Large Scale Learning Design
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Large Scale Learning Design

on

  • 1,488 views

Presentation for ETUG fall session 2009.

Presentation for ETUG fall session 2009.

Statistics

Views

Total Views
1,488
Views on SlideShare
1,468
Embed Views
20

Actions

Likes
0
Downloads
12
Comments
0

2 Embeds 20

http://cloudworks.ac.uk 18
http://www.slideshare.net 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Large Scale Learning Design Presentation Transcript

  • 1. Large Scale Learning Design
    Provincial Instructor Diploma Program (PIDP)
  • 2. 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
  • 3. 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
  • 4. Background on PIDP Faculty
    Average time teaching the PIDP 15 years
    Masters in Education
    Great “teachers”
    They teach others curriculum development
  • 5. 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 *
  • 6. Large Scale Learning Design
    Steps:
    Visioning - Dec 08
    Mapping Exercise – Feb 09
    Develop a new Business Model – on-hold
  • 7. 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
  • 8. Mapping - Feb 09
    The Mapping Primer: A tool for reconstructing a college curriculum
    Ruth Stiehl, The Whitewater Institute, Oregon
    Les Lewchuk
  • 9. 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
  • 10. Mapping - Feb 09
    Process
    Who
    Employers
    advisory groups
    business and community leaders
    Students
    faculty
    How
    Participation
    Conversation
    Voice
    Negotiation
    Reflection
  • 11. 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.
  • 12. 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
    • 13. Industry/ Educational Consultant
    • 14. Facilitator
    • 15. Administrator
    • 16. Program Advisor
  • 17. 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
    • 18. Industry/ Educational Consultant
    • 19. Facilitator
    • 20. Administrator
    • 21. Program Advisor
    • 22. Certificate, Diploma, or Bachelor in your area of study or training.
    • 23. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.
  • Mapping - Feb 09
  • 24. Mapping - Feb 09
  • 25. Mapping - Feb 09
  • 26. 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
    • 27. Industry/ Educational Consultant
    • 28. Facilitator
    • 29. Administrator
    • 30. Program Advisor
    • 31. Certificate, Diploma, or Bachelor in your area of study or training.
    • 32. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.
    Portfolio
    Capstone
    Assessment
  • 33. 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?
  • 34.
  • 35. 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.
    Assessment
    Instruction
    Professionalism
    Assessment
    Learning
    Foundations
    Entry
    Requirements
    Intended
    Roles
    Instructional
    Strategies
    • Educator/Instructor- Industry Trainer- Community Leader
    • 36. Industry/ Educational Consultant
    • 37. Facilitator
    • 38. Administrator
    • 39. Program Advisor
    • 40. Certificate, Diploma, or Bachelor in your area of study or training.
    • 41. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.
    Portfolio
    Capstone
    Assessment
    Curriculum Design
    Instructional
    Skills
    Instructional
    Skills
    Online
  • 42. 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).
  • 43. After Mapping – Sep 09
  • 44. 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
  • 45. After Mapping – Sep 09
    Challenges
    Concepts – Topics
    Topics - Content
    Content – Current Courses
    Moving away from the original Mapping exercise
  • 46. 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?
  • 47.
  • 48. 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
  • 49. 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.
    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
    • Educator/Instructor- Industry Trainer- Community Leader
    • 50. Industry/ Educational Consultant
    • 51. Facilitator
    • 52. Administrator
    • 53. Program Advisor
    • 54. Certificate, Diploma, or Bachelor in your area of study or training.
    • 55. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.
    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
  • 56. Program Level Map
    Auto Service Technician
    Apprenticeship
    July 22, 2009
    (1A)
    Workplace
    Safety
    (1F)
    Basic
    Electrical
    Systems
    Practices
    Intended Learning Outcomes
    • Practice all appropriate safety precautions on the job-protect yourself, vehicles and the environment
    • 57. Communicate clearly with team members and customers
    • 58. Stay current with new technology
    • 59. Conduct yourself on the job with a high degree of professionalism
    • 60. Use service literature and tools efficiently
    • 61. Practice a systematic diagnostic and repair strategy
    • 62. Understand the operational systems theory for modern automobiles and light trucks
    • 63. 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
    • 64. Red Seal Certification
    (1E)
    General
    Automotive
    Practices
    (3E)
    Emission
    Control
    Systems
    Entry Requirements
    • Drivers license
    • 65. Trade worker identification number
    • 66. Sponsor
    ITA
    Level Credential Exam
    ITA
    Level Credential Exam
    ITA
    Level Credential Exam
    (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