In curriculum research, it is common to distinguish between three different curricula levels, namely the intended curriculum, the implemented curriculum and the attained curriculum. The distinctions have later been applied in educational design research to differentiate between different representations of design. Discussing findings from a study on MOOCs developed using a design-based approach, the paper explores how the three notions can be used as an analytical framework for designing, implementing and evaluating interventions in an educational context. The paper argues that the concept of the intended, implemented and attained designs may serve as a means to better understand the process of designing new educational formats and to anticipate unwanted discrepancies between the intended idea and the solution that is actually implemented. We argue that such unwanted differences between intended and implemented designs are often caused by a lack of consensus as to what constitutes the core idea of an intended design and we hence proceed to discuss the need for finding meaningful ways for educational designers to communicate their intended designs to those who are to implement them.
|Publication date||31 Mar 2017|
|Number of pages||1|
|Publication status||Published - 31 Mar 2017|