Curriculum Development - Science topic

AI-based curriculum development involves using artificial intelligence tools and techniques to design, personalize, and optimize educational curricula.

here i am trying to explain basic concept of AI-based curriculum development:

role: AI can help analyze the current state of the curriculum and student performance to align learning objectives with desired outcomes.

role: AI tools can analyze large datasets such as student performance, engagement patterns, learning styles, and feedback to identify gaps and areas for improvement.

role: AI can tailor the curriculum to individual learners by using algorithms to recommend personalized learning paths and materials based on students’ abilities, interests, and learning speeds.

role: AI can assist in content creation by generating learning materials such as quizzes, reading materials, and interactive simulations, ensuring relevance and diversity.

role: Tools powered by AI can suggest optimal curriculum structures, learning modules, and instructional strategies based on analyzed data.

role: AI tools can continuously analyze student performance and learning trends, allowing for ongoing curriculum adjustments and enhancements.

role: As AI tools are used to design and personalize curricula, it is important to ensure that the AI systems do not inadvertently reinforce biases or inequalities.

role: AI can gather feedback from students, teachers, and administrators to continuously improve curriculum content and delivery methods.

When we look at the SWORT ANALYSIS which means Strengths ,Weakness ,Opportunities ,Realistic and Threats in our intended beneficiaries, we may need to revisit our educational approaches/philosophies to be able to influence curriculum development in schools

As an educator and a Filipino, of course the MATATAG curriculum in the Philippines is an essential step towards improving education quality. It focuses on building a strong foundation for learning and helps students develop key skills needed in the real world. By putting emphasis on core subjects, critical thinking, values education, and technology integration, the curriculum aims to better prepare students for future challenges. To make this successful, it's important to ensure teachers are well-trained, there are enough resources, and ongoing support is provided to meet the goals of the curriculum and offer students a well-rounded education.

The said curriculum in the Philippines is an important step towards improving education, but it may not be considered a globally competent curriculum yet. While it focuses on building strong foundations and key skills, a globally competent curriculum typically also emphasizes intercultural understanding, environmental awareness, and the ability to work in diverse settings. To make the matatag curriculum more globally competent, there could be enhancements in areas like global perspectives, communication skills, and partnerships with international institutions. This would help Filipino students become better equipped to thrive in a globalized world.

As an educator, together, we’ll embark on the fascinating world of curriculum design and explore the crucial role that teachers play in shaping it.

It is obvious that teachers make significant contributions to curriculum design. They are on the front lines, intimately acquainted with their students, the content, and the context. Their deep understanding of subject matter expertise allows them to contribute valuable insights to curriculum development.

Teachers provide real-world perspectives. They know what works in the classroom, what engages students, and what challenges they face. This practical knowledge informs curriculum decisions.

They ensure that the curriculum aligns with educational objectives. They can identify gaps, redundancies, or areas where adjustments are needed.

When we discuss adaptability, teachers contribute by suggesting flexible approaches. They understand that one size doesn’t fit all, and they can propose modifications to meet diverse student needs.

The benefits of involving teachers in curriculum design are manifold. They ensure that content remains relevant and applicable. They bridge theory and practice, shaping curricula to engage learners. In short, they know how to ignite curiosity and passion.

To help students understand lessons effectively, teachers draw upon the local context, cultural nuances, social dynamics, and economic factors. This approach makes learning more manageable and meaningful for students.

When teachers contribute, they are committed to implementing the curriculum effectively, and they feel a sense of ownership. Their involvement in curriculum design has a profound impact on student learning and instructional quality.

Teachers shape curricula to meet specific student learning needs. By customizing content, they ensure it resonates with diverse learners. They align their teaching style with curricular activities, assessments, and projects. This consistency enhances instructional quality.

When curricula are relevant and engaging, students remain motivated. They see the essential connections between what they learn and their real-world experiences. Effective curricula ignite curiosity and passion. Teachers play a pivotal role in designing learning experiences that foster this enthusiasm.

Teachers consider not only academic skills but also students’ social and emotional growth. A well-designed curriculum nurtures the whole child.

After implementing the curriculum, teachers monitor its effectiveness. They assess student progress and adjust as needed. This ongoing process ensures that curricula remain dynamic, responsive, and open to improvement.

Remember, teachers are the heartbeat of education. They bring life to the curriculum, infusing it with care, creativity, and dedication. Through teachers’ involvement, learning experiences resonate with students, fostering a genuine love for learning. Kudos to you and all educators shaping the future!

So we can see the key differences between them in

CBE: Emphasizes acquiring specific competencies or skills relevant to the job market or professional requirements.

OBE: Emphasizes achieving broad educational outcomes, which could include knowledge, skills, and attitudes.

Assessment and Progression:

CBE: Students advance upon proving competency, which can happen at any time.

OBE: Students progress through the curriculum in a more traditional, structured manner, though they must achieve the predefined outcomes

Pacing:

CBE: Student-centered, allowing individual pacing.

OBE: More curriculum-centered, often with set time frames for completing educational levels or courses.

Implementation:

CBE: Often used in adult education, professional training, and environments where specific skills are crucial.

OBE: Widely used in primary, secondary, and higher education systems aiming to provide a holistic education.

Educational policy themes play a crucial role in addressing diverse societal needs and challenges in education by providing a framework that guides decision-making and resource allocation. Some ways they do this include:

1. Equity and Access: Policies aim to ensure equitable access to education for all individuals regardless of their socio-economic background, ethnicity, or ability, addressing societal needs for equal opportunities.

2. Curriculum Development:Educational policies often shape curriculum standards and content to address societal needs, such as promoting STEM education to meet workforce demands or integrating cultural diversity to foster inclusivity.

3. Teacher Training and Professional Development: Policies support initiatives for teacher training and professional development to equip educators with the skills and knowledge needed to address diverse student needs effectively.

4. Special Education and Inclusion:Policies outline guidelines for supporting students with disabilities, ensuring they receive appropriate accommodations and inclusion in mainstream educational settings, thereby addressing societal needs for inclusivity and diversity.

5. Technology Integration:Educational policies may prioritize the integration of technology in classrooms to enhance learning experiences, prepare students for a digital world, and bridge the digital divide, addressing societal needs for technological literacy and innovation.

6. Assessment and Accountability: Policies establish standards for assessment and accountability, ensuring that educational outcomes are measured effectively and addressing societal needs for accountability in delivering quality education.

7. Community Engagement and Partnerships:Policies promote collaboration between schools, communities, and other stakeholders to address broader societal needs, such as promoting parental involvement, supporting community-based initiatives, and addressing local challenges.

By addressing these and other areas, educational policy themes establish a comprehensive framework for addressing diverse societal needs and challenges in education, ultimately contributing to the overall well-being and development of individuals and society as a whole.

Saim Turan thanks for your answer

how about geography education in school, especially for high school student?

Vanessa Vanzan Aqsa Batool Aliya Mambetalina Thank you very much!

I will reach out to you later today, so we can have a more detailed conversation.

Samson,

Remember to critically evaluate the sources you find, considering factors such as author credibility, methodology, and relevance to your specific research interests.

Adaptive teaching is an approach to education that involves tailoring instructional methods and content to the specific needs and abilities of individual learners. This approach requires the involvement of various stakeholders, including students, teachers, parents, administrators, and policymakers.

Here are some examples of how different stakeholders are involved in adaptive teaching:

Overall, adaptive teaching is a collaborative effort that involves a range of stakeholders working together to support the unique learning needs of each student. By taking a student-centered approach and tailoring instruction to individual needs, adaptive teaching can help promote academic success and personal growth for all learners.

Landscape architecture is a multidisciplinary discipline. Therefore there are many subjects to cover during the studies, in social sciences and humanities, in the sciences and in the arts. This has all to be studied, independent from the question whether the discipline is attached to a planning faculty, an agricultural one or a science one.

Where landscape architecture was and is positioned happened and happens by chance, depending from where the founders saw an opening or what their personal preferences were.

In the first years students should learn about all the different ways to work as a landscape architect. Be it in creating public or private green spaces or in large scale landscape planning or promoting and protecting biodiversity you need knowledge in all three areas, only with different depths.

Three years is not enough to learn all that is necessary for a successful career, therefore further education in a master study is recommended (and also often a condition to become a member of the chamber of architects in Germany). But also in every profession there is a process of lifelong learning.

Of course the discipline has developed very much during the about a hundred years of university education. The knowledge of urban ecology has advanced quite a lot, also the knowledge of the requirements of citizens.

While as in former times good landscape architects knew things by intuition (these are the parks etc. we still admire) this is not enough in our complicated societies where you have to convince and supply for many people with different requirements. It is not enough to convince only a king and his adviser.

Also we have changed the natural environment so much that we have to really know about it to make the necessary repairs.

So the more landscape architects as a discipline know the better. Of course no individual can be proficient in all the necessary subjects but they should know what is required and be able to build (and lead) a team which can deal with all the problems in a given project.

Landscape architects are not gardeners. That is a profession in its own right, with an educational process of its own.

Many professions which are nowadays study programmes at universities

started as a craft. Take medical doctors: I think nobody would want them to work at the base of knowledge they had in medieval times or even in the 19th century.

https://www.iflaworld.com/the profession

Here you can find the official definition of the worldwide union of landscape architects

At these two addresses you can find information about landscape education in Europe and advice of you want to.

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Spatial planning books necessary for MSc students are those related to the project research in addition to languages beside mother language

في كل الدول العالم نعم فقط العراق من خلال للجان في وزارة التربية

In the Middle East, there is no interest in this topic

Leadership develops leadership quality and they believe in work so it administrative power is stimulated by school and it role will continue to be life-long. I crossed that beautiful movement teaches more to me.

Yes, University should do that................

I think the answer is positive. Because the criteria you mentioned are those used in ranking of universities by the institutions every year.

I think is very important to prepare students at universities and also to accomplish visits from time to time to High Schools with university staff concerning this matter.

Skills (technical & soft) and competencies are now crucial in career developments for youngsters, Prof. Lisa Julian Keniry

Best Regards.

Dear Dr, Christian Jost - Unpleasent truth !!

Dear Mahmoud Moghavvemi Something is better than nothing! To my opinion, online training is not so much effective as the traditional "learning by doing" training.

Thanks!

Of course not. From my point of view, online-learning is like swimming without water. It cannot be a substitute for face-to-face learning, it is complementary to classroom teaching.

In other words, e-learning alone ( i.e. distance learning) will not succeed without traditional face-to-face learning. Because e-learning hasn't achieved the desired aims or results, traditional learning is better. At least, the hybrid learning (i.e. blended learning) of both of them is better than the traditional one. This is especially true for developing countries.

From another angle, online learning increases the black market of education. I am sorry to say that e-learning has succeeded in increasing the market of cheating!

yes

I agree with@ Irfan Adin Majid. It is a great responsability of a teacher.

Please following this link:

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Good Answer Todd Fredricks

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Inga Hege - Thank you for your question. In a medical curriculum that aims at competence, clinical reasoning and justification should be clearly defined in the curriculum and teaching/learning activities. This emphasis should be shown throughout the academic years. For example, in the early preclinical years, PBL should be designed to include in the template of cases, clinical reasoning, justification, interpretation of findings, weighing evidence for a hypothesis etc. In the clinical years, clinical reasoning could be taught in clinical simulation sessions and clinical skills, in case-based learning, in e-cases such as DXR, in case discussion and case presentation.

Good day

Cope, C., & Staehr, L. (2008). Improving student learning about a threshold concept in the IS discipline. Informing Science, 11.

Crooks, S. (2020). The Concept of Argument in Philosophy as a Threshold for Learners. Teaching Philosophy.

Zabukovšek, S. S., Tominc, P., & Bobek, S. (2020). Business Informatics Principles. In Spationomy (pp. 93-118). Springer, Cham.

Best regards

Ingrid García

I fully understand the meaning of this question, because my entire teaching career has been developed teaching first-year engineering mathematics (17 or 18 year old students). It is clear that over the years, the difference in age between the teacher and the student can be a disadvantage for the fact of teaching, producing that effect that is mentioned in the statement of the question. But this has a clear solution: the teacher's commitment to his teaching activity. A committed and dedicated teacher, the first thing he will do is carry out a continuous process of updating, adapting to social, didactic and scientific change, and in this case the passing of the years becomes weakness in strength. In short, the accumulated experience can be converted into added value in the classroom.

Dan Moreno, I think your question is a base line for one health approaches that we have to aware the next generation through seminal work and collaborative approaches in this way it will depends on the skills of academician that it cover all aspect of veterinary and medical perspectives, at the same time motivation, encouragement and appreciation in class's are high priority for current generation. also search teaching and research methodologies for undergraduate and postgraduate students.

My view is that although the curricula are hectic there should contained more research opportunities. The other barrier I think is the individual and their willingness to be involved which not also the case especially for students perhaps because they don't have time.

I'd start by embedding the simplification in every aspect of the institution's fabric, then the rest falls in place.

I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.

Yes. Very nice and effective effort

Dear Gurjit Singh,

Yes, I fully agree, teaching the role and importance of renewable energy development should be at the earliest stages of education. In addition, teaching the role and significance of the development of energy based on renewable energy should also explain the following key problems and issues related to ecology, sustainable pro-ecological development such as: eco-friendly innovation in energy, zero-energy construction, saving natural resources, reduction of environmental pollution, reduction of greenhouse gas emissions, replacement of classical energy based on mineral combustion based on renewable energy sources, the need to improve the technology of automatic waste segregation, improvement of recycling, elimination of plastic from packaging, development of biodegradable materials, development of electromobility, including efficient, fast-charging batteries , etc. In the teaching of ecological issues, proecological awareness should be shaped, including pointing out to pupils the necessity of a sustainable implementation successful, proecological economic development carried out according to the green economy concept.

Best wishes

Creativity could be a part of the curriculum and that depends on the curriculum's learning outcomes (LOs) and/or teaching goals. Namely, during writing of LOs, we are using one of the taxonomies, e.g. Bloom's taxonomy for cognitive domain (and affective etc..). In that taxonomy, or precisely in its revised version (revision had been carried out by Bloom's colleagues Anderson and Krathwohl), the highest level is synthesis or creation. It's the highest level in higher order thinking skills.

This may help.

I'd like to add what has been suggested by Ian. In developing curriculum which ideally will "produce" graduates that match to the needs of the market, you should invite experts or people who are already in the field for tapping their insights and experiences. So the curriculum, especially for vocational study programs, should focused more on practical issues than theoretical aspects.

The impact of leadership on student outcomes: An analysis of the differential effects of leadership types

you may find something useful here:

As Ian pointed out, the students often don't have actual experience in the field so they may not be fully aware of what is actually required out there. However, student input is relevant. It makes the department and the university aware of their wants and needs. This is especially valuable in electives. We don't really want to be teaching the construction of buggy whips (except in a historical context) and not be teaching about the more modern subjects in the industry. Exceptions might be valid in history or literature, but otherwise we really need to stay aware of what is going on. In my field (criminal justice) case law and technology are constantly changing.

Its good to pick GOOD examples from Eurocentric curriculum views and incorporate them into the curriculum of developing countries. However, a total 'borrowing' of the whole Western education curriculum will be disastrous because it will throw aboard, the local cultural flavor from the curriculum. It will defeat the long term intention of education which is to groom students to be better members of their societies for them to perform their civic responsibilities better.

To do this effectively, the educational curriculum of every country must take cognizance of the local context, the cultural precepts of the people in the designing of the education curriculum.

The void of this cultural and local context in education curriculum will lead to grooming students who would be incapable of living in their own societies. They will end up being like peacocks living among a breed of chicken in their societies!

I consider the issue from a senior language arts perspective, having taught classes in curriculum and instruction for twenty years. In all that time, even though I was dealing with English majors who had already completed their Bachelor's degrees, I rarely found a student who was aware that a secondary English teacher does more than teach literature; in particular, my students (numbering in the thousands over two decades) were largely unaware that the secondary curriculum in the American states and Canadian provinces expects teachers of English Language Arts to cover writing (not merely "creative" writing) and grammar. For people who would have to grade student papers on syntax, diction, and grammar, they showed very little understanding of English grammar and could not satisfactorily explain how to correct such common errors as a fragment, a singular-plural shift, and a dangling modifier. My conclusion is that, but for the teacher-candidates qualifying for French, most of my students had simply not been taught composition and grammar when they were in secondary school; rather, they were expected to pick it up by osmosis.

Dear Mohammed,

Geography is a subject with a long history in the realms of education and one which is even more relevant than ever. Yet there is decline in interest and uptake.

Students with learning problems must attend individually, to analyze the characteristics of each case to give personalized attention to each student. For this reason the role of the teacher is very important to achieve the expected results in learning.

In our courses student teachers bring up the contexts according to their fields of subject interests as they participate with different subject backgrounds. Beyond disciplinary context we also focus on inter-disciplinary and trans-disciplinary aspects of critical thinking and reasoning.

The Creative Arts tab above has similar questions and answers that can be helpful for you: https://www.researchgate.net/topic/Creative-Arts?ev=tp_pst_dtl_xkey

Best regards,

Debra

In building on Kareem's suggestion, one learning activity that works really well that can be included in the instructional design for developing critical thinking skills is the asynchronous debate. I have used it successfully in my teaching and my work was chosen from among hundreds of submissions worldwide to be included in award winning author's current text - Teaching Naked Techniques. I have included links to resources that elaborate more on these debates that I hope will be helpful for you.

Best regards,

Debra

I agree that ratio is a very important idea in school mathematics. I also agree that, all too often, the school mathematics curriculum, and the way it is taught, does not enable students to develop a deep understanding. We hope that there are useful ideas in our chapter on "ratio and proportional reasoning" in our book:

Watson, A., Jones, K. and Pratt, D. (2013). Key ideas in teaching mathematics: research-based guidance for ages 9-19. Oxford: Oxford University Press.

There are many studies on curriculum development that you can get through research in Iraqi academic journals

Dear Sofia,

Very useful article. Thanks a lot.

I have managed many library projects over the past 20 years, including first time library automation, moving a library, retrospective conversion of manual records, merging two independent college libraries, and library management system migration . Even though I have a formal PM qualification, it is IT heavy and not slanted to academic library applications. However, I have a strong interest is introducing PM principles, theories  and practice in library schools. My reason is that PM is applicable to all areas of academic study, businesses, services and industries.

Perhaps, a generic course could be introduced at the undergraduate level, and an application focused area taught at the graduate level.

It depends on what you specifically mean by 'curriculum'. If you mean the syllabus that guarantees some consistency at least amongst teachers in a school, or local area or a Nation, then a consultation can be useful, but final decisions should be made by experts. If by curriculum, you mean they way the syllabus is enacted in a school, then a lot more consultation and even decision making AT LEAST with students is a good idea.

I think it's a good idea, because as bloody beginner there is no benefit in learning most of the features of C++. In my opinion C is preferrable to C++ and Python is preferrable to C.

It is frustrating to learn things like pointers, references, headers, compiling stuff etc. and their sense theoretically without understanding in practice why we really need them.

Concluding, I think it makes more sense to get started with some simple and funny programming instead of hard work.

I believe that the ungraded approach to education is what has caused the home-school population to increase significantly in the United States.  For varying parental reasons--whether it be for students who grasp material quickly and are not challenged by the typical grade level classrooms, or students for whom response to intervention programs are not meeting needs--it appears that this external force upon the institution of school may fuel an internal change to schools as we currently know them to be comprised.  

Schools that are adopting standards-based grading are doing so with great care to inform and educate parents about the absence of  A-E grades.  Because change is difficult ("it was good enough for me, it should be good enough for my child"), when parents who do not understand the change start attending their local school board meetings to complain, the instinctive reaction is to stop the adoption of non-graded (or standards-based grading) curriculum. (School boards are elected officials.)

In contrast to M. Gaur's statement, Khan Academy is used by teachers (depending on their comfort with the technology) to set up electronic classrooms within the physical classroom for remediation, re-teaching, and stretching students.  

Please find attached some literature to assist you.

 Dear Erez,

Thank you so much for your contribution. Everything you said is absolutely on par with my thoughts on school and learning, and it's from those thoughts that my question arises. If children are free and creative and if schools are institutions which condition that freedom and creativity, I find myself in a standstill when faced with the task of producing a document which is usually used as the guideline for how schools perpetuate their control over the leaning environment.

In other words, it is not so much that I don't know what should be done in the classroom, what I'm looking for is a way to translate it to paper and have it approved by the school and, ultimately, the government. A way to express the general goals for the subject, while maintaining the children's freedom to learn and guide the learning practice, a compromise between the schools "ecology" and the child's needs.

What I need is smoke and mirrors; to satisfy the bureaucratic machine and clear the way for my students to thrive. 

"and imbibed" --> "or inhibited"

Dear Researcher, U mean contant me through my e-mail. 

Hi Libby, I might be telling you something you already know, but just in case. Have a look at the work of Peter Gray, he is an evolutionary psychologist. His latest book is: Free to Learn (2013).

At a time when educational leadership is a primary focus of education reform, schools of education have come under considerable scrutiny. Some observers have expressed serious reservations about whether these institutions are capable of reengineering their leadership leadership preparation programs to effectively educate aspiring principals and superintendents to lead high-performing schools. (1)

In recent years, however, many graduate schools of education across the country have revamped their programs in an effort to set a course for changing the field of leadership education. The innovations are rooted in five areas: 1) a reinterpretation of leadership as pivotal for improving teaching and learning; 2) new insights into how program content, pedagogy, and field-based learning experiences can be designed to be more powerful means of preparing leaders; 3) the redesign of the doctorate as an intensive midcareer professional development activity; 4) the use of partnerships for richer, more extensive program design opportunities; and 5) a commitment to continuous improvement. Unfortunately, such innovations have gone largely unnoticed, particularly outside the field's professional circles. In this article I explore these areas of innovation and consider how well they are likely to meet the current need for high-performing leaders for our schools.

I think that AIP identified some key features from successful physics programs which may apply.  The sense of connection, the "friends don't let friends to physics alone" is particularly important at the juncture between sophomore and junior level physics courses.  At our university, like many US universities this is when it becomes impossible to do it alone.  

Alone, nearly everyone feels the lone fool who is not smart enough to succeed.  It is helpful to reinforce that most employment requires collaboration which is best learned before starting employment.  Collaboration on homework solutions is not a sign of weakness.  It is a sign of strength in that we know how to marshal the resources to accomplish hard things.

A sense of physical space - a commons area for majors for example - contributes to a sense of identity, as does connection personally to faculty.

At an intermediate stage and integrate with other skills such as listening and speaking. When learners are at an intermediate level, they may be able to understand stress and intonation in context. I learned about stress and intonation when I was in the MA program. My MA was in TESOL and currently getting my EdD. While studying English as a second language, I don’t recall having a lesson on stress or intonation in any of my ESL classes. Finally, out of curiosity, what are the methods used to collect data? What is the purpose of the study? And what is the theoretical or conceptual framework of the study? What do you hope to find?

Excellent topic and good luck on your proposal defense.

Dear Anne,

I am not familiar with Posner & Rudnitsky but I have used both diagnostic testing and formative testing in learning design. If you use diagnostic testing it tends to split the class into those who already have the ability, and therefore do not need to study the subject again, and those who need to study. Formative testing is much more effective for encouraging engagement with learning material, from my experience, because you are able to identify the areas where someone needs to improve.

I do not have a direct answer to your question, but I could not help think about a recent article from Zoltán Dörnyei about curriculum development (see the attached link).  He said that first you identify the outcome goals, then you "reverse engineer" the curriculum that is required to achieve those goals.  I think that this would represent the intended curriculum.

But when the school does not make resources available that are necessary, it undermines the ability to achieve the outcome goals, i.e. the supported curriculum does not make it possible to achieve the goals of the intended curriculum.

I have a colleague who is in this situation now -- she teaches video production but the school had not updated the video production equipment for many years and it is VERY outdated.  This makes it very difficult for her to give students the skills and knowledge they will need in the "real world."

There are many interpretations of PBL, but if the primary instructional strategy is to give learners a problem and ask them to discover the solution themselves with minimal guidance, then there is little evidence  for effectiveness (See Kirschner, Sweller, and Clark, 2006), except perhaps for learners with substantial prior knowledge.  For complex tasks, the evidence reveals the effectiveness of using cognitive task analysis with multiple experts to capture the knowledge and skills they use to perform complex tasks and solve difficult problems.  CTA results can then be demonstrated and practiced by learners using increasingly complex problems to enhance transferability and adaptability. 

Richard E. Clark has written extensively on medical education and I recommend following him on RG.

Grants, scholarships, tuition vouchers, and loan reimbursements, designed to lower the cost of a nursing education, have also tended to depress starting wages. This is because nursing graduates who receive subsidized education through these programs are willing to, or in some cases are required to, work for lower starting wages than they would without the subsidies.As a result all nursing graduates are lower, including for those who did not receive a subsidy for their education through the government programs.

Outcome based assessment  explained what students know and can do . In order to have a clear outcome based assessment lets begin with the end in mind. Marzano and Stiggins provides clear learning outcomes that is measurable and observable. Many confuse with Bloom cognitive process, however it can also be learning outcomes, but can be assessed as a single construct. Outcomes such as problem solving requires complex thinking process such as knowledge, comprehension, analysis and create.All these are thinking process which when assessed is mark by referring to scoring rubrics which has the criteria that reflect the cognitive process. 

in language learning, one can see language in various art  and cultural forms

Hi John

I'm at the University of East London (Cass School of Education) so you can email me there.  This is a new area for me.  Just had policy paper published in JEP and have been interviewing teachers in Prisons over the last year (in Norway and in England).  Happy to chat - keen to develop ideas and possible bid in this excitingly new area of research for me.  best wishes Gerry 

Hi Ferran, I used adult learning theory to design a teacher-coach-student coaching model to improve adult learning in my article. 

You can find it in attachment.