Program design and implementation (CAS HEiE) - week 1

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DKS:Program design and implementation (CAS HEiE)

Week 1 - Foundations of program design and implementation

  • Interactive Class: Monday October 17: 17h00 - 19h15
  • Interactive Class: Wednesday October 17: 17h00 - 19h15
  • Public tutoring session: Friday October 21: 17h-19h

Learning goals

  1. Understand the structure and requirement of this module
  2. Recall general program design, quality assessment principles
  3. List steps of educational program design
  4. Use the ADDIE instructional design method in a user-centered interpretation
  5. Identify and discuss items in the revised ASPI program design check list,
  6. Add 1-2 missing items to ASPI check list that may be needed for emergency contexts.

Introduction to module 3

Presentation of the module organisation

  1. Learning goals
  2. Weekly organisation

Assignments, learner support and evaluation

  1. Learner support (public tutoring session, forum)
  2. Assignments - continuous work on the same document / peer commenting
  3. Final project
  4. Reuse of module 2 work is encouraged
  5. Learner assessment
  6. Grading rubics (can be negotiated)
  7. Group work (extra requirements)

Reading

We will use two main textbooks, plus some extra mostly optional reading.

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. Make sure to get the official final version, since draft versions may have different page numbers.

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

What is program design and implementation ?

Program design and implementation has several facets. A important distinction can be made between general design principles and methods and specific methods that can be applied to program and course design.

Intervening variables shape design explicitly or implicitly

Descriptive program implementation models

  • General implementation models usually stress some kind of circularity.
Program implementation loop

Scope of implementation models differ. Some start from goal definition, others from problem definition, still others from the emergence of problem perception.

Scope of implementation research model

Proscriptive models

Define how programs should be designed and implemented. We will lock a few principles of interest to educational program design.

  • See also Project management below

User-centered design

  • UCD cycle
  • Mutual understanding and grounding among all stakeholders (including future teaching staff and learners)

Context

Understanding cultural context

  • How would you define intercultural competence ? and intercultural intelligence ?

Intercultural competence can be examined through the lens of cognitive, affective, and behavioral (CAB) dimensions. This paradigmatic approach focuses attention on such personal variables as tolerance of ambiguity, open-mindedness, and behavioral flexibility. [1],

K. Leung, S. Ang, M.L. Tan, 2014

Leung, Ang & Tan [2] define intercultural effectiveness as being a result of intercultural competence. This component view of what intercultural effectiveness does not explain how it develops. Therefore, another approach is to look (inter)cultural competency in terms of developmental models as well as "intelligence". Cross et al. (1998 [3]), in the context of workplace diversity, laid the foundation of many further studies that have a behavioral and developmental orientation and that also have more practical aims: “Cultural competence is a a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross-cultural situations”. Republished as Cross (2012) [4]

Accessibility of online classes and materials

  • What are other specifics of the emergency context ?

Innovation and change management

  • Dynamics of innovation and change

Technology diffusion follows a kind of bell curve, if the chasm can be crossed.

Moore's technology adoption life cycle

Change management principles and methods

Reading:

  • 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 This article address change management problems and strategies, i.e. difficulties of enactment. Quote: “There are certain crucial factors affecting [] implementation: the drivers of the initiative, and the extent to which it is embedded in the structures of the institution and championed by staff members; the presence of a pedagogical vision that is shared across an institution (or on a more modest scale the department or faculty); the necessary resources to implement it in practice, along with the work conditions and incentives required by lecturers; and finally, the opportunities and spaces for teaching staff to engage in reflection on their practice, and transform themselves and their teaching.”

Project management and quality approaches

  • Goals, work packages, tasks and deliverables (traditional vs. flexible models)
  • Quality assurance principles
  • Pitfalls of Q/A
  • Appreciative and flexible alternatives

Instructional program and course design principles

Educational Program Design

Follows a series of steps that start with a vision and end with a program down to module design. For example, O'Neill (2015) [5]defines six steps:

  1. Vision / Educational Philosophy
  2. Program goals and outcomes / Curriculum Models
    • Product (learning outcomes) vs. Process (learning experience) models
  3. Program mapping and alignment
    • General program aims, i.e. a small general set of broad competencies
    • Program outcomes, i.e. knowledge, skills and attitudes that a typical student should acquire
  4. Program organisation and structure
    • Scope of the program
    • Simple to complex, conceptual to applied
    • Integration of themes
    • Provide formative and summative assessment
  5. Teaching, Learning and assessment strategies
    • Intended outcomes, learning/teaching activities and assessment must be aligned ! (Biggs and Tang, 2007)
    • Respect basic principles of instruction and learning
  6. Module Design (see ADDIE for example)
    • Depending on the type of learning, teaching and learning strategies can be different but should align with general program aims.

Instructional Systems Designs (ADDIE)

Clark, D.R. (2004). Why Instructional System Design and ADDIE? Retrieved from http://www.nwlink.com/~donclark/hrd/sat1.html on nov 10 2016

Backwards Design

Revised ASPI check list

  • Presentation and discussion of a to-do-check list (revised ASPI): “How do I analyse, guide, and sustain innovation in Higher Education?”, “What kind of information do I need at each stage of the innovation process to make decisions that serve my goals?”, “How do I process the data generated?”, and “How do I feed the results back into the process?”

Participants will fill in items of the checklist and make revisions during the whole length of the project.

Assignments

Week 1 mini project

Fill in points [.... ] of revised ASPI checklist as best as you can

  • Define briefly a real or imaginary context. You may continue working on module 2 (B.Class) projects
  • Identify a real or imaginary educational program, e.g. a certificate like this one
  • Define major learning objectives in a paragraph. E.g. "Student should be able to .... <describe what the student will be able to do> .... or juste use verbs "<do .......>"

Inspiration (if needed)

Week 1 exchange

Discuss items of the ASPI checklist, for exemple:

  • Are there missing slots in the ASPI checklist ?
  • Are there items that you do not understand ?
  1. Numbered list item

Cited references

  1. ↑ Mitchell R. Hammer, The Developmental paradigm for intercultural competence research, International Journal of Intercultural Relations, Volume 48, September 2015, Pages 12-13, ISSN 0147-1767, http://dx.doi.org/10.1016/j.ijintrel.2015.03.004. (http://www.sciencedirect.com/science/article/pii/S0147176715000279)
  2. ↑ K. Leung, S. Ang, M.L. Tan, Intercultural competence, Annual Review of Organizational Psychology and Organizational Behavior, 1 (2014), pp. 489–519 http://dx.doi.org/10.1146/annurev-orgpsych-031413-091229
  3. ↑ Cross, T.L., Bazron, B.J., Dennis, K.W. & Isaacs, M.R. (1989). Towards a culturally competent system of care. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center
  4. ↑ Cross, T. (2012). Cultural competence continuum. Journal of Child and Youth Care Work, 24, 83-85.
  5. ↑ 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
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