Blue Ink Thesis Template

PROGRAMME & CURRICULUM DESIGN

Jennie and Kay For Dr. Clover & Classmates ED-D 561B

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JENNIE'S CURRICULUM DESIGN

KAY'S PROGRAMME DESIGN

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OUTLINE

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DISCUSSION& QUESTIONS

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GETTING ON THE SAME PAGE

RESOURCES & REFERENCES

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The Problem The Goals Our Path

In all that we teach we must ensure that the next generations of learners are also well-equipped leaders, conscientous stewards, and

PROBLEM

As teachers, we see, use, and deliver curriculum and programming throughout our practice.

We note systemic challenges in the structure and content of our training and education systems.

These challenges are carried forward by the comfort of 'the way things have always been done' paired with content that validates our mental models ...often at the expense of others.

This is a disservice to the next generation of learners & leaders.

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow

- John Dewey

Enhance educational practices and learning effectiveness regarding cultural and leadership concepts.

GOAL

Design educational programmes and curicula that are themselves developed using the concepts they promote.

MECHANISM

METHODS

Kay Programme Design

Jennie Curriculum Design

PROJECT APPROACH

ACTIVATE

Systems Thinking Feminist & Indigenous Perspectives

Leadership

CREATE

Design Thinking Pedagogically Appropriate Technologically Enhanced Arts-Based

EDUCATE

Problem & Project Based Experiential

Conceptual Mapping and Intro to Systems Thinking

Systems Thinking can serve as a language for communicating about complexity and interdependancies.

(Kim, 1999)

1. A set or series of interconnected or interdependent parts or entities (objects, organs, or organisms) that act together in a common purpose or produce results impossible by action of one alone. 2. An organized set of principles or ideas.

SYSTEM

sys·​tem | \ ˈsi-stəm \ 1. a regularly interacting or interdependent group of items forming a unified whole

• a group of interacting bodies under the influence of related forces
• an assemblage of substances that is in or tends to equilibrium

• a group of related natural objects or forces
• a group of devices or artificial objects or an organization

forming a network for serving a common purpose2: Organized set of doctrines, ideas, or principles usually intended to explain the arrangement or working of a systematic whole.3: Organized or established procedure 4: Harmonious arrangement or pattern : ORDER

“The best way to predict the future is to design it”

Buckminster Fuller

Systems Thinking is well suited to Problem-Finding

MENTIQUIZ

CODE: 7885 4685

Design Thinking

Well suited to Problem-Solving

Design Thinking

Well suited to Problem-Solving

ADDIE

A Popular Programme Design Model

DESIGN THINKING INSPIRED PROCESS

Training Programme development via "Action Mapping"

Educational Programme

Coherent set or sequence of educational activities designed and organized to achieve pre-determined learning objectives or accomplish a specific set of educational tasks over a sustained period.

Within an educational programme, educational activities may also be grouped into sub-components variously described in national contexts as ‘courses’, ‘modules’, ‘units’, and/or ‘subjects’. A programme may have major components not normally characterized as courses, units, or modules – for example, play-based activities, periods of work experience, research projects and the preparation of dissertations.

Education/Training System

Programme

Curriculum

UNESCO - International Standard Classification of Education ISCED 2011

Memebers represent all ranks, trades, ages, experience levels, and aspirations.

KAY's PROGRAM DESIGN

Educational Programme

Coherent set or sequence of educational activities designed and organized to achieve pre-determined learning objectives or accomplish a specific set of educational tasks over a sustained period.

Within an educational programme, educational activities may also be grouped into sub-components variously described in national contexts as ‘courses’, ‘modules’, ‘units’, and/or ‘subjects’. A programme may have major components not normally characterized as courses, units, or modules – for example, play-based activities, periods of work experience, research projects and the preparation of dissertations.

Education/Training System

Programme

Curriculum

UNESCO - International Standard Classification of Education ISCED 2011

Programme Learning Objectives

• Technological approaches (eLearning)

• Culture Change (Feminist Theories)

• Generational differentials (Co-created, Learner Centric)

• Retention and understanding (Arts-Based, Experiential)

• Trust (Narrative Leadership)

Informed by the needs of our professions

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Grounded in theory & the litteratures

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Contribute to the Practices of Adult Education & Leadership

“We are called to be the architects of the future, not its victims. ”

- Buckminster Fuller

A good book on training design

PROGRAM DESIGN

Naval Reserve Professional Development and Mentorship Program (PDMP)

“A well-educated mind will always have more questions than answers.”

- Helen Keller

What is curriculum, anyway An individual teacher’s curriculum…would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.

What do you find helpful when writing a curriculum?

MentiMeter

www.Menti.comCode:

Learning Standards & Objectives

Verbal to Visual

Santone (2018) approaches curriculum for social justice as a story:

The curriculum “will unfold like a compelling narrative—one that anchors students in a meaningful plot, guides them through critical inquiry, and challenges them to craft a positive resolution” (p. 131).

Take a minute to think about a course you’ve taught or want to teach…

What do you imagine would change if you were to design your course as a story with a narrative arc?

Resources? Activities/Experiences? Assessment?

Who is a teacher? What is a classroom? What is learning?

Experiential education

VISUALS

Arts-based methods

Place-Based Education

Storytelling

The best teachers are those who show you where to look, but don’t tell you what to see.

-Unknown

References Adams, M., Bell, L. A., 1949, & Griffin, P. (2007). Teaching for diversity and social justice (2nd ed.). Routledge. Santone, S. (2018). Reframing the Curriculum: Design for Social Justice and Sustainability (1st ed.). Routledge. https://doi-org.ezproxy.library.uvic.ca/10.4324/9780203728680

Mercury is the smallest planet

Venus has a beautiful name

Despite being red, Mars is cold

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SYSTEMS THINKING:

World Peace Through World Mapping

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THANKS

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Kay's Programme Design Process

Feminist

Arts-Based

Systems Design

Programme Design

Programme Design

Programme Design