Large Scale Learning Design

Large Scale Learning Design

Provincial Instructor Diploma Program (PIDP)

Karen Belfer

PIDP Background

Provincially renown

Started in 1978- hasn’t changed

For new 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 number of years teaching in the PIDP: 15

Masters in Education

Great “teachers”

They teach others curriculum development

Background for the Re-Design

Program Review Feb – June 2008 Recommendations:

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

Purpose: Create 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 has been successfully used in the college

and at SAIT Access to a couple of facilitators from Compass Learning

Mapping - Feb 09

Process Who - Voices

Employers Advisory groups Business and community leaders Students Faculty

How Participation Conversation 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

Entry Requirements Intended

Roles

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.

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



Roles




-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

Mapping - Feb 09

Mapping - Feb 09



Roles





Portfolio

CapstoneAssessment

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 participants need to understand?



Roles





Portfolio

CapstoneAssessment

InstructionalSkills

Curriculum Design

Instructional Strategies

Assessment Learning

Foundations

InstructionalSkillsOnline

Assessment Instruction

Professionalism

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

Foundations Course

Capstone Project

3030

30

Curriculum and

Instructional Design

Delivery of Instruction

Evaluating Learning

Media Electives

Instructional Strategies and

Techniques

Learning Theories

15

15/1515/15

15/15

ProfessionalPractice

15

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



Roles





Facilitation Skills

Foundations of Adult Learning

InstructionalSkills

Curriculum Design

Instructional Strategies

Assessment of Learning

Ethics &Professionalism

Reflective Practice

Teaching Portfolio

Life-long Learning

Cooperative Learning

Collaborative LearningPBLish

Collaborative Learning OnlinePBLish

TTPresentations

TTAudio

TTImages

TTMultimedia

TTWeb 2.0

TTClickers

TTGames

Educational Leadership

Portfolio

Capstoneassessment

Learning and the Brain

Cognitive Psychology

Interactive Teaching &Learning

Authentic Tasks

Learning Styles

Learning 1/4

ClassroomManagement

Teaching Technologies 2/7

Evaluation ofTeaching

Core Courses3Cr

Electives1.5 Cr

Core Course1.5 Cr

Intended roles•Employable automotive technician

•Red Seal Certification

Intended Learning Outcomes•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

Entry Requirements•Drivers license•Trade worker identification number•Sponsor

Program Level MapAuto Service Technician Apprenticeship

July 22, 2009

Level 3Level1 Level2 Level 4

(1A) Workplace

Safety

(1B) Employability

Skills

(1C) Tools and Equipment

(1G) Brake

Systems

(1D) General Automotive Maintenance

(1I ) Suspension

Systems

(1H) Steering

Systems

(1F) Basic

Electrical Systems Practices

(1E) GeneralAutomotive Practices

(4F) New

Drive Line Technology

(4E) All Wheel and

Four Wheel Drive Systems

(4D) Drive Lines

(4C) Automatic

Transmissions

(4B) Manual

Transmissions

(4A) Clutch

Systems

(3E)Emission Control

Systems

(3D) Engine

Management Systems

(3C)Electronic

Ignition Systems

(3B) Fuel Delivery

Systems

(3A) Electrical and

Electronic Systems

(2D) Engine Support

Systems

(2C) Gasoline

Engines

(2B)Heating

Ventilation Air Conditioning

Systems

(2A) Advanced Electrical

Systems

(2E) Diesel Engine

And Fuel Systems

College

Level

Exam

ITALeve

l Credentia

l Exam

College

Level

Exam

ITALeve

l Credentia

l Exam

College

Level Exam

College

Level

Exam

ITALeve

l Credentia

l Exam RED SEAL

Interprovincial Exam