Program design and implementation (CAS HEiE) - week 2

DKS:Program design and implementation (CAS HEiE)

Week 2 - Elements of educational program design

• Interactive Class: Monday October 24: 17h00 - 19h15
• Interactive Class: Wednesday October 26: 17h00 - 19h15
• Public tutoring session: Friday October 28: 17h-19h

Needs analysis, competence framework and learning goal definition

• Needs analysis should result in some systematic document that describe what participants in a program should learn. It usually describes what a typical learner upon successful completion are able to do, i.e. competencies that are broad definitions of knowledge, skills (know how) and attitudes.
• In order to plan the program, the document also should describe intermediary competency levels.
• If competencies are defined in an operational way, they describe learning outcomes (learning goals)
• Learning management systems, such as Moodle allow defining competence frameworks (also called competence maps) and learning plans that map courses and activities with competences.

Introduction

Example of a simple competence map structure:

• Competencies are usually defined in terms of levels (at least three, otherwise you only will have "pass"/"fail")
• Competence levels are defined for each "topic" (dimension) that is part of the program. These can be well defined subject areas or transversal skills.
• Each topic is further divided into sub-topics (sub-dimensions)

In the following summary table, dimensions (also called "areas", "topics", "subject matters" are on one axis, levels on another. The cells then can be filled with description of the competence and other useful information, e.g. what should be observed, behaviorist sentences.

Simple, abstract competency framework

Level of competency	Dimension 1			Dimension 2		Dimension 3		Dimension ...
	sub-dimension 1.1	sub dimension 1.2	sub dimension 1.3	1	2	3.1	3.2	x.y	x.y
Level 1
Level 2
Level 3

Example: Common European Framework of Reference (CEFR) for language skills

The CEFR divides learners into three broad divisions that can each be further divided into two levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. The following table indicates these levels. Dimensions (listening, reading, speaking and writing) are not very clearly organized in this table.

Level group	Level	Description
A Basic user	A1 Breakthrough	Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
	A2 Waystage	Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.
B Independent user	B1 Threshold	Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
	B2 Vantage	Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C Proficient user	C1 Advanced	Can understand a wide range of demanding, longer clauses and recognise implicit meaning. Can express ideas fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
	C2 Mastery	Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

More information:

• (A simple) Common European Framework of Reference (CEFR) self-assessment grid

Example: Europass certificate supplement: Competence map for applied social studies, in Ireland

The following list divides what is learned in knowledge, know-how/skills and competence, which is a bit strange since knowledge and skills are part of a larger competence.

The purpose of this award is to enable the learner to acquire the knowledge, skills and competence to work under supervision in range of social care settings or to progress to further and or higher education and training. The holder of the certificate is able to:

knowledge

• demonstrate a broad range of knowledge related to the social, psychological and cultural issues within the field of applied social studies;
• demonstrate knowledge of some theoretical concepts and abstract thinking pertinent to social studies with significant depth in certain areas;

know-how and skills

• demonstrate a broad range of practice, interpersonal and communication skills in providing for the holistic needs of individuals in the social care environment;
• exercise judgment in selecting appropriate procedural responses to routine, varied and unfamiliar situations and challenges within a social care setting;

competence

• demonstrate knowledge and skills within a range of varied and specific social care contexts and settings.;
• contribute to the assessment, planning, implementation and evaluation of a range of interventions in support of the holistic needs of the individual;
• take responsibility for own learning in a structured context;
• reflect on personal practice to inform self-understanding and personal development.

Example: Digicompedu competency framework

DigiCompEdu is a fairly detailed framework to describe ICT in education skills for teachers.

It has 138 items and is organized according to six levels like CEFR language skills but also in terms of 22 "areas".

The six levels summarized

Newcomer (A1) : aware of the potential of digital technologies for enhancing pedagogical and professional practice.

Explorer (A2): ware of the potential of digital technologies and are interested in exploring them to enhance pedagogical and professional practice.

Integrator (B1): experiment with digital technologies in a variety of contexts and for a range of purposes, integrating them into many of their practices.

Expert (B2): use a range of digital technologies confidently, creatively and critically to enhance their professional activities.

Leader (C1): have a consistent and comprehensive approach to using digital technologies to enhance pedagogic and professional practices.

Pioneer (C2): question the adequacy of contemporary digital and pedagogical practices, of which they themselves are Leaders.

The 22 areas are:

source: [https://joint-research-centre.ec.europa.eu/digcompedu/digcompedu-framework_en DigCompEdu framework

For more details see:

• https://joint-research-centre.ec.europa.eu/digcompedu/digcompedu-framework/digcompedu-proficiency-levels_en

A Moodle implementation:

• https://arbores.tech/lms/admin/tool/lp/competencies.php?competencyframeworkid=6&pagecontextid=1
  (access restricted link)

Program organisation

• Program structure (linked to the competence map)
• Program coordination and tutoring structure

Learner support and followup

• Global learner support (coaching, mentoring, advising, follow-up)
• Community building (-> Do profiles in Moodle, whatsapp, etc.)

Program evaluation

Evaluation is discussed in the last module of this CAS. However, good design philosophy (e.g. quality assurance) does require that evaluation is part of the design. Since it is a design factor or at least influences a design, you should at least think about it.

• Program and course evaluation (see also last module): Zaharias, P. (2004).
• Evaluation criteria, e.g. https://unesdoc.unesco.org/ark:/48223/pf0000382843
• Learning evaluation philosophy, policy and method

Certification

• accredited vs. micro-acreditations https://openbadges.org/

Assignments

Week 2 mini project

• Define a simple competency framework
• Map competencies to a program, i.e., a list of some courses
• Define learner support framework
• Suggest certification / collaboration with other institutions if appropriate.

Week 12 exchange

• Comment on the competency framework of two or more other participants. Make sure that everyone gets at least one feedback.
• Engage in discussion