LXD 2017-18

A Year at a Glance

What a Year it has Been!

It has certainly been a busy year for the Learning Experience Design Team, also known as LXD. As I worked my way through this annual report, I was amazed at the breadth of work we do. We have become such a multi-faceted department with an impressive array of services and programming to support teaching and learning at Lethbridge College and within our community.

by Jackie Doherty, Manager of LXD

2017-18 at a Glance...

43

Production Projects

one-offs not associated with larger course or program developments - primarily media development - graphic design, video, interactive work.

As part of the Flora Matteotti Centre for Teaching Learning and Innovation, our core activities and strategic priorities are aligned to the Comprehensive Institutional Plan (CIP) and connected to the guiding principles of the Academic Plan, which is represented in the following highlights from the 2017-18 fiscal year.

Full Program Reviews

8

3

Accreditation Reviews

7

Industry Projects

Training & development for local businesses, organizations & community groups.

30

Facilitated Engagement

Sessions

with Lethbridge College Staff, industry stakeholders and community organizations.

+

Implementation 

Reviews

3

8

Brand New Educational Programs 

494

Course Development Projects

434 course blueprints associated with a program review

 

Approx. 60 course developments online & blended

1

Newly Defined Program Review Process

24

WorkshopsDelivered to staff and faculty across the college.

6

Community Development Projects

Strategic facilitation & public

engagement

1

New Engagement Space

6

Newly Designed Workspaces

Just like the design of a Centre for Teaching and Learning is contextualized to the culture and needs of an institution, the definition of service excellence is contextualized to the mandate and goals and value proposition of a team. We know how important it is to have the right people with the right competencies to do what needs to be done. We also recognize how important it is to have people who are adaptable and can effectively solve problems together.

 

This pretty much sums up our team. The LXD is comprised of a mash-up of skill-sets that include curriculum expertise, instructional design, writing, multimedia, visual design, facilitation, design research and data analysis. We’ve learned that it is important to bring in knowledge, skills and abilities that  are key to moving things forward. So we always make sure to engage a broad mix of lateral thinkers, big picture thinkers and project ambassadors for all of the projects we work on.

The Team

Working Behind the Scenes

Learn more about our team by visiting the People & Culture section of our website.

HIGH QUALITY CURRICULUM & PATHWAYS

1.

Provide relevant, high quality education through excellence in teaching and learning, applied research, strategic enrolment management and collaborative partnerships.

Developed a new service design model to better support teaching & learning excellence and quality assurance.

The model is funded through a revenue generating platform that extends our services to local businesses and community organizations and in return allows us to  increase capacity for internal services such as course design, technology integration and program development. 

 

In 2018-19, LXD scaled-up our response rate to internal service requests (from faculty and staff) in instructional design, facilitation, media, writing and formatting, which resulted in increasing course developments from 8-12 per year to close to 60 per year (small and large developments), while still maintaining the same quality standards. We also helped faculty complete over 450 curriculum alignment frameworks (CAFs). For more information about our curriculum alignment frameworks, see out guide (CAF Guide).

Developed an Academic Program Review model that supports L.C policy and procedures while building capacity for effective teaching practices, sustainable growth and stronger industry partnerships.

One crucial element of the process is strong collaboration, transparency and meaningful engagement with program leadership, faculty, industry stakeholders, and academic and corporate services.  The process looks at the entire student cycle and focuses on what is best for learner success while  exploring opportunities to increase enrolment and retention numbers and stabilizing institutional revenues.  Learn more about the model here.

How it showed up:

 

  • Developing strong cross-disciplinary partnerships that collectively contribute but also benefit from the program review process.

    • Collaborating with Institutional Planning, Analysis & Reporting  Services (IPARS), as well as other service areas to better define the data collection and analysis phase (aka Understand phase)  of the program review process.

    • Defining the implementation phase of a program review, so that other departments can use information gathered in future program reviews to improve their own service design models.

    • Collect input and feedback from those who are involved in the program reviews, so that we can continue to make the process more efficient and meaningful.

  • Co-leading (with program Chairs) the Program Review process for:

    • Ag. Sciences​

    • Environmental Assessment & Restoration

    • Natural Resource Compliance

    • Renewable Resource Management

    • Unit Clerk

    • Indigenous Pathways

    • Educational Assistance

    • Corrections

  • Co-leading (with program Chairs) the Implementation Review rocess for:

    • Digital Communications & Media

    • Engineering (3 programs)

    • Agriculture Business Risk Management

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  • Co-leading (with program Chairs) the Accreditation Review process for:

    • Massage Therapy​

    • Practical Nursing

    • Therapeutic Recreation

  • Co- leading the process for new program development and program redesigns for: 

    • Ag. Enterprise Management

    • Engineering (30-60-120)

    • Instructor Certification Program

    • Leadership by Design

    • Instructor Certification Program

    • VR Program

    • Mental Health Literacy Program

    • Kairos Blanket Exercise

    • Competency Based Learning Framework

      • Lethbridge Police Service​

      • Medicine Hat Police Service

  • Facilitating Curriculum Mapping and alignment for quality assurance. This includes alignment of program level outcomes to course level outcomes, learning activities and assessment. It also incorporates 

    • Facilitating program level mapping for each program listed above​

    • Supporting faculty in the development of approximately 434 Curriculum Alignment Frameworks  (CAFs) for each Academic program listed above. Learn more about CAF process here.

Learning by Design Course, (July 2017)

Developed and fostered collaborations with external stakeholders such as industry, other educational providers, community groups and professional associations. 

 

How it showed up:

  • Program Development

    • Designing & developing the National Aboriginal Trust Officers Association (NATOA) program

    • Designing & developing the Alberta Motor Transport Association (AMTA) program

  • Strategic Facilitation: 

    • Developing a facilitation space for stakeholder engagement

    • Strengthening our facilitation processes and stakeholder engagement in the program review process

    • Facilitating a strategic session with Lethbridge Research and Development

    • Facilitating a strategic session with Matthew Halton High School (Pincher Creek)

    • Facilitating a strategic session with Lethbridge Food Bank

    • Facilitating a strategic session with Brooks Immigration Partnership

    • Facilitating strategic sessions with multiple college departments (see overarching goal 'Supporting the Development of our People'.

Collaborated with other service areas.

Supported a variety teaching & learning initiatives for Learning and Development, Educational Technology, SoTL, Student Services, Regional Stewardship and Corporate & Continuing Education.

How it showed up:

Interdisciplinary Collaboration 

  • Redesigning the Instructor Certification program (with Learning & Development)

  • Designing, developing & facilitating Learning & Development workshops & courses (eg. Course Design, ICP, Refresh)

  • Designing marketing & promotions for Learning & Development

  • Designing marketing & promotions for SoTL 

  • Designing, Developing, Implementing the Leadership by Design program (with Corporate & Continuing Education)

  • Designing, Developing, Implementing the Youth Leadership Program ( Regional Stewardship)

  • Facilitating the Kairos Blanket Exercise (Indigenous Services)

  • Designing, Developing, Implementing the Mental Health Program Development (Student Services)

  • Designing Information Literacy modules (Library)

Developing & fostering collaborations with external stakeholders

Working with community leaders in the Leadership by Design Course

(Oct - Nov. 2017)

2.

PROMOTE AN INCLUSIVE HEALTHY LEARNING & WORK ENVIRONMENT

Create an inclusive environment that promotes employee engagement and well-being, resulting in greater professional and academic success.

How it showed up:

Space Design Challenge:

The workspace shared by the LXD and Digital Learning Team (DLT) is tucked away on the 3rd floor of the Technology Building. It was dark, crowded and not overly welcoming to visitors seeking our services. It was hard to ignore the mounting tension over preferences in lighting, room temperature and noise levels. It was also starting to feel pretty cramped. Although our core teams are fairly small, we work with over 20 contract employees, students, faculty and staff from every department across the college and industry experts on a daily basis. However, there wasn't any room in our area for any of these people to work comfortably. We'd often hear when people entered the area, that they felt like they were intruding or being disruptive. As service providers to such a large stakeholder group, this is not what we wanted to hear. When facilities told us we were unable to fit another desk without breaking fire code, we knew something had to change.

 

Because our work is constantly changing and evolving, we needed a space that could accommodate growth and transformation without sacrificing productivity and responsiveness to those who seek our services. Two years of intensive strategic work helped us identify what our true value proposition had to be to meet the needs of Lethbridge College and our community (See the 'What We Do' section of our website). We had the knowledge, skills and tools to get there but our space was still a major barrier. 

We needed a space that presented itself as the body-language of our departments (See ingredients to our success) - a space that was not 'owned' by any specific group but rather 'owned' by everyone and anyone who wanted to use it and contribute to it.

The Solution: 

We used a human centred design process (understand, ideate, implement) to engage our teams in the transformation. We learned that  it needed to be a space that would accommodate a balance of multidisciplinary teamwork and collaboration as well as individual productivity. It needed to support the work we are doing today while preparing us for what we will need in the future. Did I mention, we had to do all of this on a shoestring budget? 

With limited resources, we  scrounged, begged and borrowed (Special thanks to our friend Francis and the facilities team for supporting us in this endeavour). Through lots of ideation, prototyping and some gamification, the end result was a smashing success! It still may not be perfect and we are still working out some of the kinks but the overall impact to our team and our growth has been very positive.

 

We took a risk, worked as a team from planning to implementation and in the end designed a space that works for us and our community. It is open and incorporates adaptive and flexible spaces to accommodate collaboration and focused work.

 

The door is always open for anyone who wants to come in, pick an area and work with instructional designers, curriculum experts, media specialists and digital technologists only an arms reach away for just-in-time support on any teaching and learning initiative.

Come see for yourself! Visit us on the 3rd floor of the Tech building.

3.

RECOGNIZE AND RESPECT DISTINCT CULTURES, LANGUAGES, HISTORIES & CONTEMPORARY PERSPECTIVES OF INDIGENOUS-CENTRED EDUCATION

Provided support in the development of cultural awareness programming for Lethbridge College staff and students.

 

How it showed up:

  • Collaborated with Indigenous Services to provide educational opportunities for a diverse population of learners including Indigenous and international students

    • Kairos Blanket Exercise - ​co-facilitated 6 sessions that included staff, faculty and students.

  • Supported the redesign and development of ICP 1155 – part of the Accredited Instructor Certification program, which examines cultural diversity and its impact on classroom dynamics and the educational process.

  • Provided Curriculum support for the Indigenous Pathways Program review process.

Supporting the development of educational opportunities for a diverse population of learners 

4.

SUPPORT THE DEVELOPMENT OF OUR PEOPLE

Align employee strengths, passions, purpose, skills and capabilities with the needs of a shifting and changing educational landscape. 

 

How it showed up:

  • Attended and presented at 4 international Conferences, including:

    • Canvas con​ 

    • League for Innovation

    • STLHE

    • CBE Exchange

  • Presented at the Annual Refresh Conference

  • Facilitated SLAM sessions with Learning and Development

  • Completed several workshops on Design Thinking

  • Developed the Leadership by Design program in collaboration with Corporate and Continuing Education.

  • Facilitated strategic organizational development workshops with:

    • Corporate and Continuing Education​

    • Human Resources

    • Dean's Council

    • Various institutional departments for the Chair's role