1.4 The IDeA Model The results from the earlier study by Bound et al. (2013) reveal two forms of curriculum – ‘interpretive’ and ‘technocratic’ (which we subsequently renamed ‘instrumental’). The placement of the ‘interpretive’ label at one extreme of the continuum represents a conception of curriculum as a flexible, dynamic and engaging map of learning possibilities guided by a consistent philosophy of learning. Within this interpretive approach, there is a tendency to favour an active relationship between the learner and the facilitator; the learner is to be respected for his or her choices in education as a lifelong journey, and the facilitator is encouraged to view the curriculum as a lens through which to exercise professional judgement and innovation. The placement of the ‘instrumental’ label at the other extreme of the continuum represents the opposing beliefs to the ‘interpretive’ category. At this end of the continuum, foremost to be considered are the practicalities of working within a highly managed environment, where curriculum is defined in instrumentalist and pragmatic ways. As such, more often than not, curriculum is considered purposive and directed to the skill development needs of the nation: there is a clear market orientation, often implied, towards employers, stakeholders and learners. Curriculum is also expressed as a series of measurable outcomes (through competency-based training) indicative of the requirements of work. Each of the dimensions of the IDeA Model are considered along this continuum of interpretive at one end and instrumental at the other end.
1.4.1 Dimensions of the IDeA Model The Model (see Figure 1.1) can be used at the level of the organisation, unit or individual curriculum design practice. Using the IDeA Model heuristic (see Appendix 1), along the ‘interpretive’ and ‘instrumental’ continuum, users can identify and name their beliefs and assumptions in relation to each of the dimensions. In so doing, users, together with their design team members and senior management, will have opportunities to ask deep questions and surface their assumptions on decisions about:
curriculum philosophy, including pedagogical beliefs and practices;
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the purpose of the programme/course and whose purposes the programme/course serves, including graduate outcomes;
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curriculum design and implementation, including delivery choices (e.g. classroom, e-learning, workplace learning), ways in which learning is facilitated and assessment approaches and strategies, what the practitioner believes learning is and how learning takes place;
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evaluation strategies and processes.
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