Likewise, Ginny also shared the same idea of having learning communities and circles to acquire additional knowledge about curriculum design specifically on the IDeA Model: ... learning how to use it, and then maybe even having community of practice, professional learning circles coming in to share. It can become very dynamic. I see a lot of possibilities. Indeed, there are many possibilities, especially if the industry practitioners and regulators choose to embrace the IDeA Model as part of their dialogue tools. Then, the community of practice coming round to support the IDeA Model can grow to strengthen the practice of curriculum design in Singapore.
4.5 Conclusions The key areas for support and follow-up work include: 1. Finding a ‘home’ for the Model to provide the greatest leverage for professionalising the TAE sector. 2. Workshops to take learners through the Model and including the Model as part of DACE. 3. Developing self-help resources to assist users to interpret their responses and drill further into uncovering their assumptions. 4. Developing or tapping into existing communities of practice and ecosystems to share learning from the use of the Model. In conclusion, the IDeA Model is not concerned with details of the practicalities of training needs analyses, funding models, courseware design processes and approvals, pedagogical practices, assessment strategies, evaluation protocols and so on. Rather, it emphasises the thought processes and assumptions that both precede and inform these strategies. It should be noted that many of the stated assumptions found in the IDeA Model are often made unconsciously by individual curriculummakers. The aim of the Model is to assist practitioners to make visible their assumptions and, as the participants in the study and the reference group members suggested, to learn the language to “interrogate the curriculum design” and engage in deeper dialogue with themselves and others to improve curriculum design practices.
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