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Intentions:

Using metaphors to design programmes and qualifications dr Elly Govers Govers Educational Consultancy and Research. Intentions:. To show that People’s talk about programme design, teaching and learning can be understood in terms of metaphors for a programme; and,

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Intentions:

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  1. Using metaphors to design programmes and qualificationsdr Elly GoversGovers Educational Consultancy and Research

  2. Intentions: • To show that • People’s talk about programme design, teaching and learning can be understood in terms of metaphors for a programme; and, • These metaphors express particular values and beliefs in our society. • To start designing a programme using a metaphor that reflects your values and beliefs as educator(s).

  3. Programme = Consumable product ‘It is that outcome of the satisfied learner, that they’re getting what they really paid for; that, if they don’t get the service, it’s not because we haven’t delivered.’ ‘We try to deliver the content to ensure that the students get the full amount of learning within the time given’ ‘When we decide on the courses that are being selected for a new programme, or for changes to a programme, what is important is that students want to do it.’ ‘Flexible delivery is ‘a learner-centred approach to education that covers all learning modes, and provides increased choice to the learner (time, place, access, learning method, mode, tools, pace, institution and content).’ (QMS)

  4. Consumable Product

  5. Programme = Production process ‘Because of that applied focus we would be looking at producing work-ready graduates out of the certificates and diplomas.’ ‘(...) we try and install in them the same sort of ethics and boundaries that they will be expected when they get out to work, so therefore we can’t be too diverse.’ ‘They need to prove to you that they can actually do the work (...) They need to prove this because I need to sign off whether they have actually mastered the learning outcomes.’ ‘Industry need to be able to know what they are getting’ ‘flexibility to me says that I can adjust it, as long as the end result is they have the understanding they need to master that task in industry’

  6. Production Process

  7. Programme = Guided Adventure ‘It is a system of giving the opportunity to a student to work out what the goals are they are getting at, and then using what I come with, (...) cultural capital I suppose, to get there.’ ‘Literally I let them explore. (...) I have had many students lost, to the expense of some of the other subjects, which is a good and a bad thing. (...) We do try and keep an eye on them. (...) sometimes they cannot stop. I monitor it in class, and ask how the project is getting on, but a lot of them are secretive too.’ ‘Whatever qualifications the students may achieve at the end of this course I don’t even care. What I do care about is their growth personally.’

  8. Guided Adventure

  9. Programme = Guided Tour ‘Our responsibility is to try and do our bit for the customers. I believe that if they have a great experience that will lead to more customers.’ ‘My job is not to stop people from learning, my job is to encourage them, and if students want to race ahead they can, because I give them all the materials that I have available.(...) And the slow ones stay with me.’ ‘If someone does not give the students some clear stepping stones, if they don’t know where the other side of the river is, they will just keep walking until suddenly they feel firm ground again.’ ‘The programme should be structured in a way that enables the students to have a number of different kinds of activities and different ways of learning, to cater for the different styles. That can be the choice of electives, or other kinds of assessment tools, or use of different technology tools engaging the students in the most effective ways.’

  10. Guided Tour

  11. Programme = Mission ‘The most important stuff for myself is sharing with these students the beauty of this culture. (...) it is bringing the two people together. Even in this modern day and age we’re still, as far as cultures go, relative strangers; understanding how people think, why things are done, it’s small things.’ ‘The core (of the programme) should be things like walking the talk, it’s about sustainability in terms of environmental practice. Perhaps it’s about (...) (the institution) having a primary focus on its strengths in the region’

  12. Mission

  13. Design your own metaphor In groups of 4-5: • Develop a metaphor that reflects your values and beliefs regarding education • What is the associated language – what is teaching, learning, student, teacher, a qualification, the institution, what do students learn,.....? • (Re-)design a programme of your choice to reflect this metaphor (e.g. A university preparation programme, a vocational education programme, a generic foundation education programme) Draw/write your findings on a flip chart and present to the entire group.

  14. Reference Govers, E. (2010). Program design practice in a New Zealand polytechnic: Caught in a language trap? In M. Devlin, J. Nagy & A. Lichtenberg (Eds.), Research and Development in Higher Education: Reshaping Higher Education, 33. Melbourne Australia, 6-9 July, 2010.

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