Hello
There is an increasing interest these days in allowing a range of categories of persons, not exclusively course leaders, to become involved in curriculum design. Perhaps, in contexts like this, educators have asked stakeholders (e.g. learners) or disciplinary specialists to vote on whether or not individual topics within a discipline are worth covering in a course so as to ensure preparation for the workplace. If the original list of topics is long, it seems to me that there is potentially, a plethora of ways of deciding which topics to introduce into the course. For example, for each topic one could set a cut-off in terms of the percentage of persons who voted for that topic, such as 40%, and stipulate that this target must be attained for the topic to be voted in. This seems somewhat arbitrary, though, and I would be keen to learn whether there is an existing literature or learning theory associated with the idea of progressing from incorporating votes of the above sort into curriculum design. I am also curious to learn whether there are indeed algorithms in place to help in using votes to decide between topics.
Thanks in advance
Best wishes
Margaret
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Dr Margaret MacDougall
Medical Statistician and Researcher in Education
Centre for Population Health Sciences
College of Medicine and Veterinary Medicine
Teviot Place
Edinburgh EH8 9AG
Tel: +44 (0) 131 650 3211
Fax: +44 (0) 131 650 6909
E-mail: [log in to unmask]
http://www.chs.med.ed.ac.uk/cphs/people/staffProfile.php?profile=mmacdoug
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