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South Pacific College of Natural Therapies

South Pacific College of Natural Therapies. Bachelor of Natural Medicine curriculum analysis: Knowledge Types Curriculum Logic Cognitive complexity Robyn Carruthers Patsy Paxton SOUTH PACIFIC COLLEGE OF NATURAL THERAPIES. Analysis: Occupational fields & knowledge (Muller Model).

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South Pacific College of Natural Therapies

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  1. South Pacific College of Natural Therapies Bachelor of Natural Medicine curriculum analysis: Knowledge Types Curriculum Logic Cognitive complexity Robyn Carruthers Patsy Paxton SOUTH PACIFIC COLLEGE OF NATURAL THERAPIES

  2. Analysis: Occupational fields & knowledge (Muller Model)

  3. Conceptual framework • Conceptualizing different kinds of knowledge; • Conceptualizing different kinds of curriculum; • Conceptualizing different levels of knowledge (i.e. progression).

  4. Knowledge Typologies Procedural Knowledge Conceptual Knowledge Proceduralized Conceptual Knowledge Procedural Knowledge Principled Procedural Knowledge Conceptual Knowledge Everyday Practice Codified Practice Applied Theory Pure Theory Adapted from Gamble 2009

  5. Case Studies Stage 2: Developing a Curriculum Framework Principles of Curriculum Coherence + Contextual +Conceptual (-conceptual Coherence) (-contextual coherence) Logic: external purposes of the curriculum Logic: conceptual building blocks of curriculum Muller 2009

  6. Curriculum Typologies: Recontextualization of knowledge into curriculum C1 Contextual Coherence w/ procedural knowledge C2 Contextual Coherence w/ principled procedural knowledge C3 Contextual Coherence w/ procedural conceptual knowledge C4 Conceptual Coherence w/ procedural conceptual knowledge C5 Conceptual Coherence w/ conceptual knowledge + Contextual/ -conceptual coherence +Conceptual/ -contextual Coherence

  7. Analysis • Unit of analysis: module • What is the logic of the module curriculum? Contextual Conceptual • What kind of knowledge? (per module) • Procedural – Practice (C1) • Principled procedural – Codified Practice (C2) • Proceduralized conceptual – Applied Theory: either with contextual coherence (C3) or conceptual coherence (C4) • Conceptual – Pure theory (C5)

  8. Conceptual framework DOES specify: • The logic of the curriculum • The forms of knowledge DOES not specify: • Level of complexity • Differentiation in pedagogy • Differentiation of student learning

  9. Curriculum analyses: Bachelor of Natural Medicine • Methodology • Coding of curriculum types • Coding of cognitive levels

  10. Levels of cognitive demand / complexity (Gamble model) LOW: Factual Recall / Rote 1. Simple (Recall simple law or equation) 2:Medium (recall complex content) MEDIUM: Understanding of concept / principle 1: Simple (simple relationships; simple explanations) 2: Medium (counter-intuitive relationships; qualitative proportional reasoning; more complex relationships or explanations) 3:Challenging (identify principles which apply in a novel context) HIGH: Problem-solving 1: Simple (simple procedure; plug into formula with only one unknown; no extraneous information; known or practiced content) 2: Medium (construction or interpretation of diagrams; problems with 2 or more steps; basic logic leaps; interpretation of data tables) 3: Challenging (complex abstract representation; complex problems involving insight & logic leaps; formulating new equations (using all unknowns); problem solving in a novel context)

  11. Findings: Questions asked • What is the proportion of credits which are coded C1-5 in each qualification? • What is the cognitive complexity of each curriculum type & what does analysis of complexity across the years suggest about the progression* in each?

  12. SPCNT Bachelor of Natural Medicine: Programme StructureAll courses are 15 credits (150 learning hours)

  13. Process used • Each course was coded C1-5; • Across each year courses were aggregated according to credit weighting; eg all the credits for the modules coded C2 within a particular year were added & divided by 120; • Each of these weighted curriculum types were coded for level of cognitive complexity using the revised Bloom taxonomy table.

  14. Bachelor of Natural MedicineCourse: Traditional Practices (Level 5; 15 credits) Conclusion: C2: Contextual coherence with principled, procedural knowledge Cognitive complexity: Low 2

  15. Bachelor of Natural MedicineCourse: Homeopathy, Iridology & Exercise (Level 6; 15 credits) Conclusion: C3: Contextual coherence with proceduralized conceptual knowledge Cognitive complexity: High 1

  16. Bachelor of Natural MedicineCourse: Anatomy & Physiology 2 (Level 5; 15 credits) Conclusion: C4: Conceptual coherence with proceduralized conceptual knowledge Cognitive complexity: Medium 3

  17. Bachelor of Natural MedicineCurriculum types & cognitive levels NOTE: Each course / paper = 15 credits

  18. Bachelor of Natural MedicineCurriculum Logic & Knowledge types

  19. BNM Cognitive Complexity

  20. BNM: Knowledge Types & Cognitive Complexity

  21. Findings • ‘Progression’ refers to the extent to which there is development of complexity with respect to a particular curriculum type across Years 1 to 3 of the programme, for example from C4 Low - Medium in Year 1 to C4 High in Year 3. • Findings are presented in three parts: selection of knowledge and curriculum type, sequence of knowledge within the curriculum, and the implications of selection and sequence for progression and articulation.

  22. Selection of knowledge and curriculum type • Increasing proportion of C3 knowledge from Year 1 to Year 3 suggests that overall curriculum logic of the Bachelor of Natural Medicine is contextual. • Strong core of proceduralized conceptual knowledge (with overarching contextual coherence) (C3) as follows: 13% in Year 1; 35% in Year 2; 87% in Year 3. • Significant proportion of proceduralized conceptual knowledge (with overarching conceptual coherence) (C4) can be seen as follows: 37% in Year 1; 26% in Year 2 and 13% in Year 3, principled procedural knowledge (C2) occurs as only in Year 1: 50%.

  23. Sequencing of knowledge within the BNM curriculum • With respect to C3 and C4 knowledge in the Bachelor of Natural Medicine, there is an increase in cognitive complexity from Year 1 to Year 3. • C2 knowledge only appears in Year 1 where the cognitive complexity is Low-Medium.

  24. Implications of selection and sequence for progression and articulation • Progression from one level to a higher level requires increasing cognitive complexity in the dominant curriculum (core) type. • High proportion of C2 (principled procedural) knowledge in Year 1 as well as lower levels of cognitive challenge could mean an easier transition into degree level study. • In Year 1 there is a high proportion of C4 knowledge (37%); dropping to 26% in Year 2 and 13% in Year 3. This would suggest that some students could be challenged by the strong conceptual emphasis in Years 1 & 2.

  25. Implications of selection and sequence for progression and articulation (cont) • There is increasing complexity in the cognitive challenge in the C3 & C4 core from Year 1 to Year 3. • The decreasing proportion of C4 knowledge may suggest that progression into Masters level may be challenging.

  26. Conclusion • This conceptual framework provides a useful language to review the existing curriculum on the basis of a better understanding of the differentiation between their diplomas and degrees. • The analysis has also been confined to the intended curriculum, not the enacted curriculum, and re-curriculation initiatives will, in all likelihood, need greater understanding of what is happening in the enacted curriculum.

  27. Conclusion (cont) • NOTE: this analysis has not factored in the pedagogies used to facilitate the movement from the theoretical to the practical. This is clearly an important area that requires consideration.

  28. References & acknowledegements • Gamble, J. (2009). Knowledge and practice in curriculum and assessment. Council for Quality Assurance in General and Further Education and Training. • Muller, J. (2009). Higher Education Qualifications and Standard Setting: A briefing paper prepared for the CHE. • Muller, J. (2008). In search of coherence: A conceptual guide to curriculum planning for comprehensive universities. Centre for Education Policy Development. (published in Muller, J. 2009 Forms of knowledge and curriculum coherence’, Journal of Education and Work, 22, 3, 203 – 224.) • Acknowledgements • The ongoing collaboration and support from Prof Suellen Shay is acknowledged and appreciated

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