Computer Support for Curriculum Developers: CASCADE

This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of four related systems for computer supported curriculum development are discussed and approaches to designing tools of this nature are considered. Following an overview of main findings, this article concludes with thoughts on fruitful directions for research on computer supported curriculum development, emphasizing the need for increased attention to implementation and impact studies. Curriculum development is a deliberate activity directed at (re)designing, developing and implementing plans for learning (in school or corporate contexts), and it is characteristically complex. Decisions must be made around topics such as: What should learners learn and why? Which activities will lead to the learning process? What sorts of learning resources are appropriate? How much time should be spent? Those decisions must often be made at different, interrelated levels: macro (or system) level, meso (or institution) level, and micro (or classroom) level. According to several authors (cf., Gustafson & Branch, 1997; Visscher-Voerman, Gustafson, & Plomp, 1999), high quality curriculum development usually entails a mixture of activities, including: