Abstract:

This paper presents the curriculum design process for a Modular Online Course based on a contemporary model for higher education course planning called FLUENT. The model is grounded on research findings obtained through an online questionnaire, interviews with key university management personnel, and a systematic literature review based on the PRISMA methodology within the framework of the ERASMUS+ project "FLUENT", which is currently conducted in four different European countries.

Faced with the complexity of teaching and the uncertainty in planning, the developed model aims to comprehensively address the intricacies of course planning. Unlike traditional models, FLUENT takes a fully online-oriented perspective and acknowledges the potential of online education. It integrates evidence-based elements of course design, emphasizing deep understanding, precise planning, and essential structural elements. These structural elements include time, space, technology, student agency, and teacher reflectivity. Additionally, FLUENT incorporates principles of reversibility that consider unforeseen circumstances and recognizes students in both face-to-face and online environments. Furthermore, the model promotes flexibility, personalization, interaction, and collaboration, aligning with the pillars of future learning. FLUENT stands out with its reversible design, which considers diverse student needs and is adaptable to various institutional infrastructures. The model emphasizes learning paths, competencies, and goal alignment, providing a comprehensive framework for course planning.

The aim of the design process described in this contribution was to develop a curriculum for a Modular Online Course based on the principles of the FLUENT model. Within approximately 60 working hours, this course allows participating university instructors to engage fundamentally with contemporary planning considerations and, furthermore, to independently plan at least one complete course session according to the criteria of the FLUENT model.

The course development, spanning approximately one year, was conducted through a dynamic design process involving various work phases, in which the four participating universities were involved to varying degrees based on their respective expertise. Their specific work results were gathered and critically discussed in correspondingly moderated workshops. This approach enabled the determination of educational goals and learning outcomes and subsequently led to the development of a contemporary curriculum based on model-systematic sequencing approaches at the module level within a modern design process.

Keywords:

Educational model, digitalisation, course planning.