Program Courses
Program Learning Outcomes
Matrix of Learning Outcomes to Courses
Overview
Critical to the success of the program is teacher training curriculum that incorporates practical applications within local contexts. Courses have been adapted to incorporate local context and cultural issues, particularly in the critical content areas of mathematics, literacy, and technology. The theory to practice approach can be supported by use of local course facilitators who work with SDSU professors to integrate local needs into the curriculum and determine ways to practically apply skills within the island public schools.
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| Facilitator Phyllis Sylbanuz, receives a certificate of appreciation. |
Within the Facilitated Online Regional Model, the facilitator aids in assuring student success by offering organizational and logistical support, as well supporting localization and application of course curriculum. As an essential member of the educational delivery team, the facilitator establishes meeting dates and locations, motivates, monitors and guides progress, serves as a liaison between students, instructor, and university. The facilitator also assists with access to technology, provides input to program evaluation, and more. Thus facilitators are tasked with a variety of jobs that are vital to maintaining a consistency and flow within a program from initiation to graduation.
A vital contribution made by the facilitator is to assist in learners’ negotiate meaning and to help them find value in course and program goals. The table below compares roles played by the instructor and facilitator in the Facilitated Online Regional Model.
Facilitated Online Regional Model:
Instructor and Learning Facilitator Roles |
Instructor |
Learning Facilitator |
Presents the Theories |
Facilitates Practice and Application |
Provides the "What" |
Facilitates the "So What" |
Provides the "Big Picture"
-Global- |
Facilitates "My Picture"
-Local- |
Provides Cutting Edge Content |
Facilitates Synthesis of Content |
Pedagogical strategies used by the facilitator include techniques to help students conceptualize, clarify, synthesize, and localize the content (below). Facilitators must provide sustained learning support throughout the entire degree, maintaining the momentum between courses. The support role thus extends over long periods of time, and is instrumental in establishing and maintaining the student learning community.
Pedagogical Strategies Provided by the
Site Based Learning Facilitator |
Conceptualize |
Using the material and activities provided online, the facilitator assists students in formulating new concepts that are relevant to personal experiences, current work experiences and future job goals. The facilitator may accomplish this through large class face to face discussions and email follow up to questions. The facilitator may also provide input to online discussions.
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Clarify |
The facilitator plays an important role in helping to clarify key concepts and theories. Given the diverse background and experiences of the learners, it is important to work with each student to insure that major concepts are being internalized with practical considerations for implementation. The facilitator may provide this guidance during periodic large or small group meetings and by serving as mentor to individuals.
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Synthesize |
The facilitator assists students to use the information and concepts being presented online in conjunction with their unique circumstances to formulate new understanding. Facilitators work with learners to negotiate meaning and generalize ideas.
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Localize |
The facilitator works with students to transfer "theory" into "practice." The facilitator provides a local context to assist students in formulating practical individual and group projects that directly relate to the working environment. Through application of theory, students interact within the local setting for case study and experiences that are relevant to their needs.
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