Curriculum design is preferably known as curriculum development as it seldom starts from nothing:

https://en.wikipedia.org/wiki/Curriculum_development

Learning design is the less preferred term for instructional design.

But they are the two sides of the same coin:

https://en.wikipedia.org/wiki/Instructional_design

We have always had curriculum development, but instructional design is new and is

still an important research area: https://www.google.com/trends/explore#q=%22curriculum%20development%22%2C%20%22instructional%20design%22&cmpt=q&tz=Etc%2FGMT-2

https://en.wikipedia.org/wiki/Instructional_design

aYESHA, buenos dias con mucho gusto te puedo señalar que el plan de estudios es el producto del diagnóstico situacional que se hace en el mercado laboral para identificar cuales son las competencias que una persona debería conocer, en términos de competencias básicas y especificas los cuales se desdoblan del perfil del egresado, definido en asignaturas o cursos modulares. en otras palabras son una micropartícula de una disciplina en términos de áreas donde identifica cuales áreas deberían enseñarse a una persona en una carrera.

mientras que el diseño curricular (nombre correcto) es un proyecto o una propuesta que sustenta básicamente, que significa la carrera que se va a ensñear, en que contexto se va a enseñar, cuales son las nuevas tendencias de esa carrera, cuales son los enfoques curriculares en el cual se construye la carrera, para satisfacer tal o cual demanda insatisfecha, cuales son los fundamentos técnicos, filosóficos, pedagógicos y epistemológicos que sustentan las teorias sobre la cual se construye la carrera, en que contexto se piensa enseñar, cuales son los perfiles competenciales del egresado entre otros, en fin son una plan de navegación desde que ingresa hasta que termine la carrera una persona. así debe ser un una universidad.

espero haber colaborado con tu pregunta.

Arturo rivera

 Thanks Ian Kennedy and Arturo Rivera.  

 Thanks Meriem Hnida. Then can we say that instructional design is just one part of the curriculum and curriculum is a broader term?? I have thoroughly searched the difference and could not find the differences, mostly both terms have been separately defined or used side by side.

Thanks Meriem

The differences are aplenty. Sorry, losing connection

I would suggest that curriculum 'development' encompasses meta aspects such as ontological and epistemological position i.e. content & product vs process & development (Kelly, 2009). Instructional design relates more to the actual implementation of the selected pedagogical strategy (although it does acknowledge aspects such as constructive alignment).

CURRICULUM                      Vs      INSTRUCTIONAL DESIGN

Content clarity                                  Context clarity

Flow of contents                               Collection of applications

Base of getting knowledge            Execution of knowledge for experience

What is to be taught                        How it should be taught

What is to be assessed                  How it should be assessed

What need not be taught               How to cover even what is not taught

Materials of knowledge                 tools of using the materials

Thanks, Jayasri Indiran. It was helpful.

This question came up in our graduate program about 15 years ago.  I was in a department of Curriculum and Instruction and we had half day written exams scheduled for each concept.  One day we sat down in a committee and analyzed 60 or so questions that had been asked and decided that, philosophically, there was no distinction.

Some have held that Curriculum Theory proposes an a priori philosophical position about what is to be taught and how, for example, John Dewey's philosophy.  Others of us argued that using the full Instructional Design model with initial Needs Assessment was a more comprehensive approach to what happens for the learning environment and would integrate the curriculum models.  I sided with this argument, others preferred the more traditional distinctions.  In the end, we eliminated the distinctions in our written exams.

Cordial saludo mi apreciado amigo.

El currpiculo y el leguaje instruccional son dos aspectos diferentes.

Recuerda que el currpiculo es todo en el proceso formativo, incluido el currículo oficial, el ocullto. el currículo define el perfil y la meta de formación en un curso o en eun programa o periodo académico en el marco de un proyecto educativo. el lenguaje instruccional por su parte corresponde a la menrae en que se utilizan texto u orientaciones a los estudiantes para la realización d euna actividad concreta. corresponde la las instrucciones didácticas para el desarrollo de un porceso de trabajo por parte del estudiante.

Simple answer - Curriculum design is "what" the learner will learn, while instructional design is "how" they will learn it.

Generally speaking, curriculum relates to the content of an institution's programs and its course structure. Curriculum developers assemble content that meets specific standards.

Instructional designers develop courses of instruction on specific topics. While instructional designers may utilize subject matter experts to get the "what," they  develop the course delivery and evaluation methods.

I concur with Carmella's assertion that curriculum design is "what" the learner will learn, while instructional design is "how" they will learn it. I have found this to be the case in both government and private sector applications.

Yes, everybody has put their finger on the distinction: the what vs the how, content (goals, objectives, standards, outcomes) vs methodology (how the teaching-learning process is to be delivered). A more interesting question is to what extent a curriculum implies a particular instructional approach. For example, if a curriculum is organized around competencies (as opposed to skills or subject knowledge, for example), does this lend itself more easily to certain instructional approaches than to others? Can the how ever be at odds with the what?

I endorse all that has been said and can only add an article that actually apply the tenets of both curriculum and instructional design that I hope can be helpful in understanding the application the two to teaching and learning.

Many thanks,

Debra

Article Integrating Cross-Cultural Elements Into Workforce Education...

Thank you all for your valuable responses. Please let me know which term is used in your respective universities and are professors generally aware of the rationale? 

Is instructional design a more popular term in educational technology related domains and e learning universities?

Could anyone please traslate two answers into English for me which are in languages other than English as I don't understand them. I would be thankful.

Denise,

I have attached a paper on competency based curriculum that you may find interesting.

Dan

My understanding and definition of curriculum in the K-12 context is that it is comprised of the standards for learning that all students are expected to master for that particular content area and grade level.  Some K-12 educators confuse curriculum with a core instructional series provided by textbook companies and dismiss the importance of these specific learning ideas and learning frameworks outlined by each state educational agency for their school districts.

Instructional design, refers to teachers' development of engaging, meaningful lessons that incorporate universal design for learning (UDL), embedded tiered intervention supports and formative assessments that respond to each students' learning profile and interests.  Surely, the design of instruction begins with the deconstruction of the target standard for students' learning to identify their entry point into the learning.  It is there that teachers begin their design of instruction which include "differentiated" learning tasks that meet all students' needs.  Instructional design is driven by the learning needs and interests of each group of students as it pertains to their mastering of the content area learning standard.

Sorry to repeat the above posts....

a) Curriculum design is what the learner will learn (what students need to know)

b) Instructional design is how they will learn it (what learning activities the teacher uses)

The premise is that you cannot instruct without knowing what needs to be learnt. Thus, moving away from open/ free learning such as discovery-based learning. 

Denise Morel, this is a great question... does curriculum content influence instructional design or does the required knowledge shape the pedagogy (teacher centred)/ andragogy (student centred) approach of the teacher. 

Many UK schools, colleges, and universities are grappling with this idea. How to make learning more student centred thus, how should instructional design be used to inform content delivery. I believe that it is a revolving process, depending on which learning theory and approach is in dominance, as I was addressing this question 15 years ago in secondary education.

There are many spin-offs such as e-learning, blended learning and peer learning but for better or worst, it comes down to accessibility to core learning requirements within the modern education system such as technology, materials, learning, study skills, assessment and its requirements etc...

Ayesha Perveen·      

 Curriculum and instructional design involve the forming of educational content and the contents of educational forms.

 Curriculum Design

• Curriculum design is about the material, including facts, concepts, modes, topics, vocabulary and standards, that a student learns, including the order in which that material is presented.
• Curriculum theorists take it for granted that curriculum flows from the "what" of "what should be learned?"
• Curriculum relates to the content of an institution's programs and its course structure. Curriculum developers assemble content that meets specific standards.

Instructional Design

• Instructional design focuses on how the material is taught, otherwise known as the pedagogical methodology. Instructional design is concerned with the method of delivery of the curriculum.
• Instructional designers take it for granted that instruction flows from the "how" of "how should it be organized?"
• Instructional designers develop courses of instruction on specific topics, for example. While instructional designers may utilize subject matter experts to get the "what," they additionally develop the course delivery methods and evaluation methods. Instructional designers often work in industry developing training programs for employees and service sector entities.

When I began a project a few years ago which required the "renewal" of curriculum across a whole institution I and my colleagues on this project found it difficult finding a useful definition of "curriculum" that suited the environment in which we were working. So we agreed on the following:

Curriculum is the documented purpose and aims of the program of study, the learning intentions (intended learning outcomes, aka student learning outcomes or course/program learning outcomes), the knowledge, skills and capabilities that will deliberately be developed, the ideal or preferred structure of the program of study (topics, courses, units, subjects, etc), the essential resources recommended to support learning, and broad statements on the range of topics, teaching modes and assessments that would support the desired learning, and the evaluation of progress and performance against the intended learning outcomes.

I prefer to use the term learning design, rather than instructional design as it shifts the emphasis away from the teacher towards the student/learner. But in either case it is the process of designing the resources and activities learners will engage with, with the intent of developing their knowledge, skills and capabilities. This includes, for me, the design of assessment tools, tasks and practices as these not only help to measure and evaluate progress towards and performance against the intended learning outcomes, but they are also part of the learning process.

Having said that, I have also come across some people that differentiate between instructional design and learning design - the former is used to indicate the documentation (e.g. training manuals, textbooks, activity booklets, online resources) and the latter is used to indicate the teacher's plans for using those resources. I prefer to capture all of this in the term learning design as I think this separation is not helpful - the one is not useful without the other.

I see curriculum, as others have articulated, as primarily the content to be delivered, the substance of national standards in most countries.  The curriculum then is divided into core and noncore subject areas, each with its own set of standards that define the knowledge and skill sets deemed by professionals in those areas as important for students to learn at the levels of K-12 schooling.

Instructional design, on the other hand, is the organizational structure of the curriculum, how it is put together for purposes of delivery.  In that regard, it is more than the pedagogy to be employed.  It is also the scope and sequence of each subject, delineated for educators, it is the way the units of analysis for teaching and learning are parsed--syllabi, modules, units of study, lessons.  It is also the internal structure of curriculum written down--the goals, the outcomes, the assessment for learning, the materials to be used, and the resources to be employed.  Typically, it would also address the pedagogical approach to be used.  Thus in a Problem-based Learning approach, the scenario would be stated, the questions articulated, and a description rendered of the metacognitive role of the teacher in facilitating the learning process.  Other helpful commentary would be provided the teacher during the implementation of lessons as well--additional questions to ask, scaffolds to use with students to ensure understanding, and background material that students may need.

The disticntion between the what (curriculum) and the how (pedagogy) has always seemed too simplistic and too dichotomous in thinking about teaching and learning.  The structure and naming of the intentional processes involved are also crucial to create and deliver effective curriculum.

The word "curriculum" evolved from the Latin word meaning, the course.  Therefore, I would include "a coherent progression" to the description of curriculum.  The coherent progression includes a plan for facilitating student development of concepts, skills, and strategic applications from grade to grade, as well as within a grade, from unit of study to unit of study.

Teachers design instruction to implement a curriculum.  Effective instructional design synthesizes knowledge of students and of curriculum expectations to provide students the guidance they need for their own development.

Perhaps we are trying to compare apples and oranges. Instructional design is clearly a process (designing is a process). What is the corresponding “product”? A set of materials? Resources? Textbooks? Pedagogical guides? But when we use the word “curriculum”, are we referring to a “product” – a document, for example, identifying the goals, standards, objectives; a set of ‘programs of study’ for each subject matter, etc. – or are we also referring to a process – the process of curriculum development? If we are going to compare the two, we should compare them on “equal” grounds, either both as products or both as processes. To be consistent with the question as it is formulated (instructional design is a process; therefore we should also consider the term “curriculum” to refer to the process of curriculum development), then it could be argued that instructional design is part of the process of curriculum development, not separate from it. It would come after the goals, standards, objectives, etc. have been defined, and just prior to the implementation phase. Curriculum development is actually a very lengthy, multi-phase, dynamic and cyclical process that includes a planning phase, an articulation and development phase (of which instructional design is just one part), an implementation phase, and a curriculum/program evaluation phase.

Thank you all for your overwhelming response. 

Simply stated curriculum is the strategy and instructional design is the tactics

Danny Petersen, thank you for the reference to competency-based curriculum (I didn’t see your post until today). I strongly disagree, however, with the author’s analysis of competency, and how it is typically used as an organizing principle for a curriculum, as you may glean from the following two papers: “Revisiting the concept of competence as an organizing principle for programs of study” - http://www.ibe.unesco.org/cops/Competencies/ORE_English.pdf - and “From competence in the curriculum to competence in action” - http://www.ut.ee/BG/sts/Competence%20beyond%20the%20Curr.pdf

AYESHA, good morning with great pleasure, you can point out that the curriculum is the product of the diagnosis that is in the labor market to identify that the competencies that can be achieved, the terms and conditions unfold from the profile of the graduate, defined in subjects or modular courses. in other words, a microparticle of a discipline in the terms of the areas where areas are identified to form a person in a career.

whereas the curricular design (correct name) is a project or a proposal that basically sustains, what the career that is going to be ensiled means, what is going to be taught, what are the new tendencies of that career, which are the curricular approaches in which the career is built, to satisfy or unmet demand, what are the technical, philosophical, pedagogical and epistemological foundations that underpin the theories on which the career is built, in what context it is thought to teach, what are the competent profiles of the exit among others, in short, a navigation plan from entering until the end of the race a person. That's the way it must be a university.

I hope I have collaborated with your question.

Arturo Rivera

Thank you very much Mr Arturo Rivera for putting it down in English. It definitely is helpful. The area itself is very interesting, in fact, and I would like to research on it further.

• curriculum design :- how to teaching in learning road
• instructional design :-design learning road

Not sure if you still need an answer. My understanding of curriculum design and instructional design is that:

Curriculum design: macro-level, to determine and design the overall learning goals, content, criteria, and evaluation methods.

Instructional design: micro-level, to determine and design the specific learning objectives, content, tasks, materials, strategies, and assessment methods.

Take an academic program as an example. The curriculum design is to determine and design what goals and missions we have for our students, what courses should we offer, what internship partners should we have, how we should evaluate that our students fulfill all the requirements and complete their studies in our program. In contrast, the instructional design focuses on a course or a class, to determine how we design and deliver the course or class content to students.