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Large Scale Learning Design

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Presentation for ETUG fall session 2009.

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Large Scale Learning Design

  1. 1. Large Scale Learning Design<br />Provincial Instructor Diploma Program (PIDP)<br />
  2. 2. PIDP Background<br />Provincially renown <br />Started in 1978- hasn’t changed <br />For first time instructors<br />Provides the basic tools to be successful in the classroom<br />Participant’s feedback is very positive<br />Provincially funded until 2002- became cost recovery in 2005<br />
  3. 3. PIDP Background: Courses<br />6 Courses and a Practicum = 180 classroom hours<br />PIDP 3101 Design of Instruction<br />PIDP 3102 Instructional Techniques<br />PIDP 3103 Instructional Media<br />PIDP 3104 Evaluation of Learning<br />PIDP 3105 Evaluation of Instruction<br />PIDP 3106 Elements of Instruction<br />PIDP 3107 Practicum<br />
  4. 4. Background on PIDP Faculty<br />Average time teaching the PIDP 15 years<br />Masters in Education<br />Great “teachers”<br />They teach others curriculum development<br />
  5. 5. Background for the Re-Design<br />Program Review Feb – June 2008<br />Outcomes-based curriculum<br />Update course content<br />Look at different modes of delivery<br />Reinstate a Program Advisory Group (PAC)<br />New business model<br />Challenge<br />30 great years of experience- success ~ Change *<br />
  6. 6. Large Scale Learning Design<br />Steps:<br />Visioning - Dec 08<br />Mapping Exercise – Feb 09<br />Develop a new Business Model – on-hold<br />
  7. 7. Visioning - Dec 08<br />Creating inspiration and excitement around future opportunities <br />Trends shaping adult education today<br />How is adult education and training changing in the 21st century? <br />What does a PIDP program look like that provides students with the tools to be innovators?  <br />What are the future opportunities for the PIDP program? <br /> Invited key members of the community that the Program faculty know and admire<br />
  8. 8. Mapping - Feb 09<br />The Mapping Primer: A tool for reconstructing a college curriculum<br />Ruth Stiehl, The Whitewater Institute, Oregon<br />Les Lewchuk<br />
  9. 9. Mapping - Feb 09<br />Why use Mapping Primer<br />College Based<br />River Metaphor<br />Visual design<br />Philosophy: curriculum development as a conversation not a set of tools <br />Book includes communication starters – activities to accomplish the task.<br />Methodology successfully used by another VCC program and other programs at SAIT<br />Access to a couple of facilitators from Compass Learning that are using this methodology<br />
  10. 10. Mapping - Feb 09<br />Process <br />Who<br />Employers<br />advisory groups<br />business and community leaders<br />Students <br />faculty<br />How<br />Participation<br />Conversation<br />Voice<br />Negotiation<br />Reflection<br />
  11. 11. Mapping - Feb 09<br />Program Learning Outcomes<br /> 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<br />Activity<br />Roles students will take in society?<br />What will they be able to do in these roles as a result of participating in this program?<br />Brainstorm<br />Cluster answers<br />Name clusters<br />Write outcomes- action, context, scope, complexity.<br />
  12. 12. Provincial Instructor Diploma Program <br />Program Values:<br />Map: Version 1<br /> Intended Learning Outcomes<br />1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.<br /> <br /> <br />2. Create positive learning environments that promote respect for the diversity of learners.<br /> <br /> <br />3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.<br /> <br /> <br />4. Communicate effectively and work collaboratively in the workplace and in the community.<br /> <br /> <br />5. Act in an ethical and professional manner when working in an adult education setting.<br /> <br /> <br />6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning. <br />Entry <br />Requirements<br />Intended<br />Roles<br /><ul><li> Educator/Instructor- Industry Trainer- Community Leader
  13. 13. Industry/ Educational Consultant
  14. 14. Facilitator
  15. 15. Administrator
  16. 16. Program Advisor</li></li></ul><li>
  17. 17. Provincial Instructor Diploma Program <br />Program Values:<br />Map: Version 1<br /> Intended Learning Outcomes<br />1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.<br /> <br /> <br />2. Create positive learning environments that promote respect for the diversity of learners.<br /> <br /> <br />3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.<br /> <br /> <br />4. Communicate effectively and work collaboratively in the workplace and in the community.<br /> <br /> <br />5. Act in an ethical and professional manner when working in an adult education setting.<br /> <br /> <br />6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning. <br />Entry <br />Requirements<br />Intended<br />Roles<br /><ul><li> Educator/Instructor- Industry Trainer- Community Leader
  18. 18. Industry/ Educational Consultant
  19. 19. Facilitator
  20. 20. Administrator
  21. 21. Program Advisor
  22. 22. Certificate, Diploma, or Bachelor in your area of study or training.
  23. 23. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.</li></li></ul><li>Mapping - Feb 09<br />
  24. 24. Mapping - Feb 09<br />
  25. 25. Mapping - Feb 09<br />
  26. 26. Provincial Instructor Diploma Program <br />Program Values:<br />Map: Version 1<br /> Intended Learning Outcomes<br />1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.<br /> <br /> <br />2. Create positive learning environments that promote respect for the diversity of learners.<br /> <br /> <br />3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.<br /> <br /> <br />4. Communicate effectively and work collaboratively in the workplace and in the community.<br /> <br /> <br />5. Act in an ethical and professional manner when working in an adult education setting.<br /> <br /> <br />6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning. <br />Entry <br />Requirements<br />Intended<br />Roles<br /><ul><li> Educator/Instructor- Industry Trainer- Community Leader
  27. 27. Industry/ Educational Consultant
  28. 28. Facilitator
  29. 29. Administrator
  30. 30. Program Advisor
  31. 31. Certificate, Diploma, or Bachelor in your area of study or training.
  32. 32. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.</li></ul>Portfolio<br />Capstone<br />Assessment<br />
  33. 33. Mapping - Feb 09<br />Content<br /> “… the greatest fear for subject-matter experts is not being able to cover the course content”<br />“The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes” Ruth Stiehl<br />Activity<br />What concepts do they need to understand?<br />
  34. 34.
  35. 35. Provincial Instructor Diploma Program <br />Program Values:<br />Map: Version 1<br /> Intended Learning Outcomes<br />1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.<br /> <br /> <br />2. Create positive learning environments that promote respect for the diversity of learners.<br /> <br /> <br />3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.<br /> <br /> <br />4. Communicate effectively and work collaboratively in the workplace and in the community.<br /> <br /> <br />5. Act in an ethical and professional manner when working in an adult education setting.<br /> <br /> <br />6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning. <br />Assessment<br /> Instruction<br />Professionalism<br />Assessment<br /> Learning<br />Foundations<br />Entry <br />Requirements<br />Intended<br />Roles<br />Instructional<br /> Strategies <br /><ul><li> Educator/Instructor- Industry Trainer- Community Leader
  36. 36. Industry/ Educational Consultant
  37. 37. Facilitator
  38. 38. Administrator
  39. 39. Program Advisor
  40. 40. Certificate, Diploma, or Bachelor in your area of study or training.
  41. 41. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.</li></ul>Portfolio<br />Capstone<br />Assessment<br />Curriculum Design<br />Instructional<br />Skills<br />Instructional<br />Skills<br />Online<br />
  42. 42. What Happened after Feb 09<br />Faculty lead <br />Continue to work on the Program<br />No training in this methodology<br />Confident (curriculum development experience and subject matter expertise).<br />
  43. 43. After Mapping – Sep 09<br />
  44. 44. 15<br /> Program Outcomes<br />Capstone Project<br />Curriculum and Instructional Design<br />30<br />Instructional Strategies and Techniques<br />Learning Theories<br />15/15<br />15/15<br />ProfessionalPractice<br />Delivery of Instruction<br />Evaluating Learning<br />30<br />30<br />15/15<br />15<br />Media Electives<br />Foundations Course<br />15<br />
  45. 45. After Mapping – Sep 09<br />Challenges<br />Concepts – Topics<br />Topics - Content<br />Content – Current Courses<br />Moving away from the original Mapping exercise<br />
  46. 46. Mapping - Oct 09<br />Content<br /> “… the greatest fear for subject-matter experts is not being able to cover the course content”<br />“The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes”Ruth Stiehl<br />Activity<br />What concepts do they need to understand?<br />What Issues do they need to understand?<br />What skills must they develop?<br />What might we have them do to show evidence of these outcomes?<br />
  47. 47.
  48. 48. Lessons Learned<br />Plus<br />Outcomes and Mapping Primer – great resource<br />Compass Learning facilitators – great resource<br />Accomplishment during Feb 09<br />Outcome-based curriculum: Allows you to evaluate student learning<br />Challenges<br />Feb 09 – Limited time, did not allow us to finish the map. <br />Faculty are experts in curriculum development<br />Outcomes-based program mapping: New way of looking at design of curriculum<br />
  49. 49. Provincial Instructor Diploma Program <br />Program Values:<br />Map: Version 1<br /> Intended Learning Outcomes<br />1. Apply relevant research and critical/creative thinking in the design, delivery, and evaluation of adult learning.<br /> <br /> <br />2. Create positive learning environments that promote respect for the diversity of learners.<br /> <br /> <br />3. Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.<br /> <br /> <br />4. Communicate effectively and work collaboratively in the workplace and in the community.<br /> <br /> <br />5. Act in an ethical and professional manner when working in an adult education setting.<br /> <br /> <br />6. Continue to develop professionally to respond to trends and issues in one’s field of practice and in adult learning. <br />Reflective Practice<br />Ethics &Professionalism<br />Collaborative Learning OnlinePBLish<br />Educational Leadership<br />Interactive Teaching &Learning<br />Authentic Tasks<br />Evaluation ofTeaching<br />Facilitation<br /> Skills<br />Teaching Portfolio<br />Life-long Learning<br />Cooperative Learning<br />Collaborative LearningPBLish<br />Entry <br />Requirements<br />Intended<br />Roles<br /><ul><li> Educator/Instructor- Industry Trainer- Community Leader
  50. 50. Industry/ Educational Consultant
  51. 51. Facilitator
  52. 52. Administrator
  53. 53. Program Advisor
  54. 54. Certificate, Diploma, or Bachelor in your area of study or training.
  55. 55. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.</li></ul>Capstone<br />assessment<br />Foundations of<br /> Adult Learning<br />Instructional<br />Skills<br />Curriculum Design<br />Instructional<br /> Strategies <br />Assessment of<br /> Learning<br />Portfolio<br />Teaching Technologies 2/7<br />Learning 1/4<br />ClassroomManagement<br />TTPresentations<br />TTAudio<br />TTImages<br />Learning Styles<br />TTWeb 2.0<br />TTMultimedia<br />TTClickers<br />TTGames<br />Learning and the Brain<br />Cognitive Psychology<br />Core Course<br />1.5 Cr<br />Core Courses3Cr<br />Electives1.5 Cr<br />
  56. 56. Program Level Map<br />Auto Service Technician <br />Apprenticeship<br />July 22, 2009<br />(1A)<br />Workplace <br />Safety <br />(1F)<br />Basic <br />Electrical <br /> Systems <br /> Practices <br />Intended Learning Outcomes<br /><ul><li>Practice all appropriate safety precautions on the job-protect yourself, vehicles and the environment
  57. 57. Communicate clearly with team members and customers
  58. 58. Stay current with new technology
  59. 59. Conduct yourself on the job with a high degree of professionalism
  60. 60. Use service literature and tools efficiently
  61. 61. Practice a systematic diagnostic and repair strategy
  62. 62. Understand the operational systems theory for modern automobiles and light trucks
  63. 63. Diagnose electrical and computer controlled malfunctions</li></ul>(3A)<br /> Electrical and <br />Electronic <br /> Systems <br />(4A)<br />Clutch<br /> Systems <br />(2A)<br />Advanced <br />Electrical<br /> Systems <br />(1B)<br />Employability<br /> Skills <br />(1G)<br />Brake<br /> Systems <br />(3B)<br /> Fuel Delivery <br /> Systems <br />College Level Exam<br />(1H)<br />Steering <br /> Systems <br /> (1C)<br /> Tools and <br />Equipment <br />(3C)<br />Electronic <br />Ignition<br /> Systems <br />(4B)<br />Manual <br /> Transmissions <br />(2B)<br />Heating <br />Ventilation <br />Air Conditioning <br /> Systems <br />(1I )<br />Suspension <br /> Systems <br />(1D)<br />General <br /> Automotive <br /> Maintenance<br />(3D)<br />Engine <br />Management <br /> Systems <br />College Level Exam<br />College Level Exam<br />College Level Exam<br />(4C)<br />Automatic <br /> Transmissions <br />(2C)<br />Gasoline<br /> Engines <br />Intended roles<br /><ul><li>Employable automotive technician
  64. 64. Red Seal Certification</li></ul> (1E)<br />General<br />Automotive <br />Practices<br />(3E)<br />Emission <br />Control <br /> Systems <br />Entry Requirements<br /><ul><li>Drivers license
  65. 65. Trade worker identification number
  66. 66. Sponsor</li></ul>ITA<br />Level Credential Exam<br />ITA<br />Level Credential Exam<br />ITA<br />Level Credential Exam<br />(4D)<br /> Drive Lines <br />(2D)<br />Engine <br />Support<br /> Systems <br />RED SEAL<br />Interprovincial Exam<br />Level 3<br />Level1<br />Level2<br />Level 4<br />(4E)<br /> All Wheel and <br />Four Wheel Drive <br /> Systems <br />(2E)<br />Diesel Engine <br />And Fuel <br /> Systems <br />(4F)<br />New <br />Drive Line<br /> Technology <br />

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