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Curriculum Design vs Instructional Design

What is the difference between Curriculum Design and Instructional Design? Through my adult education journey, this question has often been a confusion point for myself. I wasn't sure if the two terms were really synonymous or not. So I dug in and here's what I have learned:

The International Bureau of Education (IBE), a United Nations Educational, Scientific and Cultural Organization (UNESCO) created the revised IBE Glossary of Curriculum Terminology where it defines Curriculum Design in its 2013 edition as:
 
The process of meaningfully constructing and interconnecting the components of curriculum so as to address such fundamental questions as what needs to be learned and how and why, the resources required and how learning will be assessed. (IBE UNESCO, 2013, p. 17)

Now let's look at the definition of Instructional Design. In Ellen Wagner's (2011) essay titled "In Search of the Secret Handshakes of ID", as published in the Journal of Applied Instructional Design, provides four different ways to describe the Instructional Design process. These included:
  1. Instructional Design-as-Process
  2. Instructional Design-as-Discipline
  3. Instructional Design-as-Science, and
  4. Instructional Design-as-Reality.  
In this case, my focus is on Instructional Design as a discipline. Wagner defines the discipline as:
 
...[a] branch of knowledge concerned with the research and theory about instructional strategies and the process for developing and implementing those strategies. (Wagner, 2011, p. 34)

Now, how does one word this into a single, comparative statement that describes both? 
 
Curriculum development and instructional design are related, and sometimes synonymous, terms... Curriculum Development is what students will learn, while Instructional Design is how students will learn it. (NDMU, 2018). 
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