Intentions: To show that Peoples 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).

Guided Tour Guided Adventure Production Process Consumable Product Mission

Programme = Consumable product It is that outcome of the satisfied learner, that theyre getting what they really paid for; that, if they dont get the service, its not because we havent 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)

Consumable Product

Programme:Consumable Product Purpose:That the customer is satisfied Student:Customer and consumer Teacher:Delivers the product and provides instructions for consumption Institution:Manufactures and sells the product Learning:Noun: Content Verb: Receiving/Consuming the product – passive Structure: What students learn: Qualification: Diversity/Flexibility: Quality improvement:More satisfied customers

Programme:Consumable Product Purpose:That the customer is satisfied Student:Customer and consumer Teacher:Delivers the product and provides instructions for consumption Institution:Manufactures and sells the product Learning:Noun: Content Verb: Consuming the product – passive Structure:Customer choice; Collection of courses; Pre-determined content What students learn:Content that the customer wants to purchase Qualification:Reward for purchasing a certain number of courses Diversity/Flexibility:Choice; Something for everyone Quality improvement:More satisfied customers

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 cant 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

Production Process

Programme:Production Process Purpose:To produce graduates for the job market; that the customer (= employer) is satisfied Student:Product-in-the-making; Graduate is work-ready product Teacher:Operates the production process Institution:Design the process to produce graduates Employer:Customer Learning:Being moulded into a graduate - reactive Knowledge : Structure: Qualification: Diversity: Flexibility: Quality improvement:More satisfied customers (= employers)

Programme:Production Process Purpose:To produce graduates for the job market; that the customer (= employer) is satisfied Student:Product-in-the-making; Graduate is work-ready product Teacher:Operates the production process Institution:Design the process to produce graduates Employer:Customer Learning:Being moulded into a graduate - reactive Knowledge :What the customer wants Structure:Series of operating procedures, no choice Qualification:Certificate to indicate quality of product Diversity:Limited; student to fit entry mould Flexibility:For teachers to use different tools if needed Quality improvement:More satisfied customers (= employers)

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 dont even care. What I do care about is their growth personally.

Guided Adventure

Programme:Guided Adventure Purpose:Personal growth of students Student:Adventurer Teacher:Acts as Guide and Travel companion Institution:Facilitator of guides and travel companions Learning:Taking on the adventure and making sense of the experiences Knowledge : Structure: Qualification: Diversity: Flexibility: Quality improvement:More and more significant life transformations

Programme:Guided Adventure Purpose:Personal growth of students Student:Adventurer Teacher:Acts as Guide and Travel companion Institution:Facilitator of guides and travel companions Learning:Taking on the adventure and making sense of the experiences Knowledge :The personal growth resulting from experiences Structure:Holistic; set out by students with help from teacher Qualification:Has no meaning Diversity:Inherent to the structure Flexibility:Students take responsibility for own learning Quality improvement:More and more significant life transformations

Guided Adventure Active student Student control Responsibility to student Production Process Reactive student Institutional control Responsibility to employers Consumable Product Passive student Institutional control Responsibility to student

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 dont 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.

Guided Tour

Programme:Guided Tour Purpose:That the customer (= student) reaches the destination of the tour and has had a good experience Student:Customer - Tour participant Teacher:Tour guide; Assists with activities, organises resources, monitors progress Institution:Tour operator Learning:Participating in activities during the tour - active Knowledge : Structure: Qualification: Diversity: Flexibility: Quality improvement:More customers (= students) with a good experience

Programme:Guided Tour Purpose:That the customer (= student) reaches the destination of the tour and has had a good experience Student:Customer - Tour participant Teacher:Tour guide; Assists with activities, organises resources, monitors progress Institution:Tour operator Learning:Participating in activities during the tour - active Knowledge :Experience gained from doing activities Structure:Series of aligned activities; choice available, provided this leads to the destination; attainable steps Qualification:Reward for reaching the destination Diversity:Variety and choice in activities; specialised guides Flexibility:Choice in activities Quality improvement:More customers (= students) with a good experience

Guided Tour Active student Institutional control Responsibility to student Guided Adventure Active student Student control Responsibility to student Production Process Reactive student Institutional control Responsibility to employers Consumable Product Passive student Institutional control Responsibility to student

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 were still, as far as cultures go, relative strangers; understanding how people think, why things are done, its small things. The core (of the programme) should be things like walking the talk, its about sustainability in terms of environmental practice. Perhaps its about (...) (the institution) having a primary focus on its strengths in the region

Mission

Programme:Mission Purpose:To make the world a better place Student:Citizen Teacher:Inspires students to make the world a better place

Guided Tour Active student Institutional control Responsible to student Guided Adventure Active student Student control Responsible to student Production Process Reactive student Institutional control Responsible to industry Consumable Product Passive student Institutional control Responsible to student Mission

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.

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.