Large Scale Learning Design

Large Scale Learning Design
Provincial Instructor Diploma Program (PIDP)

PIDP Background
Provincially renown
Started in 1978- hasn’t changed
For first time instructors
Provides the basic tools to be successful in the classroom
Participant’s feedback is very positive
Provincially funded until 2002- became cost recovery in 2005

PIDP Background: Courses
6 Courses and a Practicum = 180 classroom hours
PIDP 3101 Design of Instruction
PIDP 3102 Instructional Techniques
PIDP 3103 Instructional Media
PIDP 3104 Evaluation of Learning
PIDP 3105 Evaluation of Instruction
PIDP 3106 Elements of Instruction
PIDP 3107 Practicum

Background on PIDP Faculty
Average time teaching the PIDP 15 years
Masters in Education
Great “teachers”
They teach others curriculum development

Background for the Re-Design
Program Review Feb – June 2008
Outcomes-based curriculum
Update course content
Look at different modes of delivery
Reinstate a Program Advisory Group (PAC)
New business model
Challenge
30 great years of experience- success ~ Change *

Large Scale Learning Design
Steps:
Visioning - Dec 08
Mapping Exercise – Feb 09
Develop a new Business Model – on-hold

Visioning - Dec 08
Creating inspiration and excitement around future opportunities
Trends shaping adult education today
How is adult education and training changing in the 21st century?
What does a PIDP program look like that provides students with the tools to be innovators?
What are the future opportunities for the PIDP program?
Invited key members of the community that the Program faculty know and admire

Mapping - Feb 09
The Mapping Primer: A tool for reconstructing a college curriculum
Ruth Stiehl, The Whitewater Institute, Oregon
Les Lewchuk

Mapping - Feb 09
Why use Mapping Primer
College Based
River Metaphor
Visual design
Philosophy: curriculum development as a conversation not a set of tools
Book includes communication starters – activities to accomplish the task.
Methodology successfully used by another VCC program and other programs at SAIT
Access to a couple of facilitators from Compass Learning that are using this methodology

Mapping - Feb 09
Process
Who
Employers
advisory groups
business and community leaders
Students
faculty
How
Participation
Conversation
Voice
Negotiation
Reflection

Mapping - Feb 09
Program Learning Outcomes
Program learning outcomes are not objectives or goals to be put in new wrappers. Outcome statements describe what students should be able to do “outside” the classroom –not “inside” it.Ruth Stiehl
Activity
Roles students will take in society?
What will they be able to do in these roles as a result of participating in this program?
Brainstorm
Cluster answers
Name clusters
Write outcomes- action, context, scope, complexity.

Provincial Instructor Diploma Program
Program Values:
Map: Version 1
Intended Learning Outcomes
1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.

2. Create positive learning environments that promote respect for the diversity of learners.

3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.

4. Communicate effectively and work collaboratively in the workplace and in the community.

5. Act in an ethical and professional manner when working in an adult education setting.

6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning.
Entry
Requirements
Intended
Roles

Educator/Instructor- Industry Trainer- Community Leader
Industry/ Educational Consultant
Facilitator
Administrator
Program Advisor

Program Values:
Map: Version 1





Entry
Requirements
Intended
Roles

Facilitator
Administrator
Program Advisor
Certificate, Diploma, or Bachelor in your area of study or training.
A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.

Mapping - Feb 09

Program Values:
Map: Version 1





Entry
Requirements
Intended
Roles

Facilitator
Administrator
Program Advisor

Portfolio
Capstone
Assessment

Mapping - Feb 09
Content
“… the greatest fear for subject-matter experts is not being able to cover the course content”
“The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes” Ruth Stiehl
Activity
What concepts do they need to understand?

Program Values:
Map: Version 1





Assessment
Instruction
Professionalism
Assessment
Learning
Foundations
Entry
Requirements
Intended
Roles
Instructional
Strategies

Facilitator
Administrator
Program Advisor

Portfolio
Capstone
Assessment
Curriculum Design
Instructional
Skills
Instructional
Skills
Online

What Happened after Feb 09
Faculty lead
Continue to work on the Program
No training in this methodology
Confident (curriculum development experience and subject matter expertise).

After Mapping – Sep 09

15
Program Outcomes
Capstone Project
Curriculum and Instructional Design
30
Instructional Strategies and Techniques
Learning Theories
15/15
15/15
ProfessionalPractice
Delivery of Instruction
Evaluating Learning
30
30
15/15
15
Media Electives
Foundations Course
15

After Mapping – Sep 09
Challenges
Concepts – Topics
Topics - Content
Content – Current Courses
Moving away from the original Mapping exercise

Mapping - Oct 09
Content
“… the greatest fear for subject-matter experts is not being able to cover the course content”
“The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes”Ruth Stiehl
Activity
What concepts do they need to understand?
What Issues do they need to understand?
What skills must they develop?
What might we have them do to show evidence of these outcomes?

Lessons Learned
Plus
Outcomes and Mapping Primer – great resource
Compass Learning facilitators – great resource
Accomplishment during Feb 09
Outcome-based curriculum: Allows you to evaluate student learning
Challenges
Feb 09 – Limited time, did not allow us to finish the map.
Faculty are experts in curriculum development
Outcomes-based program mapping: New way of looking at design of curriculum

Program Values:
Map: Version 1





Reflective Practice
Ethics &Professionalism
Collaborative Learning OnlinePBLish
Educational Leadership
Interactive Teaching &Learning
Authentic Tasks
Evaluation ofTeaching
Facilitation
Skills
Teaching Portfolio
Life-long Learning
Cooperative Learning
Collaborative LearningPBLish
Entry
Requirements
Intended
Roles

Facilitator
Administrator
Program Advisor

Capstone
assessment
Foundations of
Adult Learning
Instructional
Skills
Curriculum Design
Instructional
Strategies
Assessment of
Learning
Portfolio
Teaching Technologies 2/7
Learning 1/4
ClassroomManagement
TTPresentations
TTAudio
TTImages
Learning Styles
TTWeb 2.0
TTMultimedia
TTClickers
TTGames
Learning and the Brain
Cognitive Psychology
Core Course
1.5 Cr
Core Courses3Cr
Electives1.5 Cr

Program Level Map
Auto Service Technician
Apprenticeship
July 22, 2009
(1A)
Workplace
Safety
(1F)
Basic
Electrical
Systems
Practices

Practice all appropriate safety precautions on the job-protect yourself, vehicles and the environment
Communicate clearly with team members and customers
Stay current with new technology
Conduct yourself on the job with a high degree of professionalism
Use service literature and tools efficiently
Practice a systematic diagnostic and repair strategy
Understand the operational systems theory for modern automobiles and light trucks
Diagnose electrical and computer controlled malfunctions

(3A)
Electrical and
Electronic
Systems
(4A)
Clutch
Systems
(2A)
Advanced
Electrical
Systems
(1B)
Employability
Skills
(1G)
Brake
Systems
(3B)
Fuel Delivery
Systems
College Level Exam
(1H)
Steering
Systems
(1C)
Tools and
Equipment
(3C)
Electronic
Ignition
Systems
(4B)
Manual
Transmissions
(2B)
Heating
Ventilation
Air Conditioning
Systems
(1I )
Suspension
Systems
(1D)
General
Automotive
Maintenance
(3D)
Engine
Management
Systems
College Level Exam
College Level Exam
College Level Exam
(4C)
Automatic
Transmissions
(2C)
Gasoline
Engines
Intended roles

Employable automotive technician
Red Seal Certification

(1E)
General
Automotive
Practices
(3E)
Emission
Control
Systems
Entry Requirements

Drivers license
Trade worker identification number
Sponsor

ITA
Level Credential Exam
ITA
ITA
(4D)
Drive Lines
(2D)
Engine
Support
Systems
RED SEAL
Interprovincial Exam
Level 3
Level1
Level2
Level 4
(4E)
All Wheel and
Four Wheel Drive
Systems
(2E)
Diesel Engine
And Fuel
Systems
(4F)
New
Drive Line
Technology