learner-driven strategy implementation planning

Learner-driven StrategyImplementation PlanningUpdate for Employees

November 7, 2019

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

Extensive Consultation



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

Top Three Priorities for Implementation Planning


1. Choice of schedule/timetable

2. Micro-Credentials, Digital Credentials

3. Universal Design for Learning

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


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



Choice of Schedule/Timetable Working Group

Status Report –Choice of Schedule/Timetable Working Group


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.

RoadmapChoice of Schedule/Timetable Working Group


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


Micro-credentials, Digital Credentials Working Group

Key Terms

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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

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

Project Background

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Algonquin launched the Micro-credentials and Digital Credentials (MCDC) Project in June 2019.


Universal Design for Learning Working Group


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].


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].


Learner-driven

Flexibility•Intentional design

Proactive & Responsive

•Incremental & iterative

Forging Connections

•Learner variability

Employee Excellence

•Expert learners•Collaboration

•Inclusivity

Accessibility•Removing Barriers

•Equity

Overview


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


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]


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

Wrap up and next steps


• 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

https://www.algonquincollege.com/learnerdriven/

Questions or comments?

learner-driven strategy implementation planning

Documents