Designing a Curriculum Village: A Learner-Centered Program Map
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This document discusses designing college programs using a "curriculum village" approach. It proposes mapping out programs not as linear paths but as thriving villages that foster a sense of community. In a curriculum village, learners experience welcoming opportunities to learn, mentor others, share knowledge, celebrate achievements and grow throughout their education. The goal is to cultivate life-long learners through a portfolio-based experience and environment that supports creativity without being too rigid or uncontrolled.
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Designing a Curriculum Village: A Learner-Centered Program Map
- 1. Designing a Curriculum Village
- 2. Learning Programs lead participants down a path of discovery
- 3. Graduate ‘Portfolio Learner’ Experience Essential Skills Employability Skills Service Learning Applied Learning Collaborative Learning Global Awareness Entrepreneurial Awareness Environmental Stewardship Diversity and Inclusiveness Citizenship Teamwork & Collaboration Professional Conduct & Ethics Leadership Life-long Learning Occupational Readiness Program Profile Pathways Employment Opportunities
- 4. Look at One Program
- 5. Create a Map Legend for Each Program Component ELECTIVE WORK EXPERIENC E ACTG 4995 ELECTIVE COOP COURSE S Program Perimeter Content/Courses Elective Coop Entrances and Exit Work Experience External influencers: Agencies, Boards, Commissions, Program Advisory Elective Let’s look at this Program a bit differently... What if we looked through the lens of a learner?
- 6. ENTER EXIT WORK EXPERIE NCE ACTG 4995 COMM 1205 ELECTIVE COOP ACCT 1000 MKTG 1005 MATH 1200 COMP 1105 COMP 2125 MNGT 1010 COMM 2215 COMP 2110 COMP 2105 MKTG 2005 MATH 2230 ACTG 2000 ECON 1005 ACTG 2010 FINA 3010 MGMT 2000 ACTG 3003 ACTG 3002 MGMT 3020 ACTG 4001 ACTG 3010 ACTG 3001 COMP 3111 ELECTIVE ELECTIVE Year One Year Two Business Administration – Accounting What does the journey look like now?
- 7. Re-visualization of the Curriculum Map 1. For whom is this program designed? The learner? Industry? The Community? The College? 2. How does the Curriculum reflect the Portfolio Learner Profile? 3. What if we took it a step further? What would this program look like for a community of learners? 4. What if we designed this program as a learning village? What might that look like?
- 8. The Learning Village Program Map Application of a Village Concept to the Same Program What does the word ‘village’ mean to you? What makes a village thrive? How is a village structured? Is it linear? No.
- 9. 2110 1102 C120 5M120 0 1102 2125 3111 2105 2000 2010 3002 3003 3010 3001 4001 M100 5 C221 5 M200 5 E1005 M223 0 F3010 1010 2000 3020 BUSINESS ADMINISTRATION – ACCOUNTING (TWO YEAR PROGAM) The Learning Village Program Map Application of a Village Concept to the Same Program
- 10. The Learning Commons is the Village Centre
- 11. Program Curriculum is an evolving entity that grows... • Program Design and Development • Program Delivery • Program Reflection • Program Renewal Village is an evolving entity that grows... • Asset Mapping • Revitalization • Education for Sustainable Development • Citizenry, Engagement
- 12. Activity for you… Identify the village components in your Program Map.
- 13. Learning Programs incorporate village-design principles: • welcoming and fostering sense of community; • accommodating anyone regardless of background; • providing opportunities to learn, mentor, share, celebrate and grow; • creating life-long learners through portfolio experience.
- 14. Villages foster Creativity and Learning In The Great Work*, author Thomas Berry suggests that it is the design of the environment that will determine if creativity is fostered or suppressed. • If the environment is too harsh or rigid, creativity is lost. • If the environment is too wild, creativity is lost. Each individual brings with them their own strengths, discipline and wildness. The strength of the village is its ability to accept learners into a community where they can determine for themselves what works for them, on a personal journey that is neither too disciplined nor too wild. *The Great Work: Our Way into the Future (1999), Bell Tower/Random House, NY, ISBN 0-609-80499-5
Editor's Notes
- Sue: why do we design learning programs? 1.5 min
- Sue: to achieve certain skills / outcomes. As per the graduate profile, what industry, society and the self needs to succeed 1.5 min
- Sue: take this course for example... a linear approach that outlines the competencies and sequence of delivery. the assumption is that all learners will start the program with the tools they need to succeed. Perhaps identified in pre-requisites, testing, self-identification, education requirements 2 min
- Sue: lets apply these icons to represent different aspects of the program lay out the program from the perspective of a student. What will I be doing? How does it all connect? What is the program ‘flow’ from beginning to end? 1 min
- Sue: when you visualize the curriculum, you see a linear movement organized by time. Where is the learner in this picture? 3 min
- Sue: 3 min
- Bobbi: When you think about villages, what comes to mind? People, community, gatherings, celebrations, shelter, friends & family, people you can trust... What if programs were designed with the individual as the focus? Take the example of a tourist visiting a town for the first time. What is the first thing they would do upon arrival at the town? Start from the suburbs? Or, head to the center of the town to collect information and learn more about the town. What are neighbourhoods? Wikipedia defines neighbourhoods as “spatial units in which face-to-face social interactions occur - the personal settings and situations where residents seek to realise common values, socialise youth, and maintain effective social control.” If the tourist has a map of what neighbourhoods to visit and explore, and has the freedom to visit different neighbourhoods based on their personal interest, as opposed to the interests of the town, what would that be like for a student entering a program who wants to explore their program, not follow a predetermined path that may or may not appeal to them. What if ‘tour guides’ in the city centre offered options for the visitor, to take guided or tours or set out on their own? What if the traveler could visit for a while, leave and come back again for more exploration? What if the traveler was encouraged to revisit the city-centre frequently – drawn by celebration, more information, welcoming gathering places. Would they feel included in the commuity? What if they were asked to contribute something to the town, using their talents and skills? Would that engage them? What if they were asked to help guide another visitor new to the town? What opportunities for learning might that create? 3 min
- Bobbi: When you think about villages, what comes to mind? People, community, gatherings, celebrations, shelter, friends & family, people you can trust... What if programs were designed with the individual as the focus? Take the example of a tourist visiting a town for the first time. What is the first thing they would do upon arrival at the town? Start from the suburbs? Or, head to the center of the town to collect information and learn more about the town. What are neighbourhoods? Wikipedia defines neighbourhoods as “spatial units in which face-to-face social interactions occur - the personal settings and situations where residents seek to realise common values, socialise youth, and maintain effective social control.” If the tourist has a map of what neighbourhoods to visit and explore, and has the freedom to visit different neighbourhoods based on their personal interest, as opposed to the interests of the town, what would that be like for a student entering a program who wants to explore their program, not follow a predetermined path that may or may not appeal to them. What if ‘tour guides’ in the city centre offered options for the visitor, to take guided or tours or set out on their own? What if the traveler could visit for a while, leave and come back again for more exploration? What if the traveler was encouraged to revisit the city-centre frequently – drawn by celebration, more information, welcoming gathering places. Would they feel included in the commuity? What if they were asked to contribute something to the town, using their talents and skills? Would that engage them? What if they were asked to help guide another visitor new to the town? What opportunities for learning might that create? 3 min
- Bobbi: learners start at the middle, not the beginning. The focus is not on the exit but on the learning learning happens in the classroom and in between content specializations are neighbourhoods that develop as a community within the community. the learner engages with their peers and facilitators in different neighbourhoods with unique features. neighbourhoods collaborate by bringing their strengths to a project that resides in the learning commons the foundations of the learning journey are fortified, shared and celebrated collectively in the learning commons learners in a portfolio journey such as this are encouraged to identify their learning in the broader program experience, looking for meaning and learning that is significant to them based on their experience, not on classroom content alone the curriculum serves the learner, the industry (producing talent that can both see the bigger picture and can demonstrate competence in the skills necessary to succeed) the college benefits by furthering it’s commitment to society by producing reflective, thoughtful and engaged citizens who have foundations in life-long learning the learner should not start on their learning journey without the necessary tools and map: understanding portfolio, a mentor, recognition of learning, their strengths, team-work across boundaries, basic support structures in place (tech, admin, safety, access) there is no exit in this program map. Achievement and celebration of program completion is a milestone of their learning journey and we encourage the learners to share their learning, give back to the community as mentors, advisors, community leaders, researchers, etc. Please note the gazebos between the neighbourhoods. At NSCC we refer to informal learning moments as Gazebo moments, unexpected learning between peers where differing experiences shared in dialogue enhance the learning through reflective thought and wisdom, beyond the knowledge gained in the classroom. 3 min
- Sue and Bobbi: My part: where do you capture informal learning, service learning, celebration, peer learning, portfolio learning, 2 min 2 min
- Sue: give them extra pieces to add to their game map they can name it whatever they want 20 min
- Sue: 2 min
- Bobbi: We live in a world that cannot survive our current inclinations to form barriers – barriers that are both tangible and intangible, walls, locked doors, barriers between people, between countries, languages, industries, schools and so on. An environment that models creativity and flexibility models the future world in which we need to survive. Responsibility is key. Taking ownership of ones learning, ones role in society, and place in the environment is imperative to the prospect of a future with possibilities...any possibilities. No one acts alone in a community, where the success of one benefits all. We need to model the way; to design learning programs that reveal to the learner where they are and where they could go. 2 min