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Context and Collaborative Learning Design

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    Notes on slide 1

    Driven by desire to be sustainable in practice, give students real-world authentic experiences

    Driven by desire to give students real-world authentic task/activity--extension of student outside of BCIT space into that of industry or prospective employer

    Decision making --assess, implement a decision Modular--reuse of scene by scene and entire

    Highlight discussion of learning outcomes of previous day, some professionals hold training insitutions to their outcomes, and regularly audited to see whether training is doing what it is supposed to be doing.

    Developed by one person--SME and an instructional enhancement grant

    Developed using graphics from supplier, audio narration by IDC and Video producer, SME.

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    Context and Collaborative Learning Design - Presentation Transcript

    1. Context and Learning Design ETUG Fall Workshop 2009 Tannis Morgan With contributions from Amanda Coolidge Bonnie Johnston, Michelle Kearns,Pat Pattison, Shan Satoglu, Louis D’Mello
    2.  
    3.  
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    5.  
    6.  
    7. External Conditions
      • Industry
      • Professional associations
      • Accreditation bodies
      • Program requirements
    8. Internal Conditions
      • Subject matter experts (FT or PT)
      • Instructional Development Consultants
      • Media Producers
      • Graphic Artists
      • Instructional Material Developers
      • AV Services
      • Document Specialists
      • Technical Advisors
      • Distance Learning Support
    9. Collaborative Learning Teams at BCIT
    10. Levels of Collaboration
      • Resource
      • Course
      • Program
      • Institution
    11.  
    12. Capstone Course--Health Care Management
    13. Virtual Patient
      • Context
      • CSCT exams
      • CMA accreditation process
      • Internal resources
    14. Collaborative Process
      • Tools: Box.net (part of larger program repository)
      • People: program head, CARD tech, graphic designer, multimedia developer, IDC, IDC actress, audio producer
    15.  
    16. Marine: External Conditions
      • International Marine Organization (IMO)
      • Transport Canada
    17.  
    18.  
    19. Learning Design
      • Analyse the problem
      • Implement a solution using real-world equipment
    20.  
    21.  
    22.  
    23.  
    24.  
    25. Learning Design
      • Preparation for simulator
      • Bridge Simulator exercises/scenarios
        • Teamwork and communication
        • Peer feedback and evaluation
        • Instructor evaluation and feedback
        • Video recording of simulation for further review and discussion
    26. N-Grain/Cube
      • Institutional level
      • External partner and BCIT
    27. Thoughts
      • Learning design is driven by external and internal conditions as much as pedagogy
    SlideShare Zeitgeist 2009

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