learner-driven strategy implementation planning
TRANSCRIPT
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Learner-driven StrategyImplementation PlanningUpdate for Employees
November 7, 2019
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Agenda
2 We are all learners
Welcome and Leads IntroductionStrategy Development – How did we get here?
Top three priorities
In-year Changes
Implementation teams – update (Short and Long term)
Maintaining the learner voice
Wrap up and next steps
Questions and comments
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Extensive Consultation
3 We are all learners
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4 We are all learners
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5 We are all learners
Flexibility is the core strategy with supporting elements from our other themes
Flexibility
Proactive & Responsive
Forging Connections
Employee Excellence
The Learner-driven Strategy will be powered by people and enabled by technology
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Top Three Priorities for Implementation Planning
6 We are all learners
1. Choice of schedule/timetable
2. Micro-Credentials, Digital Credentials
3. Universal Design for Learning
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Team Membership (as of November 5th, 2019)
• Stephenson Arcena (Student)• Murray Bourck• Michael Bakogeorge • Jamie Bramburger• Carolyn Côté• Alicia George• David Deveau• Dave Donaldson• Chantal Dubé• Chris Hahn • Ralph Hatem• Laura Jarrell (Co-Lead)• Kevin Komaranski• Martin Lee (Sub Lead)• Mara Lowrey• Patricia Lychak• Erin Langevin• Krista Pearson • Emily Roberts• Katherine Root (Co-Lead)• Elizabeth Tyrie (ACWay Coach)• Henry Trong Tan Hoang (Student• Marie Theriault• Laura Stanbra (Executive Sponsor)
• Jeff Agate • Rebecca Baker (Student)• John Dallas • William Hennessy• Damien Dunn• Valerie Hill• Bonney Hunt • Andrea Finkelstein • Devon Galway (Tri-Lead)• Chris Janzen (Executive Sponsor)• Keltie Jones• Farbod Karimi (Tri-Lead)• Jim Kyte• Sandra Larwill (Tri-Lead)• Stephanie Lee• Susan Mainse• Nisarg Mehta (Student)• Jeremy McQuigge• Abhay Sharma• Patrick Stewart (ACWay Coach)• Heba Teamah• Jay Timms• Jane Trakalo• Rebecca Volk
Choice of schedule/timetable Universal Design for Learning (UDL)
• Wadhah Almonaifi• Veronica Attard • Louise Boudreault• Patrick Devey (Executive Sponsor)• Jessica DeVries (Co-Lead)• Matthew Jerabek• Colin Kovacs• Keshana King• Nick Layer (Student)• Michelle LeBreux• Ernest Mulvey• Sara Munroe• Ian Paul• Jay Smith (Co-Lead)• Hugh Wright• Kristie Won (Student)• Jordan Wong (ACWay Coach)• Allison Woram
Flexible credentialing, modular programs
7 We are all learners
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Implementation Working Groups –Three Changes for this Fiscal Year
Choice of Schedule/Timetable
1. Enable existing functionality to make more courses available for students to add/drop via the Student Portal –or online/in-person option where possible
2. Investigating how to build more flexibility in elective (Gen Ed) choice
3. Investigating what needs to be true to increase academic weekend activity, including service delivery
Micro Credentials, Digital Credentials
1. Select 5 micro-credentials to pilot by December 2019
2. Design 5 micro-credentials to pilot; prepare to launch by May 2020
3. Develop a framework for the evaluation of the pilot projects and the Micro-credentials Framework
Universal Design for Learning
1. Align CCOL with FT courses
2. Common academic accommodations and possible mitigation through UDL
3. Huddling UDL methods for delivery within FLP
8 We are all learners
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9 We are all learners
Choice of Schedule/Timetable Working Group
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Status Report –Choice of Schedule/Timetable Working Group
10 We are all learners
Engaging learners and colleagues to understand our current processes and
the timetable experience
Defining our future vision and roadmap
Learners will be able to configure and augment their program of study with different program streams,
courses, modalities, and schedules to best suit their individual needs. Learners will be able to make
meaningful choices about what, when, where, and how they learn and receive service.
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RoadmapChoice of Schedule/Timetable Working Group
11 We are all learners
2020-21 2021-22 2022 and beyondLearner Timetable Choice and Flexibility
• Enable greater choice (Drop/Add/Transfer, including online)
• Enhance learner experience (communications and instructions)
• Plan and prepare for future learner self-registration (new SIS) Learner self-registration and
timetable creation
Curriculum Flexibility • Develop new Electives framework and centralize management of Gen Eds
• Research and planning – enablingcurriculum flexibility
• Begin developing and launching revised, flexible programs and courses
• Research and planning – enabling credit transfer / PLAR at time of admission
Personalized admissions and enhanced program flexibility
Evening and Weekend Service Delivery
• Research and planning –transforming academic and student service delivery
• Test and pilot new delivery channels and service models Anywhere, anytime access to
service and support
Measures of success:• % of learners familiar with requirements for their program of study• Learner satisfaction with timetable and program flexibility• Learner satisfaction with evening / weekend courses and services
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12 We are all learners
Micro-credentials, Digital Credentials Working Group
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Key Terms
13
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Micro-Credentials Framework (MCF)
How can AC offer flexible options to learners and be a validator of skills for industry?“A Case for a Micro Academic Currency at Algonquin College”
Aligns micro-credentials with the Ontario’s Qualifications Frameworks and Algonquin’s credentials in Policy AA15. Referred to as the Micro-credentials Framework (MCF), it acts as the basis for defining micro-credentials at the College.
3 types of micro-credentials presented in the MCF: digital badges; statements of achievement; and college-approved certificates.
Background
Framework
Types
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Micro-Credentials Descriptions & Standards
Digital Badge
Statement of Achievement
Certificate
Demonstration of a specific skill, knowledge, or competency
Credit or non-credit
Basic skill and knowledge required to perform a specific activity
Non-credit
Basic skill and knowledge required for entry-level employment or further study
Credit
Description
Modules/PLAR Self-paced
Program or course Min. 4 hours
Program Min. 100 hours
Duration & Delivery
No admission requirements
No admission requirements
OSSD or equivalent or mature student status required for admission
Admission Requirements
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Scoping the Future
Skills focused Responsive to industry-identified demands
PersonalizedTailored to learners’ personal and professional history and goals, incorporating credit for prior experiences and allowing access to courses across programs
On-demandFlexible start and end dates, self-paced assessments, delivered online and/or in blended settings to best fit learners’ timelines
RecognizedValid and transferable, accepted by industry partners or potential employers
FlexibleCredits can be combined for advanced standing, modular learning, can be combined into a larger credential
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Microcredentials @ Algonquin College
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Project Background
17
Algonquin launched the Micro-credentials and Digital Credentials (MCDC) Project in June 2019.
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18 We are all learners
Universal Design for Learning Working Group
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19 We are all learners
What is Universal Design for Learning (UDL)? [1]Universal Design for Learning draws on the universal design principles that emerged in the early 1960’s for the built environment.
There are three (3) principles of UDL which seek to provide multiple means of
• Engagement (affective) “The ‘WHY’ of learning”• Representation (recognition) “The ‘WHAT’ of learning”• Expression (strategic) “The ‘HOW’ of learning” [1]
[1] CAST, "Universal design for learning guidelines version 2.2 [graphic organizer]," 2018. [Online]. Available: http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-yes.pdf. [Accessed 29 August 2019].
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20 We are all learners
WOHA’s Enabling Village [2]
[2] N. Jewell, "WOHA's deep-green Enabling Village is a beacon of universal design," 3 January 2017. [Online]. Available: https://inhabitat.com/wohas-deep-green-enabling-village-is-a-beacon-of-universal-design/woha-enabling-village12/. [Accessed 16 October 2019].
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21 We are all learners
Learner-driven
Flexibility•Intentional design
Proactive & Responsive
•Incremental & iterative
Forging Connections
•Learner variability
Employee Excellence
•Expert learners•Collaboration
•Inclusivity
Accessibility•Removing Barriers
•Equity
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Overview
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23 We are all learners
Maintaining the learner voice• Each implementation working group continues to engage students to
test theories and participate in planning
• Ongoing student participation on each Working Group
• High School student focus groups underway with 4 local schools
• Exploring WIL and Co-op opportunities
• Co-Curricular credit is available to student participants (Working group and focus group participation)
• Engaging the Student Rep’s in a resource database
• Ensuring alignment with the SA Priorities
• May look at on-line survey testing
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24 We are all learners
Ensuring Faculty Input
• Valerie Hill is the primary liaison with faculty
• Faculty members participate on each working group
• MyAC and website updates
• Email input to [email protected]
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25 We are all learners
Non-Academic staff involvement
• Opportunities for awareness and input• Good morning Algonquin and myAC Updates• Working Group “Explainer” articles• Playback sessions, like this one• Ongoing updates to the LDP Website
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Wrap up and next steps
26 We are all learners
• Watch myAC for updates and information• Continue to check out the LDP Website for information
https://www.algonquincollege.com/learnerdriven/• Continued input and validation by Learners• Email questions and comments to [email protected]• Long term objectives and supporting theme elements defined by
November 11• Present Implementation plan to Board of Governors
in December
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Questions or comments?