A desired future
At 黑料福利网, future oriented means fostering not only rigorous disciplinary knowledge, but also transformative competencies, such as systems thinking, future thinking, and strong interpersonal and intrapersonal skills.
The future oriented curriculum that was developed during the project can be downloaded on this page and is the result of a four year long co-creation process that included numerous design and reflection sessions with students, and internal and external stakeholders (Plomp & Nieveen, 2013). More about our process and methods.
The scenario provides a chronological overview of how learners experience the University, illustrating how it translates into different phases of the learning trajectory and the roles of various actors within it.
The second section provides insights into how the curriculum of the future is structured. The curriculum has not one but three interrelated rationales (van den Akker, et al. 2003) which acknowledge the need to support individual student learning, the power of collaborative learning, and the need to connect to society and its challenges. Each rationale is translated into a curriculum layer with distinct learning activities that learners can simultaneously tap into throughout time.
The third section describes the possible pathways of Lieke (a junior learner), James (a senior learner), and Ed (a learning facilitator) in the University of the Future, we get to the experiences of the individual learning paths. Next, we share the different curricular layers within the university.
Subsequently, we offer a glimpse into how different learners experience the curriculum, highlighting their motivations for learning.
A Scenario
Orientation period: Kickstarting community building and individual learning
The University welcomes a diverse cohort of learners with an orientation period. Participants represent a wide range of cultural, socio-economic, and educational backgrounds, including both local and international attendees, some of whom engage remotely. Besides being learners, some individuals in the cohort also take on the role of learning facilitators, such as coaches or experts, who support learners in their individual and team development.
Three Curriculum Layers
Three drivers for learning are translated into three interrelated rationales which acknowledge the need to support individual student learning, the power of collaborative learning, and the need to connect to society and its challenges. Each rationale is translated into a curriculum layer with distinct learning activities that learners can simultaneously tap into throughout time. A layer鈥檚 prominence in a learning journey can vary depending on the learner, their interests, and development phase, making for a complex, yet rich learning environment for all learners.
The curriculum experience
By describing the possible pathways of Lieke (a junior learner), James (a senior learner), and Ed (a learning facilitator) in the University of the Future, we get to the experiences of the individual learning paths.
Monologues
Lieke, James and Ed describe their own learning experiences as well. Giving attention to their motivations and emotions while studying at the university of the future.