This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
A report on Technologies for Learning. This includes Learning Centers, Programmed Instruction,Programmed Tutoring, Programmed Teaching, and Personalized System of Insruction (PSI).
A report on Technologies for Learning. This includes Learning Centers, Programmed Instruction,Programmed Tutoring, Programmed Teaching, and Personalized System of Insruction (PSI).
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Presentation at the HEA-funded workshop 'Activity or action? Theory and evidence to support the use of active learning pedagogies in Business Management'.
Based on a consideration of the constructivist underpinnings of Active Learning (AL) pedagogies and evidence from tutors who have incorporated group projects, business simulations and Problem-Based-Learning (PBL) into their courses, this workshop will support the notion that Active Learning pedagogies provide a radical and effective departure from traditional approaches.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1iCpOd3
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Presentation at the HEA-funded workshop 'Activity or action? Theory and evidence to support the use of active learning pedagogies in Business Management'.
Based on a consideration of the constructivist underpinnings of Active Learning (AL) pedagogies and evidence from tutors who have incorporated group projects, business simulations and Problem-Based-Learning (PBL) into their courses, this workshop will support the notion that Active Learning pedagogies provide a radical and effective departure from traditional approaches.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1iCpOd3
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Progressive Education (John Dewey)
Humanist Psychology (Carl Rogers)
Constructivism
While all important and useful theories, we may
decide that this really isn‟t what we need to
focus on.
3. Does O‟Banion‟s vision of a
learning college, really fit under
the more general theory of a
learning organization?
4. Organizations where people continually expand
their capacity to create the results they truly
desire, where new and expansive patterns of
thinking are nurtured, where collective
aspiration is set free, and where people are
continually learning to learn together.
- Peter Senge
The Fifth Discipline
5. The five disciplines represent approaches for
developing three core learning capabilities:
fostering aspiration
developing reflective conversation
and understanding complexity
6. 1. Personal mastery is a discipline of continually clarifying and
deepening our personal vision, of focusing our energies, of
developing patience, and of seeing reality objectively.
2. Mental models are deeply ingrained assumptions, generalizations, or
even pictures of images that influence how we understand the world
and how we take action.
3. Building shared vision a practice of unearthing shared pictures of the
future that foster genuine commitment and enrollment rather than
compliance.
4. Team learning starts with dialogue, the capacity of members of a team
to suspend assumptions and enter into genuine thinking together.
5. Systems thinking - The Fifth Discipline that integrates the other 4.
(The process of understanding how things influence one another
within a whole.)
7. Nothing will change, no matter how fascinated
you are by a new idea, unless you create some
kind of a learning process. A learning process
is a process that occurs over time whereby
people‟s beliefs, ways of seeing the world, and
ultimately their skills and capabilities change.
- Peter Senge
8. changes the dynamics of student-faculty
interaction to optimize students‟ learning
focuses on what is learned rather than on
what is taught
utilizes technology to create opportunities for
student learning
utilizes student peer interaction (collaborative
learning).
9. LCE typically creates more active learning
venues for students beyond the standard
lecture and discussion method.
The larger goal of learner-centered education
is to improve learning and increase student
success.
10. The learning college creates substantive change in individual learners.
The learning college engages learners as full partners in the learning
process, with learners assuming primary responsibility for their own
choices.
The learning college creates and offers as many options for learning as
possible.
The learning college assists learners to form and participate in
collaborative learning activities.
The learning college defines the roles of learning facilitators by the
needs of the learners.
The learning college and its learning facilitators succeed only when
improved and expanded learning can be documented for its learners.
11. At its best, formal schooling is every society‟s
attempt to provide a powerful environment that can
create substantive change in individuals. But formal
schooling is no longer at its best. In the learning
college, this first principle must form the
framework for all other activities. The learners and
the learning facilitators in the learning college must
be aware of the awesome power that can be
released when learning works well. Learning in the
learning college will not be business as usual.
Powerful processes will be at work; substantive
change will be expected. Learners will be exploring
and experimenting with new and expanded
versions of what they can become. (Page 49)
12. Objective
Explore ways that we can individualize instruction, make it more meaningful to each student, and
encourage students to become more engaged and take responsibility for their own learning.
Reading/Video Resources
◦ Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding
and Meaning by Students
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm
◦ Creating Learning Centered Classrooms. What Does Learning Theory Have To Say?
http://www.ericdigests.org/1999-2/theory.htm
◦ 7 things you should know about… Personal Learning Environments
◦ Developing Personal Learning Networks for Open and Social Learning
Suggested Topics of Discussion
◦ an exploration of how learning can be individualized
◦ differentiated and/or personalized learning
◦ how can we make students more responsible for their own learning
◦ How we change the learning climate on our campus
◦ Personal Learning Environments and Personal Learning Networks
O‟banion writes, “There will be many options for learners to engage the learning college, including
self-guided print and video modules, group-based activities—face-to-face or through the Internet—
classes and laboratories “on-campus,” and individual consultations with a variety of specialists.”
13. Objective
Become aware of what active learning is and learn from peers how they are using active learning
methods in their own classes.
Reading/Video Resources
◦ Active Learning http://www.cat.ilstu.edu/additional/tips/newActive.php
◦ What Makes Lectures „Unmissable‟? Insights into Teaching Excellence and Active Learning
◦ What is Meant by "Active Learning?'
◦ The Promise of Open Educational Resources
Examples of Open Content and Open Educational Resources (OER)
◦ Flat World Knowledge - http://www.flatworldknowledge.com
◦ Connexions - http://cnx.org
◦ Community College Consortium for Open Educational Resources
◦ The Community College Open Textbook Collaborative - http://www.collegeopentextbooks.org
◦ Merlot - http://www.merlot.org
◦ MIT Open Courseware Initiative - http://ocw.mit.edu
Suggested Topics of Discussion
◦ Presentations by faculty members on how they are using active learning methods in their own
classrooms.
◦ Open Educational Resources (OER), Open Content, and Learning Object Repositories
O‟Banion writes, “When faculty are no longer role-bound to provide all of these learning options
directly themselves, the learning college will be free to secure learning materials from whatever
sources are available.”
14. Objective
How to develop, locate, or join on-ground and online professional learning communities
for students, faculty and staff.
Reading/Video Resources
◦ Seven Habits of Highly Connected People - http://www.downes.ca/post/44261
◦ New Learning Environments for the 21st Century: Exploring the Edge
◦ Communities of Practice: A Brief Introduction
◦ ERIC Review: Learning Communities at the Community College.
Suggested Topics of Discussion
◦ Building professional communities of practice (Wenger)
◦ Creating campus environments that promote student interaction, engagement and
collaboration.
◦ Ideas for campus events that create a more scholarly feel for students and the
community could also be solicited here.
◦ A unit on how to effectively use networking technologies to join online learning
communities can also be introduced.
15. Objective
Explore some of the roles within a learning-centered college.
Reading/Video Resources
◦ Learning-Centered Leadership: A Conceptual Foundation
http://www.peabody.vanderbilt.edu/Documents/pdf/LSI/VALED_Conc
eptual.pdf
◦ Figure 3.2 on page 58 in O‟Banion‟s “A Learning College for the 21st
Century.”
Suggested Topics of Discussion
◦ Learning-centered leadership behaviors for formal and informal
leaders.
◦ A discussion on potential learning-centered roles and behaviors of
faculty and staff. O‟Banion‟s list of roles in figure 3-2 might be used
as a starting point. Expand on this list and identify who within the
organization might be able to fulfill some of them.
◦ Roles within Senge‟s learning organization
16. Objective
To explore assessment methods that shift the focus from instruction to
learning and focus on authentic, real world tasks.
Reading/Video Resources
◦ Work with assessment coordinator
Suggested Topics of Discussion
◦ Learning-centered assessment techniques
◦ portfolios
◦ authentic assessment methods.
◦ Formative vs. summative assessment
17. This doesn‟t have to be a buzzword or
meaningless activity that we engage in once a
month.
We can set out to collaboratively improve the
learning environment on our campus.