After this session, collect your groups ’ answers (flipcharts, etc.)
Assign members to type & upload your answers to the yahoo group’s “Participants’ Workshop Outputs”.
Homework: Fill out your own Personal Learning Contract (p. 26) & submit online . There is a template in the yahoo group. Upload to your own folder.
Date Signature Name in Print In the unlikely event that there will be a problem, I will… I will implement my personal and regional action plans back home. I will prepare simple and doable personal & regional action plans. I will reflect on & review what I have learned in this course & creatively pply them to my context back home. I will help others by listening to them & offer constructive responses. I will be responsible for my own learning. I will actively par5ticipate. To make the learning experience positive, I will not … I will REQUEST the resource persons to To make the learning experience positive, I will I will make sure that the learning process will be I will request the adult escorts/leaders to I will request the youth participants to I expect the course content to I expect myself to I pledge do my best to make this interfaith dialogue a success.
I know that the objectives of this program are
I know that there are three program goals, namely: 1. 2. I know that in this program I will learn about Personal Learning Contract
What I Expect of Myself I expect myself to I expect myself to be
What We Expect of Our Peers I expect my peers to I expect my peers to be -No “Superstar” -No “Ping-Pong” -No “Popcorn”
What We Expect of the Learning Process I expect the learning process to I expect the learning process to be
Social Learning Contract: Positive Traits in the Learning Process To To be
Social Learning Contract: Negative Traits in the Learning Process -Don’t be arrogant. -Don’t bully. -Don’t laugh at other people’s posture, wrong spelling, grammar, or pronunciation. Don’t engage in side conversations.
Gagné’s Nine Stages of Effective Learning Templates, project plans, implementation of community projects, follow-on meeting, discussion of best practices and lessons learned Help to make sure that learning is found to be successful 9 Enhance retention and transfer to their context Critical reflection in the form of daily electronic journals; pre-program, mid-term, and post-program essays Help participants to find out if they have mastered the subject 8 Assess learning performance Feedback needs to be immediate and specific from either the facilitator or colleagues Assist the participants in finding out if they have absorbed new learning 7 Provide feedback Participants practice the new knowledge & skills & apply to their own contexts Help participants confirm their understanding 6 Draw out learning performance or practice Give examples Assist in transferring new learning into long-term memory 5 Supply learning guidance Interactive instructional and learning strategies Interactively share new knowledge 4 Present the content in an appropriate way Interactive daily synthesis (ask questions; discussion) Help participants compare new learning with prior learning & to link new learning with prior learning in long-term memory 3 Rouse recollection of prior learning Agenda setting workshops & discussion Set learning expectations 2 Let the participants know the objectives Energizer or action song Start the learning process 1 Get attention Technique Objective Event
Learning Environments (Jonassen & Land, 2001) Ill-structure Well-structure Anthropology, Sociology, Ethnography Psychology Articulation and Reflection Encoding, Retention, Retrieval Socially Negotiated Individually Interpreted Contextualize, Authentic Experiential Abstract, Symbolic Cultural Relativism Dualism, Absolutism Internal Reality External Reality Meaning Making Mastery, Performance Interpretation, Construction Transmission, Acquisition Learner-Centered Learning Environments Instructor-Centered Learning Environments
Elements of Successful Learning 5 Knowledgeable and skillful facilitators Instructional Professionals 4 Reliable Technology 3 Independent, motivated, and open-minded to learn and use technology Learners 2 Appropriate and best design Instructional Strategies 1 Authoritative Content
Overview of the Learning Experience: Steps, Definition, Tasks, and Outputs -Online evaluation & survey questionnaire -Interpretation -Recommendations -Project Report -Return on Investment -Actual Revision -Performance Improvement (social change in the work or community context) -Performance assessment -Concrete & abstract (values & attitudes) -Data recording -Results interpretation -Survey -Revision Determining the adequacy of instruction 5 Evaluation -Comments & feedback -Data -Degrees of buy-in -Training -Pilot Test -Diffusion of innovation (organizational change) Putting the project in the real-world context 4 Implementation and Utilization of Learning Activities -Agenda -Customized Training Manual -Outlines -PowerPoint files -Summaries -Academic essays -Online resources Process -Work with Curriculum Developers -Work with Program Developers -Work with Project Managers Writing and producing the materials 3 Development of Hardcopy and A/V Materials -Measurable objectives -Instructional strategies -Prototype specifications -Expectation Check -Objective Setting -Evaluative Instruments -Instructional Plan Identify Resources Specifying how it is to be learned 2 Design -Learner profile and characteristics -Definition of limitations -Context, issues, needs statement -Instructional and learning content areas -Social Analysis & Situationer -Problem Identification -Needs assessment -Task Analysis Clarifying what needs to be learned 1 Analysis of the Context Concrete Outputs Illustrative Tasks Definition Step
Kirkpatrick’s Four Levels of Evaluation -Online submission of Photo Essay (which is a critical reflection of the implementation of community projects) -After the implementation of a social intervention activity (such as community projects), have a follow-on meeting to find out if the performance (community project implementation) led to social change Get information about the organizational performance as baseline data; pre-test and post-test What impact has your new learning from the training program had on you, your organization, and your community? 4 Results -Online dialogue after the program ends on what occurred in the work or community context After the program ends, assessment in the social or work context Did you, will you, and how would you use what you have learned? 3 Behavior Critical-reflection essay submitted as online journal Daily, diagnostic midterm, and final evaluation at the learning site Did you learn new knowledge, skills, and values taught to you? 2 Learning Online Questionnaire Mid-term and final evaluation at the learning site Are you satisfied with the venue, learning content, instructional strategies, and room temperature? 1 Reaction Manner Place Questions Level
Different Ways of Learning Participants with special needs meet with experts onsite one on one 5 Mentoring Online resources are available: electronic group; electronic blackboard; book; online chat; video clips 4 Performance Support Homework assignments, such as critical reflection in the form of an essay which gives learners to analyze, assess and integrate their new learning 3 Self-Paced Individualized Instruction Learners refer to reading materials or custom-made training manuals on their own at a time convenient to them. 2 Informal Learning Teacher knows best. 1 Leader-Lead Learning
Instructional & Learning Strategies Critical-reflection journals Action Plan Theater Art Guided research Game Brainstorming Q & A Online group Email Music Seminar Movie or video clips Group work Discussion Scavenger hunt Reading Case studies Lecture Hands-on activity
Bloom’s Six Types of Learning Revision added by Anderson & Krathwohl, (Eds.). (2001): A taxonomy for learning, teaching and assessing. NY: Longman. *Creation (replacing synthesis) Compare and contrast the use of critical theory in Western Europe, the U.S. and non-Western societies. Judge the value of the content 6 Evaluation -Re-conceptualize the notion of development, adding the elements of gender and critical theory. -What are your recommendations for the resolution of the conflict in Mindanao? Create new patterns or structures 5 Synthesis -How does gender affect social change? -What are the causes of conflict in Mindanao? Determine the relationships between parts 4 Analysis Having learned about the issues of gender, race, and ethnicity in the U.S. today, how would you characterize these issues in the Mindanao context? Use what has been learned in a different context 3 Application Describe the office of the women’s organization in the Kandahar Village. Show understanding by summarizing or explaining the content 2 Comprehension -What did you do yesterday? -What did you learn yesterday? -Identify the 4 elements of the concept of peace. Recall ideas, facts, methods 1 Knowledge Illustration Elements Type of Learning
Learning Wheel Based on Bloom’s Taxonomy Source: http://www.apa.org/ed/new_blooms.html & http://www.upsidedownschoolroom.com/btaxonomy.shtml
Kolb’s Four Learning Styles -Asking questions, getting answers, giving answers, engage in lively online chat about serious issues of common concern To be fully involved in new experiences 4 Accommodator -Read, analyze, & explain materials with different perspectives & create an original perspective -Engage in a dialogue about a contentious issue Theory development 3 Assimilator Take part in a role play with a specific perspective Intuitive 2 Diverger Develop and defend a perspective Rational & concrete thinking 1 Converger Illustrations Inclinations Learning Style
Learning Perspectives and Objectives: Levels, Types and Depth of Learning
Application outside the learning program
Creation and implementation of a project in your own community and context