Mapping Constructively Aligned Curriculum and Instructional Design
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Mapping Constructively Aligned Curriculum and Instructional Design offers a timely and comprehensive framework for educators, instructional designers, and academic leaders seeking to create meaningful and measurable learning experiences. Grounded in transdisciplinary communication and informed by decades of practice in secondary, postsecondary, and graduate education, this book bridges theory and application to address the evolving challenges of curriculum design in an era of rapid innovation, accountability, and systemic change. At the core of this work are two guiding frameworks-GETS (Goals,...
Mapping Constructively Aligned Curriculum and Instructional Design offers a timely and comprehensive framework for educators, instructional designers, and academic leaders seeking to create meaningful and measurable learning experiences. Grounded in transdisciplinary communication and informed by decades of practice in secondary, postsecondary, and graduate education, this book bridges theory and application to address the evolving challenges of curriculum design in an era of rapid innovation, accountability, and systemic change. At the core of this work are two guiding frameworks-GETS (Goals, Expectations, Target Learners, and Situation) and GOOPS (Goals, Objectives, Outcomes, Purpose, and Success)-which serve as analytical tools for making intentional and transparent decisions in curriculum and instructional design (CID). These frameworks are complemented by practical models such as TIPP (Teaching Inventory of Practice and Preferences), the GPS presentation model, and the Critical Learning Path (CLP), allowing readers to diagnose needs, align strategies, and assess results across various educational contexts. This book recognizes CID as a dynamic, iterative, and inclusive process that must adapt to the needs of diverse learners and institutions. It empowers practitioners to reflect critically on their roles, values, and methods while embracing the collaborative potential of transdisciplinary innovation. From foundational theories to real-world case studies-including insights from NSF-funded projects-readers will find tools to navigate complexity, foster engagement, and drive systemic transformation in education. Rather than prescribing a singular approach, this volume encourages reflective adaptation, making it a valuable resource for faculty, curriculum committees, accreditors, and educational policymakers. Mapping Constructively Aligned Curriculum and Instructional Design is more than a book-it is a call to co-create educational futures through clarity, alignment, and purpose-driven collaboration.
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