Program design and implementation (CAS HEiE)

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Program design and implementation (CAS HEiE)
⚐ ☸
⚒ 2022/10/17
Other module pages




Overview

This module develops know-how about the design and the implementation of higher education programs with a focus on emergency contexts. Participants will acquire knowledge and skills in user-centered instructional design models, taking into account innovation and change management principles, educational development, participatory quality approaches, interculturality and last but not least technology.

Participants will be invited to design project proposals that include major dimensions and challenges of educational program development in difficult contexts, such as needs evaluation, curricula/program design, course design, learner evaluation, design of course materials, program coordination, certification, learner support and student management, and choice and use of technology.

In coordination with module 2 we will discuss how to select and apply appropriate technology-enhanced instructional principles to design learning activities that provide a good learning experience. Participants will address constraints of emergency contexts, formulate requirements, and ultimately help to implement sustainable solutions for the human and technical program delivery infrastructure.

You are allowed to build on top of prior work in modules 1 and 2.

Course structure

Throughout all activities, keep in mind the constraints of the emergency context. Options for design and development methods, learning and educational theory, technology remain mostly the same in all contexts. Context and solutions differ !

Topics

The course is divided in four weekly topics:

Project

The project assignment includes two parts: the project itself and exchange around the project

Prototype Project

(Details to be announced) Present a short prototype for a program design. It will include amount other elements (to be specified in week 3)

  • a short introduction,
  • a competency framework
  • a description of the program infrastructure
  • an overall learning design that includes: overall pedagogic strategy adopted, course modules, student work, student support, student evaluation, provisions for program evaluation
  • a short sample learning design for an activity of your choice

Exchange about projects

(Details to be announced)

  • Ask your peers for advice on specific items. Each participant must ask at least three questions.
  • Provide peer comments for at least two projects and six questions.

Course module III policies

Use of the course infrastructure

  • Please refrain from using email. In principle (except for "private" problems), please do use the required Moodle tools, e.g. Forums, databases and Wiki (to be confirmed). Short and simple questions can be asked on Whatsapp.
  • Create online texts if possible (as opposed to word processing documents that must be deposited and upgraded)

Grading principles and attendance

Course policies with respect to grading scales and attendance are defined globally at the CAS level. Let us recall 2-3 items: Assessments shall result in the award of a mark on a scale of 0 (zero) to 6 (excellent). The scale of marking shall progress by quarter points. The mark 0 shall be reserved for non‐justified absences and instances of fraud and plagiarism. Where the assessment covers several pieces of work, one sole mark shall be awarded for all such exercises taken together.

  1. The student must obtain a minimum mark or average of 4 for each assessment.
  2. Students must pass all individual assessments and participate actively in the modules to be awarded the relevant ECTS credits.
  3. Students’ active and regular attendance shall be required for at least 80% of each program module; said attendance constitutes part of the assessment procedure.

Breakdown

  • Final project: 40%
  • Week 1 mini-project: 10%
  • Week 2 mini-project: 10%
  • Week 3 mini-project: 10%
  • Attendance: 10% (presence in the 8 mandatory classes, unless excused)
  • Participation: 20% (active participation in collective activities).

Main text books and articles

Bates, A.W. (Tony). (2022). Teaching in a Digital Age: Third Edition, Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ You also can download this book in various formats, e.g. PDF, Print PDF, EPUB, HTMLBook.

McCowan, T., Omingo, M., Schendel, R., Adu-Yeboah, C., & Tabulawa, R. (2022). Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. International Journal of Educational Development, 90, 102558. https://doi.org/10.1016/J.IJEDUDEV.2022.102558

O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice. In University College Dublin. Teaching and Learning (Vol. 9, Issue 2). University College Dublin. Teaching and Learning. https://researchrepository.ucd.ie/handle/10197/7137

Zaharias, P. (2004). Usability and e-learning. ELearn, 2004(6), 4. https://doi.org/10.1145/998337

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