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
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
-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
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
-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.
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?
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
-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.
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
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
-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.
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