Online Experiential Learning

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NU has focused on experiential learning……through co-ops for over a hundred years. We are looking to translate authentic, experiential learning to emerging formats for distance and hybrid delivery.Building on our existing position, we aspire to:•Have the highest quality learning experience and outcomes -via experiential online education and hybrid delivery

•Achieve deep industry engagement across academic programs•Bring advantages to our cities, corporate customers, and students through our global network and sites – acting globally & locally

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• An increasingly crowded online education market targeting professional graduate growth opportunities

• Disciplines and industries are shifting rapidly

• The experiential model is being pursued by competitors

• Pricing is pressured across higher education (including online)

New Competitive Pressures

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• Pedagogically-driven design with enhanced technology and tracking that supports learning outcomes and student success.

• A course development philosophy that emphasizes collaboration and continuity between domain experts and online learning specialists.

• Hybrid formats that leverage “place” and community through NU networks.

• Online delivery that maximizes accessibility, encourages persistence and maximizes student retention of information through engaging content, and motivators intrinsic to the course design.

Our Online Strategy-ies

• Leverage connections to the real-world professional environment Industry experts’ knowledge of how to solve domain-specific problems is captured so that students can replicate, transfer, and apply the same process to new problems

• Use scenario-based problems, based on authentic job- and life-relevant situations

• Provide corrective expert feedback so that students can remedy errors before moving to more complex tasks, and have the opportunity to reflect and engage in critical thinking.

Specific goals of Online Experiential Learning

Instill the students with outcomes that are:

• Usable (Students can achieve significant tasks – accomplishments not just talk)

• Effective (Students are successful in attaining desired effective goals)

• Flexible (Students can achieve performance even under significantly changed circumstances)

• Efficient (Students achieve results with a relatively small expenditure of time and energy)

• Reliable (Student performance remains possible even after a substantial period of time has passed)

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The target is: “Effective Learning” (Reif 2010)

Traditional Online vs. Next Gen• Academic Tech Support• Read, Post, Respond

format• Artisan faculty tech

support / facilitators• Focus on training not

materials development

• Experiential• Cognitive Science • Motivating materials• Scalability /

consistency• Focus on build• Faculty facilitation of

learning (Sage on the Side / Sherpa)

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Taxonomy of Experiential Learning Activities

Experiential Learning Theory

Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.

- Confucius circa 450 BC

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• Education should be based on quality of the experience.

• Experience must meet student goals and needs.

• Experience must be partnered with reflection for long term mental growth.

• Experiential learning gives students freedom to explore and find the learning path that is most suitable for him or her.

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Experiential Learning Theory: John Dewey (1938)

Experiential Learning Theory: Kurt Lewin (1946)

composed of a circle of planning, action and fact-finding about the result of the action”

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Lewin’s plan for ‘action research’

“a spiral series of

steps, ‘each of which is

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Concrete Experience

Reflective Observation

Abstract Conceptualizati

on

Active Experimentation

• Be willing to be actively involved in the experience;

• Be able to reflect on the experience;• Possess and use analytical skills to conceptualize the experience; and

• Be able to apply new ideas gained from the experience.

Experiential Learning Theory: David Kolb (1984)

Knowledge is continuously gained through personal and environmental experiences.

In order to gain genuine knowledge from an experience the learner must:

Four Stages of Online Experiential Learning

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1. Experience (abstract AND concrete)

• Contextual• Participative• Holistic• Interactive• Authentic

2. Reflection3. Abstraction4. Adaptation and Application

•Successes•Failures•Cognitive•Non-cognitive

•Decision making•Problem solving•Interpersonal approach

•Contextual•Participative

•Holistic•Interactive•Authentic

•Making use of adaptation

•Behavioral change•Novel problems Similar situations Adaptati

on &

Application

Experience

Reflection

Abstraction

Experiential Learning Matrix

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Experiential Learning Matrix Data

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Strongest

Weakest

Experiential Learning Matrix Data by Category

Average Score for each experiential element

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         ELEMENT MEAN SCORE   Contextual 3.93   Participative 3.03   Holistic 3.10   Interactive 1.65   Realistic 2.28   Reflective 2.45   Adaptive 1.70

  MEAN 2.59   STANDARD DEVIATION 0.82 

! !

Used Car NegotiationYou are about to negotiate the purchase/sale of an automobile. The seller advertised the car in the local newspaper. Before advertising it, the seller took the care to the local Volkswagon dealer, who has provided the following information:

• 2005 Volkswagon Jetta 2.5 Jetta 2.5 sedan, five-cylinder, automatic transmission, power steering, air conditioning, front-wheel drive, dual air bags, cruise control.

• Mileage: 51,000 miles, radial tires expected to last another 30,000 miles.

• Mechanically perfect except exhaust system, which may or may not last another 10,000 miles (costs $600 to replace).

• Fuel economy: 22mpg city, 30mpg highway, uses regular (87 octane) gasoline.

• No rust; dent on passenger door barely noticeable.• Blue book (2005) values: retail, $13,200; trade-in, $9,250;

private party, $10,250.• Car has been locally owned and driven (one owner).

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Project Management class• Interact with supervisor to ensure

project alignment with professional context throughout course.

• Create a set of recommendations and necessary tools to improve a keyaspect of the business through projectmanagement principles.

• Create a project plan to pilot the execution of the recommended solution(s) in the workplace context

• Implement recommendations in the professional context• Present the results of project implementation in a final

course report

The instructor conducted a “lessons learned” session and students incorporated the suggestions from this review to improve and finalize their integrated plan.  

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Experience:Students gain experience in defining a system and derive mathematical statements to analyze whether a product could be redesigned and marketed as green technology. 20

Energy Systems e-challenge: Designing a ‘Green’ Thermostat

Reflection:Included in the activity is reflection on the decision making process.

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Adaptation: After the decision task is completed, students consider the decision making process and what they may have done differently.

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Application:Students then apply new knowledge

to a subsequent, similar problem.

Industry Integration• Connecting experts at Regional Centers with

faculty in Boston (research and curriculum)• Developing industry connectivity – soliciting

ideas for experiential activities / modules.• Colleges collaborating with employers through

research opportunities and partnerships• Measurable learning outcomes and industry

supported competencies• New program – Game Design – looking beyond the

curriculum – engaging experts to work on specific modules.

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e.g. Game Design

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Individual Colleges connected to Industry

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Director Industry EngagementThe Director will partner with instructional design and curriculum leaders, faculty, and the market research and marketing teams to lead and execute the planning, implementation, and evaluation of new program activities. As part of this work, the Director identifies, fosters, and manages relationships with employers, industry groups, and external subject matter experts to inform the development of curriculum.….collaboratively developed curricula,cooperative education placements, corporate residencies, case studies, and special projects.

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Kevin BellExecutive Director, CurriculumDevelopment & Deployment

Northeastern [email protected] 617-373-6603

Twitter: @kbell14

 RedSox YouTube http://www.youtube.com/watch?v=3pjZ9ydRVd8#t=182

Anne HammerDirector of Online Programs

Northeastern University

[email protected] 617-534-9635

Questions?