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Context and Collaborative Learning Design
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Context and Collaborative Learning Design

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  • 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.
  • 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.  
    • 4.  
    • 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

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