
About CODE
The Centre for On-Demand Education (CODE) offers a flexible, context-driven approach to learning, with curricula and programs tailored to meet the individual needs of students. On this page, you can explore its values, framework, and outcomes to gain a deeper understanding of the program.
CODE Values
Programs and curriculum developed and delivered through CODE will be guided by the following educational values.
Contextual Learning
Framing learning within relevant contexts ensures that curricular design will be suited to the outcomes expected by employers and mission-holding agencies. These organizations must be included in the curriculum development to recognize that the product is sufficient for their needs. By learning in context, students can prove their proficiency is more than conceptual and can be trusted to handle their subjects in non-theoretical environments.
Mentored Proficiency
CODE curriculum focuses on student proficiency, allowing Providence to work outside some conventional structures, such as semesters and credit hours connected to seat time. The key is mentoring. CODE curriculum depends upon teams of academic and contextual mentors committed to each student in their context who can observe and assess the student’s development and display of proficiency.
On-Demand Integration
CODE will fit education to the student in the time and manner they need, customized to their life situation, integrating the knowledge, skill, and character essential to a fully formed graduate. Instead of demanding that the student conforms to the structures of the school, the school will adapt to the needs of its students. The curriculum will be mapped to a ladder of requirements and products so that the student always has a way forward without loss of value and dead ends.
Community
It is taught and designed fully within and by the community. The student is placed within a leadership context where they can receive hands-on training as they work through the assigned curriculum to prove proficiency to their mentor team.
Partnership
Tailored accredited degrees, certificates or micro-credentials can all be developed in partnership with Providence. The community, business or organization creates the learning that they need. Mentor teams are jointly formed to support the student.
Financial
The base financial structure is unique to CODE. It is charged through a subscription rate. The student is charged a flat monthly fee for the duration of their studies. This allows the student to move at their own pace and only pay for the time they are in the program. If the student, for reasons outside of their control, requires a break in their studies, they can apply for a pause.
CODE Framework
The primary building blocks of CODE curriculum are described as “outcomes” (sometimes referred to as courses, badges, or competencies).
These discrete learning blocks can be accumulated and gathered according to prescribed patterns for the student to achieve larger designations and degrees.
Outcomes
Outcomes are the primary, irreducible, academic building blocks that integrate the knowledge, skill, and character necessary for the student to display proficiency of a carefully described expectation. Outcomes will normally comprise of three academic credits (but as few as one and as many as six), usually available at both the undergraduate and the graduate levels.
Certificates
Certificates are awarded to students who complete a prescribed bundle of outcomes (usually four or 12 academic credits) focused on a missional objective.
Diplomas
Diplomas are awarded to undergraduate students who complete a prescribed bundle of outcomes and/or certificates (usually 10 outcomes or 30 academic credits), focused on a particular missional objective.
Degrees
Degrees are awarded to students who complete a prescribed bundle of outcomes and/or certificates at the undergraduate level (usually 40 outcomes or 120 academic credits) or graduate level (usually 12 outcomes or 36 academic credits), focused on a particular missional objective.
The educational model intended by the Centre for On-Demand Education (CODE) represents a paradigm shift in academic delivery. Learning facilitated by the Centre will focus on “proficiency model learning” facilitated by mentors. As the focus will be on the context instead of the classroom, care must be taken to assure quality standards throughout the process.
CLICK HERE to view a document that explains in detail CODE’s framework for quality assurance in the development and delivery of curriculum.
CODE Outcomes
Outcomes are constructed to allow students an opportunity to both develop and display their proficiency in a live work context to the satisfaction of their mentors.
Outcomes are focused on a discrete learning expectation, describing a full integration of the knowledge, skill, and character necessary to the student’s full formation. They are built with the following four elements in mind:
Articulation
The outcome must be expressed in clear, but comprehensive and measurable language so all stakeholders have an effective grasp on the description of proficiency.
Indicators
Each outcome expression must clearly state a set of tangible indications of student proficiency, written in terms that the mentors can readily observe and assess. These indicators (usually three to five discrete and measurable statements) will combine to express a full articulation of the student’s proficiency of the expressed outcome.
Inputs
Each outcome articulates both the compulsory and/or suggested inputs leading to the student’s proficiency. Such inputs could include conventional forms like lectures and prescribed reading, or they might be more creative, including such means as podcast, seminar, and structured conversation. These inputs must be accessible to the student and built with the engagement of the contextual organizations wherein the work might be applied. Students could have accessed these inputs prior to the prescribed learning period.
Mentors and students should feel free to suggest further inputs or alternative pieces that might be of greater use to a particular student in his/her context. For that reason, inputs should only be listed as compulsory when strictly necessary to an organizational partner or employment objective. Students will be expected to report on their progress in accessing these inputs on an at-least-quarterly basis.
Interactions
Each outcome will clearly state the interactions, compulsory or suggested, which are useful to the student’s development and display of outcome proficiency, and which will ideally be constructed in conversation with those employers and agencies wherein the work will be completed. While these interactions might include traditional means such as academic papers and examinations, curriculum designers will take advantage of the contextual situation to conceive of more creative learning opportunities such as projects, experiences, and other engagements.