Designing learning; Focusing learning; Framing content; Collaborating for Feeling by Judith V. Boettcher
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Designing learning; Focusing learning; Framing content; Collaborating for Feeling by Judith V. Boettcher

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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 ...

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)

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Designing learning; Focusing learning; Framing content; Collaborating for Feeling by Judith V. Boettcher  Designing learning; Focusing learning; Framing content; Collaborating for Feeling by Judith V. Boettcher Presentation Transcript

  • 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@designingforlearning.org San Antonio College/Alamo Colleges Fall Convocation – August 21 2013 A Bit of Theory Practice Passion
  • August 21 2013 2 Social Presence… Sharing who we are
  • 3 A Quick Story…Changes in Learning August 21 2013 MOOC s Flipping the classroom ―My Teacher is an App‖ Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imaging www.humanconnectomeproject.org Omniscient SIRI by SaGaDesign
  • 4August 21 2013 ―I just asked SIRI…‖ What is our role as teachers? What skills, what expertise do our students need and want?
  • FREQUENTLY-ASKED QUESTIONS – IS YOURS HERE? What is different about preparing for an online course? But wait, without lecturing, how will I share, convey my expertise? How do I give tests, gather evidence of learning? How do I know if they understand? How do I get to know my students if I never see them? Are there any secrets or shortcuts for being a great online teacher? How can I get my students to do the coursework, to read, to participate in the discussion forums? Do I really need to be on my course site every day? What if my students aren’t ready for learning online? 5August 21 2013
  • 6 Focus - Enthusiastic & Sociable Beginnings August 21 2013 Principles and practices for designing your course experiences Creating a syllabus that helps students learn Build connections between learners to integrate a dimension to your course Strategies for customizing learning for engaging learners
  • Inspirations for Ten Learning Principles 7 Zone of Proximal Development Lev Vygotsky Experiential personalized learning John Dewey Jerome Bruner Daniel Schacter Memory John Seely Brown Cognitive apprenticeship Constructivism and active learning www.innovateonline.info/pdf/vol3_issue3/Ten_Core_Principles_for_Designing_Effective_ Learning_Environments-__Insights_from_Brain_Research_and_Pedagogical_Theory.pdf August 21 2013
  • Ten Core Learning Principles (p. 20) 8August 21 2013
  • Concept Area 1 Principles and Practices for Designing Your Course Experiences August 21 2013 9 Learning Experiences Framework Do.. Experience…
  • EVERY STRUCTURED LEARNING EXPERIENCE HAS FOUR ELEMENTS WITH THE LEARNER AT THE CENTER Core Learning Principle 1 August 21 2013 10 LEFramework stage Simplifying a complex process…. only four elements of design
  • Learning Experiences Framework • Learner • Mentor-Director • Knowledge-Content- Problem • Environment-Context Inspired by Lev Vygotsky… 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.‖
  • FACULTY ARE THE DIRECTORS OF THE LEARNING EXPERIENCES AND MENTORS OF THE INDIVIDUAL LEARNERS Core Learning Principle 3 August 21 2013 15Faculty 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 reviews 16August 21 2013 Learning outcomes Assignments Activities ―Sets of Evidence‖
  • 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 17 What are the core concepts of your course?
  • Core Concepts and Principles Core Concepts and Principles Applying Core Concepts Problem Analysis and Solving Four Layers of Content Customized and Personalized 18August 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 19 Context Examples
  • 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 20
  • August 21 2013 21 A Bit of Theory Passion
  • August 21 2013 22 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 reports Bransford, Brown and Cocking Maryellen Weimer Learner-centered Teaching… www.designingforlearning.info/services/writing/ecoach/tenbest.html
  • Ten Best Practices (p. 37) 23August 21 2013
  • Concept Area 2 Strategies for Customizing for Engaging Learners August 21 2013 24 Purposeful Beginnings – Ask learners — ―How do you want to be different?‖
  • Tip 73 – Developing Explicit and Personal Learning Goals August 21 2013 25 ―When I finish this course, this is how I want to be different…This is how I want my time and effort to make a difference in my life. ― www.designingforlearning.info/services/writing/ecoach/tips/tip73.html
  • Getting to Know Learners’ ZPDs – Two Discussion Forums – Week 1 August 21 2013 26 • 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 August 21 2013
  • 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 28 Why this makes sense for learning…
  • 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 themAugust 21 2013 29 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
  • Tip 94 – Goals of a Great Syllabus August 21 2013 31 • 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 syllabus, where is that again? ―
  • US History - Tona Hangen (1) August 21 2013 32 http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
  • US History Syllabus Tona Hangen (2) August 21 2013 33 http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
  • US History Syllabus Tona Hangen (3) August 21 2013 34 http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf ―It is entirely possible to do well in the class without being transformed by your newfound historical knowledge, but it would be a darn shame.‖ Tona Hangen 2011
  • August 21 2013 35
  • Tools for Creating Syllabi that Jumpstart Learning… August 21 2013 36 Strategy #1 – Create a graphic that ―frames‖ the course content, sets boundaries, provides ―birds-eye view‖ Strategy #2 – Use pictures, use people, suggest, hint at stories and cases, unanswered questions Strategy #3 – ―Talk‖ to your students as if you were right there with them… get them excited, share your enthusiasm with your expertise www.designingforlearning.info/services/writing/ecoach/tips/tip94.html
  • Creating a Syllabus That Jumpstarts Learning • Well, yes… it is, but it is worth it • Similar to writing out a lecture, creating a script, preparing a presentation • Creating a concept map /graphic overview requires deep processing of your course content • A concept map helps them create lasting ―worlds of content‖ in their knowledge structures • Ask yourself, ―How can I create/share a sense of purpose, clarity, excitement? ― • One great benefit of concept maps – you make patterns, relationships explicit that help to chunk content and develop skill in the discipline • How would I do this? Start small… 37 This looks like a lot of work… What might a first step for you be? August 21 2013
  • Discussion – Refreshing Your Syllabus • What one change might you make in your next term? August 21 2013 38 • Do you need help? Time? A friend? A tool? A camera?
  • Concept Area 4 Build connections between learners to integrate a dimension to your course August 21 2013 39 Emotion sharpens memories
  • All Learners … • Are most engaged when their learning experiences enable them to experience feelings of autonomy, competence, and relatedness (Hayles, 2008) • Enjoy being a part of the generation and analysis of shared, spontaneous content. August 21 2013 40 Learners instinctively embrace learning experiences that challenge & stimulate
  • Tip 92 Collaborating with Groups of Two, Three or More August 21 2013 41 ―I really liked working with Jacob. When I had to explain my idea out loud, it finally became clear to me.― Example: Design an activity in the first two weeks for a group of two. • Simple group work, sharing, explaining, brainstorming • Independent work as the primary assessment point ―What do you think of my idea, project?‖ www.designingforlearning.info/services/writing/ecoach/tips/tip92.html
  • ―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
  • More Simple Collaboration Strategies August 21 2013 43 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.
  • August 21 2013 44 • 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.
  • Wrapping up 46 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
  • ACTIONS 47 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 2013 48 Judith V. Boettcher, Ph.D. Author, Consultant, Faculty Coach Designing for Learning judith@designingforlearning.org jboettcher@comcast.net www.designingforlearning.info
  • Judith V Boettcher Author, Consultant, Speaker Designing for Learning University of Florida judith@designingforlearning.org jboettcher@comcast.net www.designingforlearning.info The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips August 21 2013 49 by Judith V. Boettcher and Rita-Marie Conrad