ABSTRACT
For design disciplines, this is made substantially more complex by notions that design curricula are inherently “sticky” and ambiguous in their enactment due to the space for individual students’ interpretation and creativity. In developing a course vision, it is important to also incorporate mechanisms that will ensure the vision informs all stages, and is realised in a holistic course implementation and delivery. Ashwin et al. note that, whilst curriculum development ideally starts with a blank slate and is “top-down” and driven by vision and outcomes, it is commonly experienced as “bottom-up” working from a collection of sometimes disconnected units. The chapter explores a constructivist approach to aligning these curricular elements for such intended outcomes. That is, considering how individual units, their intended learning outcomes and assessments combine to make a coherent program or learning journey with an overall set of intended outcomes for students.
