Curriculum design frameworks 

There are several ways you can design your curriculum for teaching and learning. Stiehl and Sours (2017) examines the contrast between the content framework and the OBTL framework. 

Traditionally, curriculum design uses a "content framework", and mainly focuses on topics that will be covered, reading lists, and a final examination. The textbook is the primary source of information and quizzes are used as a form of formative assessment to test the students’ knowledge of the topics that were covered. 

The OBTL framework, on the other hand, focuses on what students are able to do at the end of the course with what they have learnt. Through constructive alignment, students are guided to achieve these outcomes through the teaching and learning activities, and the assessment is used to measure the students’ performance against these outcomes. The learning activities and assessment becomes more meaningful to students when they are able to clearly see the link between the outcomes and the activities.

The table summarises the differences between the content framework and the OBTL framework that is in use at NTU.

Table. Comparison between the content framework and OBTL framework

Content FrameworkOBTL Framework
Instructor’s Primary roleLecture: Provide knowledgeGuide the learner to intended real-life outcomes
Learner’s primary roleRead; listen; rememberEngage in learning activities that focus on intended outcomes
How content is being organized and describedTopicsConcepts, skills and issues essential to the outcomes
Primary information resourceTextbook & instructorMultiple sources
What is assessedKnowledgeDemonstration of intended outcomes
How learners are assessedQuestions; answersLife-like projects, problems, presentation, portfolios
Assessment criteriaRight/wrong; percentQualitative performance standard


Adapted from Stiehl and Sours (2017)


Stiehl, R., Sours, L. (2017). The outcome primer: Envisioning learning outcomes. The Learning Organization. OR:USA.

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