CLAREMONT McKENNA COLLEGECLAREMONT GRADUATE UNIVERSITY “ A Fact is not what is: a fact for any person is what he believes is so.” Arthur Combs.

CLAREMONT McKENNA COLLEGECLAREMONT GRADUATE UNIVERSITY

“ A Fact is not what is: a fact for any person is what he believes

is so.” Arthur Combs


"Most people think that anyone can teach. All you have to do is stand at the head of the classroom, throw out crumbs of information in an automated lecture, and the students will eagerly peck away and nourish their minds. I call that schooling, not education; lecturing, not teaching. Our graduate schools train scholars and researchers who are thrown into classrooms without guidance. It's little wonder that most of us evolve into classroom presenters." –

Louis Schmier, a professor at Valdosta State University


The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." In fact, educators should not ask, "Is this student smart?" but rather "How is this student smart?"


“Learning methods that are embedded in authentic situations are not merely useful; they are essential.” - Brown, Collins & Duguid. 1989


"Bentov’s Law - When one acquires a bit of new information, there are many new questions that are generated by it, and each new piece of information

breeds five-to-ten new questions. These questions pile up at a much faster rate than does accumulated

knowledge."


"Unlike information, knowledge is less tangible and depends on human cognition and awareness. There are

several types of knowledge - 'knowing' a fact is little different from 'information', but 'knowing' a skill, or

'knowing' that something might affect market conditions is something, that despite attempts of knowledge

engineers to codify such knowledge, has an important human dimension… Measuring the knowledge asset, therefore, means putting a value on people, both as individuals and more importantly on their collective

capability.” - Dr. David Skyrme


“Instruction begins when you the teacher, learn from the learner: put yourself in his place so that you may understand what he

learns and the way he understands it…” - Kierkegaard


Learning is what most adults will do for a living in the 21st century - Perelman


Solipsism – The attitude of projecting our own personal world

view on everyone else. The expectation that other people

perceive and think in the same way as I perceive and think.


‘If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.” – Henry David Thoreau


The more we design the core of our instruction around the needs of the LEARNER; the more likely we are to

design a course where our students are successful.

Learning Styles & Online Environment

Is It Possible in Sakai?

Susan Roig, Director Academic Computing Claremont Graduate University

X. Melissa Zhuo, Instructional Technology Specialist (Level III), Claremont McKenna College

Presented at Sakai ConferenceJune 10- 14

Amsterdam, NetherlandsCLAREMONT McKENNA COLLEGECLAREMONT GRDUATE UNIVERSITY


Will Look at:

Learning Styles - learning environments that meets various learning styles

Pedagogy - Making online courses student-centered, not technology centered-What makes a high quality course

Let’s try it in Sakai…


Learning Styles

The concept of learning styles is rooted in the classification of psychological types

as the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently


Learning Styles generally classified as:

Concrete and abstract perceivers— Concrete perceivers absorb information through direct

experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information

through analysis, observation, and thinking. Traditional schooling tends to favor abstract perceiving and reflective processing

Active and reflective processors— Active processors make sense of an experience by

immediately using the new information. Reflective processors make sense of an experience

by reflecting on and thinking about it.


How the Learning Styles Theory Impacts Education

Curriculum--Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.

Instruction--Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.

Assessment--Teachers should employ a variety of assessment techniques, focusing on the development of "whole brain" capacity and each of the different learning styles.


Learning Pyramid

National Training Laboratories, Bethel, Maine


Dale’s Cone

Dale's Cone

Diagrams

Effectiveness

of learning

according to

the media

involved in

Learning

experiences. Edgar Dale, Educational Media, 1960


Control Theory Dr. William Glasser

We always choose to do what is most satisfying to us at the time

What is most satisfying is that which helps us meet our basic needs: for love and belonging, power, fun, freedom

create learning environment that are needs satisfying, then learning is optimized

Belonging Freedom Power Fun


Belonging

Holding an on site meeting Introduce yourself online Personalize your distance-learning

classroom Use Cooperative learning Be invitational Use e-mail Be approachable, be personable


Freedom

Easily accomplished on-line Can make a choice of when and how they will

complete an assignment Pace themselves to go faster or slower than

others taking the course Choose, through links, whether or not to explore

a topic of particular interest in more depth Instructor can provide projects of the student’s

choice or options for completing assignments


Power

Learning on line combines the satisfaction of mastering the use of a powerful tool (technology) with taking charge of one’s own learning – Knowledge is power

Design learning experiences that are self-directed or that involve discovery learning

Create a variety of interactive learning experiences that allow students to share personal experiences related to the topic


Fun

Provide opportunities for tutorials, second chances and enough time to master

The material – Feeling success is fun Create interactive discussion and group work Open up opportunities to use their creative

juices Post a joke Use announcement sections Create competition


Additional Hints

First teach how to get around or navigate course

Have student support system Design your first assignment to be

technologically simple


On-line learning becomes an empowering option for the

student who is unwilling to take part in class

Online learning evens out the playing field


PLANNING ON-LINE ACTIVITIES AND RESOURCES

Howard Gardner describes eight intelligences and suggests there are many more yet to be identified.

The defining question when asking about intelligences is “not how smart are you, but rather, how are you smart?”


Eight Intelligences

Linguistic- this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

Logical/Mathematical - logical intelligence are interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.

Spatial - think in images and pictures. They may be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building with Lego's or daydreaming.

Body-Kinesthetic - process knowledge through bodily sensations. They are often athletic, dancers or good at crafts.

Musical - always singing or drumming to themselves. They are usually quite aware of sounds others may miss. These students are often discriminating listeners.

Interpersonal - leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence.

Intrapersonal - may be shy. They are very aware of their own feelings and are self-motivated

Naturalist - attunement to the environment, its flora and fauna Proposes - spiritual or existential - knowledge of transcendental and cosmic matters


"If we ignore the differences [in how people acquire and represent

knowledge], we are destined to perpetuate a system that caters to an eliteAtypically those who learn best in a... linguistic or logical-mathematical

manner." Howard Gardner


When Designing in Online Learning Environment

The more we design the core of our instruction around the needs of the LEARNER;

The more likely we are to design a course where our students are successful.


What Do Learners Say about CMS

LMS Student Survey, Claremont Colleges, May 2007

Freshman 20.27% 76

Sophomore 23.20% 87

Junior 17.33% 65

Senior 16.53% 62

Graduate 21.60% 81

Other (please specify) 1.07% 4

answered question 375


Which of the following course management tools do you use? (select as many as apply)

Announcements 40.80% 153

Assignments 56.00% 210

Blogger 5.07% 19

Chat Room 7.47% 28

Discussion Board 23.47% 88

Dropbox 19.73% 74

Email 18.40% 69

Glossary 0.80% 3

Gradebook/Check Grades 31.20% 117

Image Database 1.33% 5

Podcasts 1.87% 7

Presentation 8.27% 31

Resources (readings, handouts, etc.) 62.93% 236

RSS feeds 1.07% 4

Search This Site 2.40% 9

Schedule/Calendar 23.73% 89

Syllabus 50.67% 190

Tests & Quizzes 16.80% 63

Web Links 11.73% 44

Wiki 9.87% 37



skipped question 0


Which of the following CMS tools do you find most useful in your courses? (Select as many as apply)

Announcements 30.93% 116

Assignments 44.27% 166

Blogger 2.93% 11

Chat Room 2.40% 9

Discussion Board 12.27% 46

Dropbox 12.53% 47

Email 14.67% 55

Glossary 0.80% 3

Gradebook/Check Grades 27.47% 103

Image Database 1.33% 5

Podcasts 1.60% 6

Presentation 8.53% 32

Resources (readings, handouts, etc.) 55.73% 209

RSS feeds 1.60% 6

Search This Site 2.67% 10

Schedule/Calendar 21.07% 79

Syllabus 35.73% 134

Tests & Quizzes 11.20% 42

Web Links 6.13% 23

Wiki 5.33% 20



skipped question 0


I prefer courses that use a course management system to organize course materials and communications:

Strongly Agree 9.60% 36

Agree 46.67% 175

Disagree 21.07% 79

Strongly Disagree 9.60% 36

Not applicable 13.07% 49



What are some benefits of courses that use CMS?

central location for all information for a course I have everything available to me so I can't lose papers,

etc being able to lessen the amount of emails profs get

being able to have out of class discussion having your syllabi online

You can see your peers' comments on assignments. Students can access needed materials on their own time

and at their convenience easy access and organization of course resources such

as readings, presentations made in class and syllabus. Ability to continue class discussion outside of class,

connect with other students.


What are some drawbacks of courses that

use CMS?

navigation in Sakai can be clunky, e.g. having to click "back to list" instead of the browser's back button

Sakai is ridiculously hard to manage and the online html interface is very hard to use. It is slow and is non intuitive. An ambitious professor can achieve the same results as sakai just from useing an organized system of folders on a remote folder. The network folder interface does not work that well with Mac OS X and often has hang ups and wont connect. Sakai is like looking through a window into the world and it bottlenecks the workflow of courses. Teachers don't know how to use it, students don't know how to use it, which makes for horrible times.

Sakai is poorly organized, so it's difficult to find what I want. I think there are too many categories, because homework assignments could be in assignments, gradebook, or resources, and classes aren't consistent on which section is used for what.

sakai is awful to navigate, actually makes webct look good (and i thought i hated webct)

Many of the instructors are not proficient enough with how to operate the systems, and often make mistakes/are inconsistent in their postings.


If you could change one feature in CMS, what would that be? Why?

standardize one for all the classes so we don't have to learn six different programs. pick the best one and stick to it, then people will slowly become more proficient instead of just hating the course.

either make all professors use it, or none. at least as far a posting syllabi, and course readings etc. maybe not intensively, but all classes should have the basic stuff on sakai.

Sakai has got to be one of the most poorly designed interfaces. Menus are not intuitive. Navigation is difficult.

I would improve the graphical interface to make it more intuitive. I would use a more advanced system so that pages do not have to reload to so often.

Get a new one. Sakai is horrible, hard to navigate, and frustrating. It would be incredibly straightforward and easy to use. easier navigation through levels of folders and materials- its also

confusing to add classes, etc. Student-oriented over instructor-oriented nature of the CMS.


Please provide any additional comments that you would like to share about using course management

systems:

Schools' emphasis on these programs encourages a bias against traditional professors who are talented with teaching but not skilled with technology.

I wish my professors utilized the CMS more. Especially if they were to publish your grades, that way I could be sure that my professor and I are on the same page. I also really like the discussion board feature and wish that students and professors used it more.

I teach courses using BlackBoard and have found it to be infinitely better than Sakai. I don't use WebCT, but I've heard it's also better than Sakai. Digging a dirt hole and throwing a letter into it would be better than Sakai.

It takes way too many clicks to get to a page in Sakai. If you could directly access a page, with just a login between, it would be great. But you have to go to Sakai, then login, then find your course and then find the homework page every single time. It's annoying. I'd much rather just have the homework page bookmarked like my classes that don't use CMS allow.

What does a high quality online course look like?

1. Making online courses student-centered, not technology centered

2. Apply Glasser’s theories

3. Understand Gardner’s theories of multiple intelligences'

4. Apply Instructional Design principals


Online Learning Environment

Online Learning Environment Rubrics Instructional Design Principles

Instructional Design and Delivery Techniques Learning objectives and learning activities Assessments Promote interaction in the learning community Faculty Use of Student Feedback

Online Organization and Design Course navigability and organization Written materials Universal accessibility Aesthetic design

Analysis of Technology / Tool Use in Your Class


Is It Possible in Sakai?

Eye Anatomy - Lesson Builder - SoftChalk Online Course – US History 101


Is It Possible in Sakai

Your Turn Group discussion

A copy of the Online Learning Environment Rubrics will be provided to each group. Please discuss in groups and check the ones that professors/instructional designers can accomplish in Sakai

Present filled checklist/rubrics to the audience at the end of the discussion

Let’s continue discussion on line

.


Is It Possible in Sakai

Questions?

Contact information [email protected] [email protected]


Howard Gardner: Theory of Multiple Intelligences

7 Kinds of Smart - by James Collins Adult Multiple Intelligences project (AMI) - Project Zero Different Ways of Learning - Judith C. Reiff Different Ways of Learning : a nice list of "what to do" for parents Education World: Multiple Intelligences -- A Theory for Everyone

from Education World Eric Digest: Gardner's Multiple Intelligences Gardner - Overview - Daniel B. Stockstill Gardner - Summary - by Carla Lane Multimedia & Multiple Intelligences - by Shirley Veenema and

Howard Gardner Multiple Intelligences - About.com Multiple Intelligences - metasite Multiple Intelligences: Gardner's Theory - by Amy C. Brualdi New Dimensions of Learning: Exploring Multiple Intelligences -

sponsored by New Dimensions of Learning


References

Howard Gardner Web Site http://www.howardgardner.com/MI/mi.html howard gardner, multiple intelligences and education

http://www.infed.org/thinkers/gardner.htm People remember 10%, 20%...Oh Really?

http://www.willatworklearning.com/2006/05/people_remember.html William Glasser http://www.everything2.com/index.pl?node_id=1222239 Articles on Brain based Education

http://www.brains.org/classroom_management.htm Bernice McCarthy, The 4-MAT System: Teaching to Learning Styles with

Right/Left Mode Techniques. David Kolb, Experiential Learning: Experience as the Source of Learning

and Development. Carl Jung, Psychological Types. Gordon Lawrence, People Types and Tiger Stripes: A Practical Guide to

Learning Styles.

CLAREMONT McKENNA COLLEGECLAREMONT GRADUATE UNIVERSITY “ A Fact is not what is: a fact for any person is what he believes is so.” Arthur Combs.

Documents

kierkegaard slide

david skyrme slide

new information

century perelman slide

arthur combs slide

henry david thoreau

knowledge asset

types of knowledge