Axiomatic design theory for the analysis, comparison, and redesign of curriculum for special education.
This paper explores a novel approach to instructional planning using the axiomatic design theory to create an optimized curriculum. First, an existing piece of curriculum is analyzed by axiomatic design approach and design matrices are made to check whether the independence axiom is satisfied or not. Second, functional requirements (FRs) are derived from the FRs of the existing curriculums developed through conventional methods. Constraints (Cs) are defined considering the time and subject. Design parameters (DPs) are conceived in physical domain to satisfy these specified FRs and Cs, and two alternative DPs for one FR are proposed. One of these alternatives having the least information content is selected by defining FRs as the minimization of the irrelevant subjects/topics and time. Also feasibility is estimated by comparing the information content of the redesigned curriculum with that of other curriculums in consideration of costs-involved, time, and subjects-relevance.
Wettasinghe
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Centre for IT in Education, Nanyang Walk, Singapore. marissa.w@nie.edu.sg
Koh
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D003479:Curriculum; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007858:Learning; D017145:Models, Educational; D013663:Teaching / Q000379:methods