded and later on analysed. This method allowed interviewers to get clarifications on points that were not very clear. It is however essential to note that this method is time consuming. (Saunders, 2007) Questionnaires were also used as a method of collecting information needed on this topic. Relevant questions were prepared before hand and typed. The questions were simple and clear with choice answers provided. They were then administered to instructors in various educational institutions. Structured sampling method was used to choose instructors who would be respondents in the study. The questionnaires were distributed and later on collected from chosen representatives in the institutions. They were then analysed and the information recorded accordingly. (Saunders, 2007) The above methods illustrated are basically primary based. In this study, secondary sources were also incorporated in collection of data. This is where previous articles written by different scholars on the topic were reviewed. They included educational books, journals and newspapers. The information from these sources was compared and analysed accordingly. (Harris and Russ, 1994) There are different steps of data analysis that were included in this research. First of all cleaning of the data was carried out. This is where entries that were incorrect were corrected. The data was then coded so that conclusions could easily be drawn by the use of codes. The information was then sorted and sifted accordingly. Software for data analysis was then used to draw conclusions for the research. This software enabled research assistants to come up with reliable conclusions about the study. (Saunders, 2007) An overall analysis of the information collected in this research revealed various aspects in the relationship between curriculum and instructional design. The relationship that was quite evident from data collected was that curriculum gives instructional design a base. This is whereby instructors showed that the curriculum basically gave instructors the content to teach. This also includes the process that needs to be taken in the instructional design venture. Majority of instructors agreed that instructional design involved the actual implementation of the content in the curriculum. For instance, the curriculum is structured in such a way that one instructor teaches all students at the same time. This has resulted in instructional design being implemented using the same structure. (Moskowitz, 1976) There are various issues that were noted at the workplace. First of all, there is the issue of instructors striving to strictly adhere to the curriculum. For instance the aspect of one instructor teaching many students at the same time is highly implemented. While this style of instructional design saves on time, it does not give attention to special needs among students. (Jones and Jones, 2006) In relation to this issue, it is highly recommended that instructors do not become so rigidly tied to the curriculum. In this case, one on one style of teaching can also be incorporated during lessons. This is more so when some students have not understood some concepts. This enables the instructor to use teaching techniques that are specific the student such that all students understand whatever is being taught. The structure of the classroom can also be changed so that diverse needs among students are met accordingly. This problem will be solved by having seminars and conferences with institutional administrators. Through these seminars, they will be taught on the need on encouraging one on one instructional design in classroom. They will therefore be empowered to teach instructors in their institutions on implementing this design. This will help solve the problem. (Hopkins, 1994) Reports will also be written and send to ministry where the educational curriculum is structured. These reports will clearly show the need of structuring the curriculum such that one on one instructional design is also incorporated in teaching. This will help bridge the gap evident in the curriculum and instructional design. Another issue that was noted is in relation to application of technology in instructional design. This is a common issue in many educational institutions. It was noted that instructors firmly adhere to curriculum even in issues of technological instruction. In this case, it is quite essential to note that curriculum is never reviewed as often as one would wish it should. It normally takes a couple of years before changes are made. This therefore results in a case where curriculum does not incorporate up to date technology. (Lawton, 1983) It is therefore highly recommended that instructors be on the look out on technological advancements that need to be applied in instructional design. This is whereby technology is used to enhance both learning and teaching in the classroom. This includes using up to date technology like videos, smart boards and cameras. While these may not necessarily be included in the curriculum they need to be used to make instructional design more interesting. This will also be implemented through having seminars and conferences with teachers. Exchange programs will be highly incorporated where teachers in institutions that are using up to date technology will move to different institutions to show them how they can gel in technology in instruction. (Jones and Jones, 2006) This also means that teachers in institutions that are not incorporating up to date technology will be allowed to visit institutions that are incorporating technology in instructional design and learn. This will help solve the problem that is currently witnessed in many educational institutions. (Jones and Jones, 2006) Organizational learning will be encouraged such that teachers continually update their skills as far as technological instruction is concerned. This will be encouraged through sending mails to administrators in different schools concerning the issue. This method is fast and will enable the information to be disseminated to many administrators within minimal time. They will be encouraged share with lecturers, teachers etc In conclusion, curriculum and instructional design are quite related in nature. Many scholars assert that the curriculum acts as a base or a foundation upon which instructional design is carried out. There are various methods of data collection that were used to collect information. They include questionnaires, interviews and observation method. Some issues were noted at the workplace. This includes instructors strictly adhering to the curriculum. For instance the aspect of one instructor teaching many students at the same time, need to be changed to one on one so that even slow learners understand. Instructors are not implementing instructional technology that is up to date just because it is not incorporated in the curriculum. This should be changed. This information will be disseminated through seminars, conferences, reports and emails. All these measures will help solve the problems evident in educational institutions related to curriculum and instructional design. Read More