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Relevant bibliographies by topics / Syllabus design

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Academic literature on the topic 'Syllabus design'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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Journal articles on the topic "Syllabus design"

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Teti Sumarni and Yuyun Taufik, S.Pd., M.Si. "SYLLABUS DESIGN." TEMATIK 3, no. 2 (December 30, 2016): 106–18. http://dx.doi.org/10.38204/tematik.v3i2.89.

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Abstract : Curriculum is designed to be the guidelines for lecturers to provide clearer, achievable, and measurable teaching goals. Instructions in a good curriculum should be effective. Students require a suitable curriculum for what they need to learn and for characteristics they have. This research applies qualitative methods with descriptive case study as its framework, to analyze the syllabus of an English Course in Politeknik LP3I Bandung called English for Specific Purposes One: English for Job Seekers. The theories adapted from Hunkins and Allan (2009), Posner (1992), Johnson (1989), Nunan (1988), and McGrath (2002) and Richard (2001). The data were gained from document analysis and interview. The result of the analysis showed that the syllabus of the course has partially met all required aspects expected to meet students’ characteristics and to fulfill the characteristic of quality syllabuses that would enable students to achieve maximum learning achievement. This situation indicates that the syllabus in need of further improvement.

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Shrum, Judith L., David Nunan, Christopher N. Candlin, and Henry G. Widdowson. "Syllabus Design." Modern Language Journal 78, no. 1 (1994): 105. http://dx.doi.org/10.2307/329263.

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.

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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.

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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus. Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework

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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT. Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher

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Gharib, Islam. "Embedding Cultural Design in Product Design Syllabus." مجلة العمارة والفنون والعلوم الإنسانية N.A., no. 10 Part 2 (April 2018): 42–51. http://dx.doi.org/10.12816/0045766.

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Tung, Nguyen Thanh. "A case study of curriculum development: Backward or forward/central design?" SOCIAL SCIENCES 10, no. 1 (June 30, 2020): 18–28. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.546.2020.

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Nowadays universities in Vietnam have begun to update their curricula by adopting a backward design with a focus on students’ learning outcomes to replace the old-fashioned forward model. However, to have a constructive alignment is a problem they have to face. This situation has prompted this case study research in May 2020, intending to examine a curriculum to find out whether it is coherent in terms of its main components – objectives, syllabus, methodology, and evaluation. The findings of the study indicate that for this case, although the curriculum was claimed to be of a backward design with learning outcomes as program objectives, it turned out to follow a forward one with more focus on knowledge transfer than competency development. In particular, as the program learning objectives were still written according to knowledge transmission, it was not constructively aligned with the three main components of syllabus, methodology and evaluation: The syllabi were mainly based on the experience of the experts in the field or syllabus designers, the innovation of the methodology as directed by the university with a shift of focus from the lecturer to learners was still interpreted rigidly and mechanically, and the evaluation of student learning was generally claimed to be criterion-referenced only without any elaboration for each syllabus.

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Wahedi, N. "A Course Syllabus Design: Initial Steps and Recommendations." Bulletin of Science and Practice 6, no. 7 (July 15, 2020): 348–56. http://dx.doi.org/10.33619/2414-2948/56/44.

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The article attempts to highlight the importance of implementing a course syllabus design practices in Uzbek tertiary education. The syllabus is an introductory document that guides students throughout the entire course and functions as an asset to shape the initial impression on the course’s nature and its content. The constituent parts of a course syllabus are a general description and course objectives, topics, preliminary schedule of assignments, materials, grading plan, pre-set rules, and policies of class conduct. Also, the author discusses the basic syllabus sections and presents the guidelines on the points to be considered while designing a syllabus for the course.

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Somé-Guiébré, Esther. "EFL Syllabus Design: Challenges of Implementation in Burkina Faso." International Education Studies 11, no. 6 (May 29, 2018): 73. http://dx.doi.org/10.5539/ies.v11n6p73.

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The widespread use of English in the social, political, economic, and international business spheres compels non-English speaking countries to revise their English language curricula to meet the needs of the global economy. In Burkina Faso, educational policy makers have revised the English as a foreign language (EFL) syllabi from middle to high school with the expectation of helping students achieve communicative competence. However, the delayed implementation of these new syllabi unveils a discomfort from the perspective of both teachers and teacher supervisors. This paper provides a critique of the syllabi of quatrième (4ème) – the US equivalent of 8th grades. It draws from document analysis and stakeholder interviews to highlight the discrepancies between the theory of the vision and the reality of the practice and assess the extent to which the syllabus promotes or hinders communicative competence. The overreaching argument is that despite tremendous efforts invested in the conception of syllabi, these tools hardly help implement communicative language teaching (CLT) in their classrooms.

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Dissertations / Theses on the topic "Syllabus design"

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Boatenreiter, Maryana Ruth. ""Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.

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Flowerdew, John Leslie. "Semantic/pragmatic theory and second language teaching syllabus design." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236348.

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Decroo, Kenneth Louis. "Creating a student accessible online syllabus." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.

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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.

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Villanueva, Mariza de Almeida. "A potential English syllabus design for elementary schools in Brazil." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24361.

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Mitchell-Schuitevoerder, Rosemary Elizabeth Helen. "A project-based syllabus design : innovative pedagogy in translation studies." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10830/.

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This thesis presents a project-based syllabus as an innovative approach to translator training in higher education. The learner-centred syllabus raises the awareness of translation skills and competences among trainee translators and can provide an enhanced all-round translator training in higher education, from an academic as well as a vocational perspective. The project-based syllabus was trialled in the module Translation and Technology of the Master’s degree in Translation Studies at Durham University (UK), which aims to familiarise students with internet-based and computer-aided translation tools. A three-year study conducted between 2009 and 2012 was an inquiry into the impact of the syllabus on students’ translation competences and skills. The quality and quantity of literature since the 1980s have shown that Translation Studies has become an independent discipline, partly thanks to scholars who have mapped the discipline, such as Holmes (1988) and Toury (1995, 2012), and others who have directed the spotlights on didactics, such as Kiraly (1995) and Pym (1993 - present) among others. The discussion of didactics and pedagogy, particularly in relation to translation technology, is to be found mainly in articles, chapters in collected volumes, or in conference papers. Against this background, the project-based syllabus is put forward as a suitable and complementary teaching method which helps students meet academic as well as professional requirements. In the thesis, I will place the project-based syllabus in context, describe its origin, discuss the rationale for its implementation, and the outcomes of the study.

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Lopes, Luiz Paulo da Moita. "Discourse analysis and syllabus design : an approach to the teaching of reading." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019618/.

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This thesis has two main concerns. one is with the design of an EFL syllabus for Brazilian secondary schools of the public sector and the other with a preliminary evaluation of this syllabus in this context. To design the syllabus, this thesis takes into account two types of conditions: extrinsic and intrinsic conditions. The extrinsic conditions have to do with the actual characteristics of the "learning milieu" and of the general social context where this "milieu" is found. The study of these conditions point out that for a FL syllabus to be feasible and socially justifiable in this environment it must centre on the provision of reading skills. The intrinsic conditions relate to theoretical issues in applied linguistics which bear upon the internal organisation of a syllabus designed to meet this provision. These issues essentially involve research in the areas of discourse analysis, schema theories of reading comprehension, FL learning and , FL syllabus design theories. The design of the syllabus then comprises a mediating process between these two types of conditions, which results in an interactive schema theoretic reading syllabus model. The inquiry into the operation of the syllabus in the classroom involves the use of a quasi-experimental research paradigm which is complemented by non-experimental research procedures. The findings of this empirical work indicate that it is worth putting the syllabus to the test of practice through its actual realisation in the classrooms so that it can be continually evaluated and improved by teachers. The thesis concludes with the formulation of an action-research methodology for teachers' work which makes this sort of syllabus development possible.

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Du, Plessis Madele. "Complexity in second language task-based syllabus design for police communication in isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17824.

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Thesis (MA)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The purpose of this thesis is to present an isiXhosa task-based syllabus design for police communication. The aim is to provide a theory-based rationale for syllabus design to teach English- and Afrikaans-speaking police officials isiXhosa as a second language in order to communicate with the isiXhosa mother tongue police officials inside the police station (internal), as well as with the isiXhosa speaking community (external). For this purpose, a needs analysis is conducted, i.e. the communication needs and objectives of the police officials are determined. Therefore, the aim is to determine the proficiency level of the police officials in terms of their knowledge about isiXhosa. The thesis undertakes this investigation in order to determine the type of communication used by the police officials. Communicative tasks, appropriate for police officials on an intermediate level, were constructed accordingly for the purpose of identifying central task types. An analysis of each dialogue is done in order to determine the level of cognitive, as well as syntactic complexity. Each of these dialogues can be scaled in terms of their complexity, i.e. the complexity can either be increased or decreased. The aim of the communicative tasks is to teach learners various ways in which different parts of texts relate to one another. Furthermore, the purpose of this thesis is to determine the way in which Task-based Language Teaching can be incorporated into a syllabus design in order to teach isiXhosa to police officials as a second language. The aim of Task-based Language Teaching is to create natural contexts in which communicative tasks can be performed. The communicative tasks should enable the police officials to use the language in order to communicate in the world outside the classroom. The study concludes that specific purpose syllabus design is a multi-faceted process, hence it requires a multi-perspective approach as demonstrated in this thesis.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om 'n Taakgebaseerde Sillabusontwerp vir polisiekommunikasie voor te stel. Die mikpunt is om 'n teoreties-gebaseerde rasionaal vir sillabusontwerp te verskaf om sodoende Engels- en Afrikaanssprekende polisielede isiXhosa as tweede taal te leer sodat hulle in staat is om met polisielede in die polisiestasie (intern), asook met die gemeenskap (ekstern) te kommunikeer. Vir hierdie doeleinde is dit nodig om 'n behoefte-analise saam te stel, met ander woorde die kommunikasiebehoeftes en -doelwitte van die polisielede. Die doel is dus om die bevoegdheidsvlak van die polisielede te bepaal in terme van hul kennis rakende isiXhosa. Dit sluit 'n ondersoek in om vas te stel watter tipe kommunikasie deur die polisielede gebruik word. Kommunikatiewe take, geskik vir polisielede op 'n intermediere vlak, is daarvolgens saamgestel om sodoende sentrale taaktipes te identifiseer. Elke dialoog is geanaliseer in terme van kognitiewe, asook sintaktiese kompleksiteit. Elkeen van hierdie dialoe kan georden word in terme van hul kompleksiteit, met ander woorde die kompleksiteit kan of verhoog of verlaag word. Die doel van die kommunikatiewe take is om leerders verskeie maniere te wys waarop verskillende dele van tekste verband hou met mekaar. Verder is die doel van hierdie tesis om te bepaal hoe Taakgebaseerde Taalonderrig in 'n sillabusontwerp inkorporeer kan word om sodoende isiXhosa as tweede taal aan polisielede te leer. Die mikpunt van Taakgebaseerde Taalonderrig is om natuurlike kontekste te skep waarin kommunikatiewe take uitgevoer kan word. Die kommunikatiewe take is veronderstel om polisielede in staat te stel om die taal te gebruik sodat hulle in die wereld buite die klaskamer kan kommunikeer. Die gevolgtrekking van die studie is dat 'n sillabusontwerp vir spesifieke doeleindes, 'n multi-kenmerkende proses is, en dus 'n multi-perspektiewe benadering vereis soos wat demonstreer is in hierdie tesis.

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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.

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Shaffi-Mir, Surriya. "An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, Pakistan." Thesis, Institute of Education (University of London), 1991. http://eprints.ioe.ac.uk/18596/.

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This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.

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Gondwe, L. "Factors in the design of an English language syllabus for engineering students at the Malawi Polytechnic." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235206.

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This thesis sets out to identify and examine two research questions: (a) is it desirable and (b) is it practicable to have an English language syllabus based on the language and communication needs o~ engineering students? These questions are examined in relation to students' negative attitudes to language and the decline in motivation. The methods used to gather data are through the questionnaire, interviews and observation. Thus, Chapter 1 gives the background history o~ the University o~ Malawi and its role in national development. It discusses the role and status o~ English in Malawi and the University as well as outlining language teaching objectives in a technical college. Chapter 2 is a comprehensive review o~ the psycholinguistic literature on Ll and L2 acquisition and learning pointing out areas o~ controversy. It looks at the major learning theories o~ behaviourism, cognitivism and humanistic thought and discusses the part played by motivation and attitudes in L2 learning as well as the role of formal instruction in SLA. Chapter 3 is also a comprehensive review o~ current attitudes to L2 learner errors, communication and learning strategies and examines the implications o~ these on teaching. Chapter 4 discusses matters o~ syllabus design, sociolinguistic aspects o~ language learning, the communicative approach to language teaching and learning and the role o~ the teacher. Chapter 5 examines further some relevant ~actors in language programme development, describes the research plan and data collection methods. Chapter 6 presents an analysis, interpretation and evaluation o~ the data collected. The summary and conclusion in Chapter 7 highlights the major issues raised in the thesis, the major findings of the research and goes an to make suggestions for a language syllabus content and methodology.

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Books on the topic "Syllabus design"

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University of the State of New York. Design and drawing for production: Syllabus. 2nd ed. Albany, N.Y: University of the State of New York, State Education Dept., 1988.

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E, Jacobson Theodore, and Finzen Frederick C, eds. Removable partial denture design: Outline syllabus. 5th ed. San Rafael, CA: Indent, 1999.

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Board, Associated Examining. Syllabus for 1994 examinations in design & technology. Guildford: The Associated Examining Board, 1992.

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Yalden, Janice. The communicative syllabus: Evolution, design, and implementation. Englewood Cliffs, N.J: Prentice-Hall International, 1987.

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Krahnke, Karl. Approaches to syllabus design for foreign language teaching. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Northern Ireland Council for the Curriculum Examinations and Assessment. Technology and design 1997: Syllabus and coursework memorandum. Belfast: Northern Ireland Council for the Curriculum, Examinations and Assessment, 1995.

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Curriculum, syllabus design, and equity: A primer and model. New York, NY: Routledge, 2012.

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Discourseand language learning: A relational approach to syllabus design. Oxford: Oxford University Press, 1985.

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Crombie, Winifred. Discourse and language learning: A relational approach to syllabus design. Oxford: Oxford University Press, 1985.

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Leeks, John. Teacher's guide for A-level design and technology, (London syllabus, common core). London: ILEA Learning Resources Branch, 1986.

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Book chapters on the topic "Syllabus design"

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Stazicker, Anne, and Nancy Woods. "Syllabus design." In Teaching International Foundation Year, 20–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003253624-2.

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Lambert, Craig. "Tasks in L2 Syllabus Design." In Referent Similarity and Nominal Syntax in Task-Based Language Teaching, 31–46. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-3089-6_4.

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Long, Mike, and Graham Crookes. "Chapter 4. Three approaches to task-based syllabus design." In Task-Based Language Teaching, 57–82. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.05thr.

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Robinson, Peter. "Chapter 10. Task complexity, cognitive resources, and syllabus design." In Task-Based Language Teaching, 193–226. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.12tas.

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Guo, Fengying, Ping Wang, and Sue Fitzgerald. "Syllabus Design across Different Cultures between America and China." In Advances in Intelligent and Soft Computing, 55–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25908-1_8.

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Hedgcock, John S., and Dana R. Ferris. "Syllabus Design and Instructional Planning for the L2 Reading Course." In Teaching Readers of English, 254–303. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-7.

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Ma, Yongsheng, and Yiming Rong. "Framework and Syllabus: Introduction to Capstone Projects—A Hidden Gem of Engineering Education." In Senior Design Projects in Mechanical Engineering, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85390-7_1.

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Huang, Liyan, Ming Xu, Zhixian Chen, and Feifei Liu. "Syllabus Design for Teacher Education MOOCs (Massive Open Online Courses): A Mixed Methods Approach." In Communications in Computer and Information Science, 156–68. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9895-7_14.

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Macalister, John, and I. S. P. Nation. "Negotiated Syllabuses." In Language Curriculum Design, 171–81. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-10.

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Byun, Jeongyong, Seongbum Hong, and Hoyoung Kim. "A Design Scheme of Combined Syllable Fonts for Hunminjeongeum." In Advances in Computer Science and Ubiquitous Computing, 1096–102. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3023-9_170.

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Conference papers on the topic "Syllabus design"

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Van Goch, Merel M., Christel Lutz, and Livia M. Untaru. "Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.

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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.

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Jonakova, Stanislava, Natasha Mockova, and Francesco Muto. "FOREIGN LANGUAGE SYLLABUS DESIGN IN MILITARY EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0360.

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Fest, Eric C. "Proposed syllabus for augmented reality display waveguide design course." In International Optical Design Conference 2021, edited by Richard N. Pfisterer, Henning Rehn, Simon Thibault, and Peter P. Clark. SPIE, 2021. http://dx.doi.org/10.1117/12.2603641.

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Stoian, Claudia E., and Simona Șimon. "THE INTEGRATION OF CULTURAL ASPECTS IN SYLLABUS DESIGN." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1643.

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Khaletski, Vitali. "CONTENT LINES IN DESIGN OF CHEMICAL EDUCATION FOR WOULD-BE ENGINEERS." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.59.

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Methodology of chemical education for would-be engineers in technical universities is discussed in the report. Content lines as an instrument of structuring of content of chemical courses are proposed by the author. Content lines and their practical implementation in syllabus are analyzed. It was shown that the method of syllabus design makes education area more transparent for all participants of educational process. Key words: content lines, engineering education, curriculum design.

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Leylegian, John C., and Mohammad H. Naraghi. "Design of Experiments: An Integral Part of a Thermal/Fluids Laboratory Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87902.

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Laboratory courses can be, and are often used to provide practical demonstrations of physical phenomena studied in various lecture courses. At Manhattan College, a senior-level Thermal-Fluids Laboratory incorporates a Design of Experiments (DoE) component into the syllabus, in which students learn about development of a text matrix, construction of an experiment to fulfill that matrix, and statistical analyses to confirm hypotheses. This paper describes the entire course syllabus, the portions of the course relevant to DoE, and some of the experiments conducted in recent years.

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Krunic, Tanja, Ljiljana Ruzic-Dimitrijevic, Branka Petrovic, and Robert Farkas. "Web Design Curriculum and Syllabus Based on Web Design Practice and Students' Prior Knowledge." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2961.

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The Advanced Technical School from Novi Sad set up a completely new study group for web design in 2004. The paper explains its organization and gives course descriptions. When it was established, there were not many similar groups in the world exclusively dealing with web design, whose programs could serve as role models, hence the curriculum and syllabus had to be based on our own experience. They cover inevitable web issues like usability, user-oriented web design, accessibility, privacy and security, which are briefly discussed in the paper. The purpose of the research referring to web accessibility and privacy presented in one of the sections was to help create the two documents. The students' prior knowledge was also an important parameter in their writing. The curriculum and syllabus have been updated recently, and the improved version given herein will be in use from the next academic year.

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Nazir, Sajid, James H. Paterson, and Brian Hainey. "Design and delivery of cloud computing syllabus for computing undergraduates." In CSERC '20: the 9th Computer Science Education Research Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3442481.3442508.

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Gorelova, Yuliya. "SYLLABUS DESIGN FOR AN ENGLISH MEDIUM INSTRUCTION COURSE: EXPECTATIONS AND REALITY." In 19th SGEM International Multidisciplinary Scientific GeoConference EXPO Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgem2019/5.4/s22.039.

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Napieralska, Joanna, Jozef Modelski, and Wladyslaw Skarbek. "Syllabus Design for Multimedia Art and Engineering Education -- Problem Oriented Approach." In 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.75.

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