August 21 2013 1 Principles and Practices that Work: Focusing Learning, Framing Content and Working Collaboratively Judith V. Boettcher, Ph.D. Designing for Learning University of Florida judith@designingforlearnin g.org San Antonio College/Alamo Colleges Fall Convocation – August 21 2013 A Bit of Theory Practice Passion
49
Embed
Designing learning; Focusing learning; Framing content; Collaborating for Feeling by Judith V. Boettcher
Presentation for faculty convocation on August 21 2013 at San Antonio College/ Alamo Colleges. Four topics: (1) Principles and practices for designing course experiences (2) Strategies for customizing learning for engaging learners (Tip 74); (3) A Syllabus to Jumpstart Learning (Tip 94) and (4) Building connections between learners to integrate a feeling dimension to your course (Tip 92)
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
August 21 2013 1
Principles and Practices that Work: Focusing Learning, Framing Content
All the world’s a stage… and learning happens on it.
August 21 2013 11
GOING DEEPER: LEARNER, MENTOR, KNOWLEDGE AND ENVIRONMENT
Core Learning Principles Two through Five (2-5)
August 21 2013 12CLP Learner
LEARNERS BRING THEIR OWN PERSONALIZED MENTAL MODELS, SKILLS AND ATTITUDES TO LEARNING EXPERIENCES - ALSO OWN INTERESTS AND GOALS
Core Learning Principle 2
August 21 2013 13
What are your learners’ baselines? Where are they coming from? Where do they want to go?
VERY IMPORTANT DISTINCTION
In course design, we design for the probable, expected learner; in course delivery, we flex the design to the specific, particular learners within a course.
August 21 2013 14
Customize… Customize... Customize…
“I didn’t know that anyone cared.”
15
FACULTY ARE THE DIRECTORS OF THE LEARNING EXPERIENCES AND MENTORS OF THE INDIVIDUAL LEARNERS
Core Learning Principle 3
August 21 2013 Faculty functions
Roles and Responsibilities of Mentors/Faculty
• Designing and structuring the course experiences • Ensure congruence of learning outcomes with
evidence gathering assignments with activities
• Directing and supporting learners through the instructional activities and experiences• Absolutely!
• Assessing student learning outcomes • Use robots (automated systems) and rubrics to
organize evidence• Integrate and leverage peer and expert
reviews16August 21 2013
Learning outcomes
Assignments Activities
“Sets of Evidence”
17
ALL LEARNERS DO NOT NEED TO LEARN ALL COURSE CONTENT /KNOWLEDGE; ALL LEARNERS DO NEED TO LEARN THE CORE CONCEPTS
Core Learning Principle 4
August 21 2013
What are the core concepts of your course?
Core Concepts and PrinciplesCore Concepts and Principles
Applying Core Concepts
Problem Analysis and Solving
Four Layers of Content
Customized and Personalized18August 21 2013
EVERY LEARNING EXPERIENCE OCCURS WITHIN A CONTEXT OR AN ENVIRONMENT IN WHICH THE LEARNER INTERACTS WITH THE KNOWLEDGE, CONTENT OR PROBLEM
Core Learning Principle 5
August 21 2013 19Context Examples
20
Core Learning Principle 5 - Environment• Design for the when, where, with whom and
with what resources…• All of these elements make up the
environment within which learning occurs
August 21 2013
August 21 2013 21
A Bit of Theory
Practice Passion
22August 21 2013
Where did the Best Practices Come From?
Community of Inquiry model Social, Teaching and Cognitive Presence
Garrison, Anderson, Archer, Swan, others
Community of learners Idea of a University
John Henry Newman
Research on dialogue and communication Discussion as a way of teaching
Brookfield and Preskill
Instructional design and learning theory How People Learn reportsBransford, Brown and Cocking
Getting to Know Learners’ ZPDs – Two Discussion Forums – Week 1
August 21 2013
• Discussion Forum #1- Social Presence For getting acquainted as people…
introductions, pictures • Discussion Forum #2 – Cognitive
Presence For setting goals, purposes, customizing
at least one or two learning outcomes. This sets the stage for customizing activities and assignments.
Each brain is its own world… (Adapted Mexican Proverb)
Three Customizing Design Practices
27
1. Design for core, structured choice and
optional learning experiences
2. Design in flexibility and choice — in roles,
collaborations, “evidences” of learning
3. Design in sharing choice activities to develop a body of
experience and expertise in the
community
Content Input
SharingCreating Output
August 21 2013
28
Developing Explicit and Personal Learning Goals
• Setting a purpose begins to prepare the head, the brain, tap into your learners’ existing knowledge structures • A quick way to get a sense of your students’ readiness for the
content, their zones of proximal development, ala Vygotsky and zone of proximal development
• Begins to build connections, relationships with what learners already know
• Helps learners get ready to answer the question, “What is my next step?” (David Allen, getting things done (GTD), stress-free productivity)
• Provides an intro to what might might be an overwhelming new topic for learners, makes it “do-able”
August 21 2013
Why this makes sense for learning…
29
Getting to Know Your Learners’ ZPDs?
• Listen to what they think • Get them talking and writing about what they know, think
they know, might know • What evidence or data supports that "knowing?”
• Ask questions• Find their point of knowledge, find their weeds, plants,
nodes on which to grow, extend their knowing…
• Have them “do” things — evaluate and create• Work through processes to find solutions• Adopt different perspectives
• Integrate activities for developing metacognitive skills • Ask them to plan their next steps on making the
knowledge useful to them August 21 2013
Bloopers
When learners are ready they
want to ”do it themselves”
Concept Area 3
Creating a syllabus that helps students learn
August 21 2013 30
Create a course framework into which the content topics and
activities and assignments logically fit
31
Tip 94 – Goals of a Great Syllabus
August 21 2013
• Launch the series of learning experiences • Make your syllabus an exciting entry point
into your course. • Think movie trailer• Think a brochure of coming events…• Give a birds-eye view of the course• Answer the questions
• “What is the course all about?” “What will I learn how to do?”
“ Where is all the information on our assignments? Our readings? Oh, in the
“I don’t know what I think until I write it down.”
Attributed to Norman Mailer and also to
Novelist and essayist Joan Didion
The Year of Magical Thinking
August 21 2013 42
43
More Simple Collaboration Strategies
August 21 2013
Strategy #2 – Use “casual grouping” (Fink, 2004) This means informal chats, sharing, and simply gathering to process and talk about the course ideas, events, questions, cases, problems
Strategy #3 — Think buddy system, coffee mtgs, study groups. Purpose is to have students use their voices, fingers, hands…
Strategy #4 — Peer review for writing tasks to broaden audience: before, during, final; collaborative work on a wiki or blog.
44August 21 2013
• Discovering and developing colleagues • Building a life-long network and support system• Hearing your own voice and the voices of
others…and the perspectives shared with those voices adds an often missing dimension
• Clarify your own thinking; process and think through course content ideas and questions, to explain to others what you think..
• Adds feelings and emotion to the thinking…
Why is collaborating in small groups good for learning?
Do you have a success story?
Designing Learning for
the “SIRI” Generation
We probably want to design learning experiences where learners are “apprenticed” to experts and can engage in "doing" within a cognitively rich and stimulating environment matched to their zone of proximal development.
August 21 2013 45
It may be that simple and that difficult.What are the future skills that we all need?
http://news.cnet.com/8301-17938_105-57388877-1/what-does-siri-look-like-see-for-yourself/SIRI Contest Winners: Omniscient SIRI by SaGaDesign; Siri bust by Edrice: Siri by Eddie Adolf – Upper right; Lower left, by SIRI herself.
46
Wrapping up
In course design, we design for the probable, expected learner; in course delivery, we flex, we customize to the specific, particular learners within a course.
“I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
August 21 2013
47
ACTIONS
1. Take a fresh look at your course design and your syllabus…
2. Use the checklists on principles and practices
3. Choose one activity to do more Customizing Sharing Content framing
4. Email me if you have a question…
August 21 2013
Thanks, Thoughts, Questions
August 21 201348
Judith V. Boettcher, Ph.D.Author, Consultant, Faculty Coach