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KNOWLEDGE-PULL EDUCATION: STRATEGIES
TO PROMOTE STUDENT RETENTION IN
E-LEARNING ENVIRONMENTS
Kathleen Deery, Ph.D.
Christo...
INFORMATION IS FREE
So, why do students attend an institution of
higher learning?
• For the credential
• To secure better ...
LEARNING PROCESSES ARE THE SAME…
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
…BUT LEARNING SYSTEMS ARE EVOLVING
SO WE NEED TO THINK ABOUT THEM DIFFERENTLY
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
HOW DOES THIS
IMPACT STUDENT
RETENTION?
We’re pushing
when we need to
pull
Push
• The creation of goods and
services in anticipation of
consumer needs
Pull
• Consumer-driven ‘made
to order’ goods a...
“PUSH” BUSINESS MODEL
Product
Supply &
Demand
Consumer
KNOWLEDGE “PULL” EDUCATION MODEL
Product
Stakeholder
Input
Emerging
Technologies
Learner-
Guided
Preferences
E-LEARNING AND PEDAGOGY
• Adaptivity:
– Modification of materials under pre-defined rules
– Passive ‘reactor’ to learning ...
E-LEARNING AND PEDAGOGY
• Adaptability:
– Personalized learning experience while meeting
established learning outcomes
– A...
PULL EDUCATION…..
• Facilitates creativity
• Promotes individuality
• Encourages guided mentorship
• Supports portability ...
BUT IT IS HINDERED BY….
• Course management tools
• Reluctance to shift assessment methods
• Failure to accommodate on-dem...
SERVING TWO MASTERS
• Response to External Evaluation
• Educator Control vs. Learner-Driven
Preferences
STRATEGIES TO PROMOTE LEARNER
RETENTION
• Peer-guided Problem
Solving
• Communication Skill-
building
• Collaborative
CompetitionSocial
Learning
Appreciative
Inqu...
USING CLOUD-BASED DISTRIBUTED LEARNING
• On-demand
problem solving
• Encourage broad
use of resources
– Integration of
tec...
USE PORTABLE LEARNING OBJECTS
• Case Study
• Discussion Board
• Reflective Journal
• Blog
• Wiki
• Tangible Products
WHO IS IN CHARGE OF LEARNING?
Learner
Educator
Business
& Industry
Techies
External
Evaluators
In Summary….
HERE’S WHAT WE WANT YOU TO REMEMBER:
1. Knowledge builds in a cumulative manner
HERE’S WHAT WE WANT YOU TO REMEMBER:
2. Education is a commodity –the delivery format
will vary
HERE’S WHAT WE WANT YOU TO REMEMBER:
3. Listen first; then act
http://www.youtube.com/watch?v=dGCJ46vyR9o
HERE’S WHAT WE WANT YOU TO REMEMBER:
3. Listen first; then act.
the questions
“...
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KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS

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Presentation at the European Distance Education and E-Learning Network (EDEN) Annual Conference, Dublin, Ireland in June 2011. Co-presenter: Christopher Smith, University of Wisconsin-Stout.

Published in: Education, Technology
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  • from traditional forms of assessment to evidence-based outcomesProcess, product
  • Portfolio, Blueprint, Report, Scale Model, etc.
  • http://www.youtube.com/watch?v=dGCJ46vyR9o
  • Transcript of "KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS"

    1. 1. KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS Kathleen Deery, Ph.D. Christopher Smith University of Wisconsin-Stout, USA
    2. 2. INFORMATION IS FREE So, why do students attend an institution of higher learning? • For the credential • To secure better employment • To meet external expectations (from family, peers & society at large)
    3. 3. LEARNING PROCESSES ARE THE SAME… Creating Evaluating Analyzing Applying Understanding Remembering
    4. 4. …BUT LEARNING SYSTEMS ARE EVOLVING
    5. 5. SO WE NEED TO THINK ABOUT THEM DIFFERENTLY Creating Evaluating Analyzing Applying Understanding Remembering
    6. 6. HOW DOES THIS IMPACT STUDENT RETENTION? We’re pushing when we need to pull
    7. 7. Push • The creation of goods and services in anticipation of consumer needs Pull • Consumer-driven ‘made to order’ goods and services
    8. 8. “PUSH” BUSINESS MODEL Product Supply & Demand Consumer
    9. 9. KNOWLEDGE “PULL” EDUCATION MODEL Product Stakeholder Input Emerging Technologies Learner- Guided Preferences
    10. 10. E-LEARNING AND PEDAGOGY • Adaptivity: – Modification of materials under pre-defined rules – Passive ‘reactor’ to learning objectives
    11. 11. E-LEARNING AND PEDAGOGY • Adaptability: – Personalized learning experience while meeting established learning outcomes – Active ‘leader’ in self-determined process
    12. 12. PULL EDUCATION….. • Facilitates creativity • Promotes individuality • Encourages guided mentorship • Supports portability of learning • Opens the door to serendipity
    13. 13. BUT IT IS HINDERED BY…. • Course management tools • Reluctance to shift assessment methods • Failure to accommodate on-demand learning • Need for continual data analysis • Conflicts between open source & intellectual property
    14. 14. SERVING TWO MASTERS • Response to External Evaluation • Educator Control vs. Learner-Driven Preferences
    15. 15. STRATEGIES TO PROMOTE LEARNER RETENTION
    16. 16. • Peer-guided Problem Solving • Communication Skill- building • Collaborative CompetitionSocial Learning Appreciative Inquiry Cross- Functional Team Building Supports Diverse Learning Styles CREATING COMMUNITIES OF PRACTICE
    17. 17. USING CLOUD-BASED DISTRIBUTED LEARNING • On-demand problem solving • Encourage broad use of resources – Integration of technology & text
    18. 18. USE PORTABLE LEARNING OBJECTS • Case Study • Discussion Board • Reflective Journal • Blog • Wiki • Tangible Products
    19. 19. WHO IS IN CHARGE OF LEARNING? Learner Educator Business & Industry Techies External Evaluators
    20. 20. In Summary….
    21. 21. HERE’S WHAT WE WANT YOU TO REMEMBER: 1. Knowledge builds in a cumulative manner
    22. 22. HERE’S WHAT WE WANT YOU TO REMEMBER: 2. Education is a commodity –the delivery format will vary
    23. 23. HERE’S WHAT WE WANT YOU TO REMEMBER: 3. Listen first; then act
    24. 24. http://www.youtube.com/watch?v=dGCJ46vyR9o HERE’S WHAT WE WANT YOU TO REMEMBER: 3. Listen first; then act. the questions “Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ‘subjects,’ ‘disciplines,’ and ‘courses.’ “Why Do I Have to Learn This? I’m Never Going to Use It!”
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