Wall casestudy1edu6319
•Download as PPTX, PDF•
1 like•884 views
This document discusses a case study on andragogy and online learning. It provides context on an adult student in a master's program and focuses on adult learning theory and online learning. It outlines key aspects of andragogy, including that adult learners are self-directed, have life experiences to contribute to learning, and are intentional and performance-centered. It also discusses the growth of online learning and how its flexibility meets the needs of adult learners seeking education and career advancement. The case study aims to determine which features of online learning support or neglect the needs of adult learners, with attention to self-directed learning, motivation, and instructional design.
Report
Share
Report
Share
Recommended
Learning principles & theories
The document discusses several learning theories and principles: Connectivism, which sees technology integrated with learning; adult motivation to learn, stating adults care most about topics relevant to their lives; significant learning, which posits learning causes changes in learners across foundational knowledge, application, and human significance. A case study is described where these principles are observed in practice, such as using technology for collaboration, seeing adult motivation, and assessing significant learning elements. Theories like meaningful learning with technology are seen to parallel strengths of adult learners when used for online environments.
Lecture 10 Changing Role of the Teacher
1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
Constructivist Learning Environments (CLE)
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
Learning approaches-principles-and-theories
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
traditional teaching and learning and computer teaching and learning
The document discusses traditional teaching methods versus computer-assisted teaching. Traditional teaching involves teacher-centered instruction where students play a passive role through memorization and recitation. However, computer-assisted teaching provides a more individualized and interactive learning environment where students can learn at their own pace. While computer-assisted teaching offers benefits, teachers may face challenges adopting new technologies and motivating students on less structured learning paths.
Class 1 theoretical orientations to learning for slideshare
This document provides an overview of the course "Theory and Practice of Adult Learning" taught by Dr. Terry Carter. It outlines the course expectations including reaction papers, blog comments, a self-directed learning project, and a final paper. It also summarizes several major learning theories that will be covered in the course, including behaviorism, cognitivism, humanism, social cognitivism, constructivism, critical theory, and postmodern perspectives. Students will be asked to identify which learning theory they most closely align with.
Spice up your lecture with Inquiry-based Learning
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
Behaviors of Learning-Centered Organizations
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
Recommended
Learning principles & theories
The document discusses several learning theories and principles: Connectivism, which sees technology integrated with learning; adult motivation to learn, stating adults care most about topics relevant to their lives; significant learning, which posits learning causes changes in learners across foundational knowledge, application, and human significance. A case study is described where these principles are observed in practice, such as using technology for collaboration, seeing adult motivation, and assessing significant learning elements. Theories like meaningful learning with technology are seen to parallel strengths of adult learners when used for online environments.
Lecture 10 Changing Role of the Teacher
1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
Constructivist Learning Environments (CLE)
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
Learning approaches-principles-and-theories
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
traditional teaching and learning and computer teaching and learning
The document discusses traditional teaching methods versus computer-assisted teaching. Traditional teaching involves teacher-centered instruction where students play a passive role through memorization and recitation. However, computer-assisted teaching provides a more individualized and interactive learning environment where students can learn at their own pace. While computer-assisted teaching offers benefits, teachers may face challenges adopting new technologies and motivating students on less structured learning paths.
Class 1 theoretical orientations to learning for slideshare
This document provides an overview of the course "Theory and Practice of Adult Learning" taught by Dr. Terry Carter. It outlines the course expectations including reaction papers, blog comments, a self-directed learning project, and a final paper. It also summarizes several major learning theories that will be covered in the course, including behaviorism, cognitivism, humanism, social cognitivism, constructivism, critical theory, and postmodern perspectives. Students will be asked to identify which learning theory they most closely align with.
Spice up your lecture with Inquiry-based Learning
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
Behaviors of Learning-Centered Organizations
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
Chapter ix Education in the New Milieu
The document discusses how information and communication technologies (ICT) are shifting education from a teacher-centered model to a more student-centered one. For students, it marks a shift from passively receiving information to actively seeking and evaluating information themselves, and from viewing the teacher as the sole expert to seeing both the teacher and themselves as sources of knowledge. For teachers, it shifts their role from being the primary information source to a coach and collaborator who encourages student exploration and question-posing. ICT initiatives can help achieve Millennium Development Goals by increasing access to education through distance learning, enabling knowledge-sharing networks for students, training teachers, and broadening access to educational materials and administration.
Learning Centered College
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.
Designing constructivist learning environments
David Jonassen is a professor who focuses on constructivist learning environments. His framework involves engaging learners through ill-defined problems in authentic contexts. Instructors should provide related cases, just-in-time information, cognitive tools, collaboration tools, and social support. Learners construct knowledge by modeling performance, receiving coaching, and experiencing scaffolded support through adjusting tasks, restructuring tasks, and alternative assessments. The goal is for learners to actively explore and reflect on their problem-solving experiences.
Peer Learning
This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
Information literacy through inquiry: using problem-based learning in informa...
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Learning theories related to educational technology
The document discusses different learning theories related to educational technology:
1. Behaviorism focuses on acquiring new behaviors through reinforcement like classical and operant conditioning.
2. Cognitivism views learning as information processing in the mind like receiving, organizing, storing and retrieving information.
3. Constructivism sees learners building new ideas based on prior knowledge.
Educational technology can help elicit learning outcomes according to the different theories and be used for mastery learning by repeatedly exposing students to technology. A Venn diagram is suggested to illustrate the differences between learning theories.
JOT2 Activity
This document discusses different learning theories and how they can be applied to a lesson plan on determining news worthiness from PBS NewsHour. It describes behaviorism, cognitivism, and constructivism learning theories. It then analyzes how the original constructivist lesson plan simulates a newsroom environment but could also take a behaviorist approach through direct instruction. Finally, it asserts that applying Gagne's Nine Events of Instruction would be most suitable for engaging learners and providing feedback in the mock newsroom scenario.
Session 2: Self-directed & Collaborative Learning
The document discusses self-directed learning (SDL) and collaborative learning (CL). It defines SDL as learning that individuals direct and achieve on their own, while CL involves social construction of knowledge through interaction with others. Students are asked to discuss SDL and CL in pairs, identify gaps in their own knowledge, and consolidate what they learned about the topics in a wiki or blog. The document provides guidance on designing learning experiences to promote SDL and CL, including setting goals, exploring ideas with peers, and providing feedback.
Learning theories and their implications on educational technology
This is an exploration of some of the learning theories and their implications on educational technology
Unit3 a1 organization and management of learner-centered classrooms
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
Inquiry-Based Learning
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Ferran Ruiz. Some issues in e-learning, education and educational management
Ferran Ruiz. Some issues in e-learning, education and educational managementeLearn Center (Universitat Oberta de Catalunya)
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.Learning Theories
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Theories of learning
The document discusses three theories of learning: behaviorism, cognitivism, and constructivism. Behaviorism examples include drill/rote work and providing incentives. Cognitivism examples include classifying information, linking concepts, and problem solving. Constructivism examples consist of case studies, research projects, and collaborative learning. The summary concludes that all three theories are important but teachers should consider learner knowledge, cognitive demands, and desired outcomes when choosing strategies.
Constructivism and Educational Technology
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
LOS ALUMNOS DACTILARES
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Class 6 highlights of theoretical orientations to adult learning
This document summarizes several learning theories including behaviorism, cognitivism, humanism, social cognitivism, constructivism, critical theory, and postmodern perspectives. It outlines key assumptions and influences of each theory, providing examples of how each is evident in contemporary educational approaches. Theories like behaviorism focus on environmental influences on learning, while cognitivism and constructivism emphasize internal mental processes and meaning-making. Humanism sees learning as intrinsic and focused on self-actualization. More recent theories incorporate social and critical dimensions.
Inquiry Learning
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
Traditional Learning to e-learning
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
Wallace casestudyedu6319
This document discusses andragogy, the theory of adult learning, and how it relates to online learning. It provides definitions of andragogy which emphasize that adult learners are self-directed, draw on prior experiences, and are motivated by performance-centered and intentional learning. The document also notes key characteristics of adult learners as being independent, self-directed, able to use experiences to support learning, and intentional and performance-centered. It then briefly discusses the growth of online learning and how its convenience allows adults to maintain personal and professional lives while adding education. The case study question asks how features and designs in online learning do or do not support the needs of adult learners, with attention to self-directed learning, motivation
SELF DIRECTED LEARNING
A process in which individuals take the initiative, with or without the help of others," to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes
More Related Content
What's hot
Chapter ix Education in the New Milieu
The document discusses how information and communication technologies (ICT) are shifting education from a teacher-centered model to a more student-centered one. For students, it marks a shift from passively receiving information to actively seeking and evaluating information themselves, and from viewing the teacher as the sole expert to seeing both the teacher and themselves as sources of knowledge. For teachers, it shifts their role from being the primary information source to a coach and collaborator who encourages student exploration and question-posing. ICT initiatives can help achieve Millennium Development Goals by increasing access to education through distance learning, enabling knowledge-sharing networks for students, training teachers, and broadening access to educational materials and administration.
Learning Centered College
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.
Designing constructivist learning environments
David Jonassen is a professor who focuses on constructivist learning environments. His framework involves engaging learners through ill-defined problems in authentic contexts. Instructors should provide related cases, just-in-time information, cognitive tools, collaboration tools, and social support. Learners construct knowledge by modeling performance, receiving coaching, and experiencing scaffolded support through adjusting tasks, restructuring tasks, and alternative assessments. The goal is for learners to actively explore and reflect on their problem-solving experiences.
Peer Learning
This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
Information literacy through inquiry: using problem-based learning in informa...
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Learning theories related to educational technology
The document discusses different learning theories related to educational technology:
1. Behaviorism focuses on acquiring new behaviors through reinforcement like classical and operant conditioning.
2. Cognitivism views learning as information processing in the mind like receiving, organizing, storing and retrieving information.
3. Constructivism sees learners building new ideas based on prior knowledge.
Educational technology can help elicit learning outcomes according to the different theories and be used for mastery learning by repeatedly exposing students to technology. A Venn diagram is suggested to illustrate the differences between learning theories.
JOT2 Activity
This document discusses different learning theories and how they can be applied to a lesson plan on determining news worthiness from PBS NewsHour. It describes behaviorism, cognitivism, and constructivism learning theories. It then analyzes how the original constructivist lesson plan simulates a newsroom environment but could also take a behaviorist approach through direct instruction. Finally, it asserts that applying Gagne's Nine Events of Instruction would be most suitable for engaging learners and providing feedback in the mock newsroom scenario.
Session 2: Self-directed & Collaborative Learning
The document discusses self-directed learning (SDL) and collaborative learning (CL). It defines SDL as learning that individuals direct and achieve on their own, while CL involves social construction of knowledge through interaction with others. Students are asked to discuss SDL and CL in pairs, identify gaps in their own knowledge, and consolidate what they learned about the topics in a wiki or blog. The document provides guidance on designing learning experiences to promote SDL and CL, including setting goals, exploring ideas with peers, and providing feedback.
Learning theories and their implications on educational technology
This is an exploration of some of the learning theories and their implications on educational technology
Unit3 a1 organization and management of learner-centered classrooms
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
Inquiry-Based Learning
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Ferran Ruiz. Some issues in e-learning, education and educational management
Ferran Ruiz. Some issues in e-learning, education and educational managementeLearn Center (Universitat Oberta de Catalunya)
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.Learning Theories
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Theories of learning
The document discusses three theories of learning: behaviorism, cognitivism, and constructivism. Behaviorism examples include drill/rote work and providing incentives. Cognitivism examples include classifying information, linking concepts, and problem solving. Constructivism examples consist of case studies, research projects, and collaborative learning. The summary concludes that all three theories are important but teachers should consider learner knowledge, cognitive demands, and desired outcomes when choosing strategies.
Constructivism and Educational Technology
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
LOS ALUMNOS DACTILARES
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Class 6 highlights of theoretical orientations to adult learning
This document summarizes several learning theories including behaviorism, cognitivism, humanism, social cognitivism, constructivism, critical theory, and postmodern perspectives. It outlines key assumptions and influences of each theory, providing examples of how each is evident in contemporary educational approaches. Theories like behaviorism focus on environmental influences on learning, while cognitivism and constructivism emphasize internal mental processes and meaning-making. Humanism sees learning as intrinsic and focused on self-actualization. More recent theories incorporate social and critical dimensions.
Inquiry Learning
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
Traditional Learning to e-learning
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
What's hot (20)
Information literacy through inquiry: using problem-based learning in informa...
Information literacy through inquiry: using problem-based learning in informa...
Learning theories related to educational technology
Learning theories related to educational technology
Learning theories and their implications on educational technology
Learning theories and their implications on educational technology
Unit3 a1 organization and management of learner-centered classrooms
Unit3 a1 organization and management of learner-centered classrooms
Ferran Ruiz. Some issues in e-learning, education and educational management
Ferran Ruiz. Some issues in e-learning, education and educational management
Class 6 highlights of theoretical orientations to adult learning
Class 6 highlights of theoretical orientations to adult learning
Similar to Wall casestudy1edu6319
Wallace casestudyedu6319
This document discusses andragogy, the theory of adult learning, and how it relates to online learning. It provides definitions of andragogy which emphasize that adult learners are self-directed, draw on prior experiences, and are motivated by performance-centered and intentional learning. The document also notes key characteristics of adult learners as being independent, self-directed, able to use experiences to support learning, and intentional and performance-centered. It then briefly discusses the growth of online learning and how its convenience allows adults to maintain personal and professional lives while adding education. The case study question asks how features and designs in online learning do or do not support the needs of adult learners, with attention to self-directed learning, motivation
SELF DIRECTED LEARNING
A process in which individuals take the initiative, with or without the help of others," to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes
The 14 learner-centered principles are classified into four categories: 1) me...
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
Learner - Centered Psychological Principles (LCP)
The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
Fulbright Inquiry Project - Four X Four Model final
This document presents the background and methodology for developing a model called the "Four x Four Model" which aims to identify optimum conditions and strategies for re-engaging students at risk of dropping out of education. The researcher conducted a literature review, school observations, and focus groups with students to understand key elements of the social, emotional, physical/material, and pedagogical environments.
Theoretical frameworks of social constructivism, socio-culturalism, and connectivism informed the study's approach to examining how learning is influenced by social interactions and environmental contexts. Methodology included visiting various school types, speaking with 39 students in focus groups, and analyzing common themes from the data.
The goal is to
Is self directed learning a theory
1. The document discusses self-directed learning (SDL) and non-formal learning. It defines SDL as a process where learners take responsibility for and control of their own learning, including goal-setting, resource identification, and evaluation.
2. Non-formal learning includes structured learning outside of traditional academic systems, such as community programs, continuing education courses, and professional development. It has more structure than informal learning but less than formal education.
3. The document discusses characteristics, goals, and importance of non-formal learning, noting that it expands access to education and skills training for populations not served by formal schooling.
Greg welle ppt_sped_413[1]
This document provides an overview of key legislation, elements, and challenges related to special education in an era of inclusion and standards-based education. It discusses laws like IDEA, ADA, and NCLB that promote inclusion and accountability. Elements covered include standard-based education, response to intervention frameworks, universal design for learning, differentiated instruction, and evidence-based practices. The document notes that applying effective instructional strategies for students with disabilities is important but also challenging, as teachers must consider students' understanding of material and have backup plans.
Chapter 2
This document discusses differences in learning across developmental stages from childhood to adulthood. It notes that factors like age and developmental levels impact learning in different ways as individuals progress through stages of growth. Specifically, it outlines characteristics of young learners, noting they learn best through hands-on interaction, exploration, imagination and short attention spans. The document also summarizes Malcolm Knowles' theory of andragogy, or adult learning, noting adults are more self-directed, draw on life experiences, are problem-centered and motivated internally to immediately apply new learning. Finally, it contrasts adult learners with adolescents and children, stating adults have clearer objectives, need involvement in choosing how to learn, and come to class with diverse backgrounds.
Learning Centered Psychological Principles.pptx
The document outlines 14 principles for learner-centered teaching established by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when it is an intentional process, learners pursue personally meaningful goals, new information can be linked to existing knowledge, learners have various thinking strategies, motivation and environment influence learning, development and individual differences are accounted for, and standards and assessment support the learning process.
USDE Promoting Grit Webinar
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIES
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Sdl by Ivan H. Murad
Self-Directed Learning is one of the best strategies through which one can develop his/her learning approach.
Self-regulated Learning: An important learning process Jalpa Rajendrakumar Sh...
This document discusses self-regulated learning as an important learning process. It defines self-regulated learning as a process where students take responsibility for their own learning by setting goals, monitoring progress, and evaluating their learning. The key characteristics of self-regulated learning are that students take ownership of their learning, evaluate their own progress, adapt their strategies as needed, and monitor their progress toward goals. The document argues that self-regulated learning is important in today's competitive environment as it allows students to independently manage their learning, make decisions, face challenges, and be self-responsible for achieving goals. Developing self-regulated learning skills in students through training can help improve their educational achievement and career outcomes.
“Inclusive education is an investment for the future”
This document provides guidance for inclusive education ambassadors on supporting inclusive practices in mainstream schools. It discusses the purpose of inclusive education and the benefits it provides for all students. The document outlines the key skills and abilities inclusive education ambassadors should have, such as managing diversity and creating inclusive learning communities. It also profiles what an inclusive educator should exemplify, like accepting differences and supporting all students. Overall, the document aims to equip ambassadors with the knowledge and strategies to promote inclusive education practices in mainstream schools.
Self Directed Learning Theory Presentation 3
This document discusses self-directed learning (SDL), which refers to learning efforts that are self-planned by the learner. SDL allows learners to take initiative in planning, executing, and evaluating their own learning. There are three common models of SDL: linear, interactive, and instructional. The linear model views SDL as a step-by-step process, while the interactive model sees it as influenced by one's environment, personality, and cognition. The instructional model structures SDL within formal education programs. People engage in SDL due to time constraints, cost considerations, transportation issues, learning styles, and the ability to customize learning. SDL is thought to improve learning and allow learners to direct their own growth.
Promoting Student Success Through Holistic Support Webinar
Webinar sponsored by SmarterServices with Dr. Joe Cuseo (SME) on student success and holistic support
Student Development Training Session
Syllabus. Training objective. Adviser's reading list. Section One: Familiarization. Our mission. Our goals. Student development philosophy. Section Two: The tenets of student development. Section Three: The detriment of preparedness. The development intervention model. TIDES model. Section Four: Overview of the Theorist's. Chickering's Theory of Student Development. Schlossberg's Transition Theory. Section Five: Canfield Learning Styles Inventory (LSI), Inventory of classroom style & skills (INCLASS). Index of learning styles questionnaire (ILS). Learning and studying strategies inventory (LASSI). Recap.
The school purposes in curriculum development
This document discusses different levels and types of educational objectives. It defines objectives as specific, measurable targets that advance a school towards its goals. Objectives are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thought processes like knowledge, comprehension, and evaluation. The affective domain relates to values, attitudes, and appreciation. The psychomotor domain refers to physical skills. Educational objectives must be specific, observable, and able to verify achievement within a given timeframe and conditions.
THE-TEACHING-OF-SCIENCE-REPORT-taxonomy 2.pptx
The document discusses the objectives and classification of educational objectives. It outlines Bloom's Taxonomy, which categorizes educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain ranges from receiving to valuing to characterizing. The psychomotor domain involves skills from perception to articulation to naturalization. The document also discusses the aims of teaching science at different educational levels from primary to higher secondary, focusing on developing knowledge, understanding, application, skills, attitude, and interest.
Similar to Wall casestudy1edu6319 (20)
The 14 learner-centered principles are classified into four categories: 1) me...
The 14 learner-centered principles are classified into four categories: 1) me...
Fulbright Inquiry Project - Four X Four Model final
Fulbright Inquiry Project - Four X Four Model final
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIES
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIES
Self-regulated Learning: An important learning process Jalpa Rajendrakumar Sh...
Self-regulated Learning: An important learning process Jalpa Rajendrakumar Sh...
“Inclusive education is an investment for the future”
“Inclusive education is an investment for the future”
Promoting Student Success Through Holistic Support Webinar
Promoting Student Success Through Holistic Support Webinar
More from wallacesm
Creative and critical thinking
The document discusses strategies for developing critical and creative thinking in students. It recommends allowing student choice, creating an accepting environment, making interdisciplinary connections, allocating time for creativity, and encouraging collaboration to promote creative thinking. For critical thinking, the document suggests using reflection, controversial topics, student-led inquiry, problem-based learning, and Bloom's Taxonomy. The goal is to help students develop skills like synthetic ability, analytic ability, and practical ability needed for 21st century learning.
Ell101
Teaching English Language Learners requires specialized skills and techniques. ELL students come from a variety of backgrounds and speak many different languages. Effective ELL instruction focuses on building students' English proficiency while also developing their academic knowledge and skills.
Edu 6450 final presentation
This document discusses the impact of globalization on the African diaspora in the Caribbean. It describes how globalization has historically disadvantaged people of African descent through processes like the slave trade and more recently through limited access to education and healthcare. However, education is seen as a way to fight poverty and take advantage of opportunities in a globalized world. The document also examines contemporary issues like the emigration of skilled workers and crime that developing countries face with modern globalization.
Edu 6447 aauw presentation
The American Association of University Women (AAUW) is a non-profit organization that has advocated for women's equity since 1881. Its mission is to advance equity for women through advocacy, education, philanthropy and research. Some of its focus areas include education access, workplace equality, and the gender pay gap. It offers programs related to research, leadership development, public policy and legal advocacy. Membership is open to anyone with an associate's degree or higher, and members can join national and local branches. The organization also partners with colleges and universities.
Wallace casestudy2edu6319
The document summarizes observations of an online student, April Wallace, completing coursework at home over multiple sessions. It describes her process of navigating the course management system, printing materials, participating in discussions, and receiving feedback from her instructor. April takes several breaks during her 3-hour work sessions, including checking social media and baking cookies. In a follow-up, she shows progress on assignments and feels she is learning managerial skills. Her evaluation of the course is mostly positive, agreeing the program is fulfilling her professional and personal goals through interactive discussions and experiential learning.
Wallace casestudy2edu6319
The document describes observations of an online student, April Wallace, completing coursework at home over multiple sessions. It shows April navigating the course management system, reading materials, participating in discussions, and receiving feedback from her instructor. April prefers printing materials despite them being online. She takes several breaks during her 3 hours of work to check social media and bake cookies. In a follow up, April shows progress in her grades and feels she is gaining real-world skills from her group project experiences. She completes a positive evaluation of her online learning experience and motivation to continue her studies.
Andragogy vs pedagogy illustration
Teaching methods focus on the learner and content. The document discusses different aspects of pedagogy related to learners and andragogy which relates more to self-directed learning where the focus is on the content and learners taking responsibility for their own learning.
Workshop Session 4
This document discusses sheltered instruction and the Sheltered Instruction Observation Protocol (SIOP) model. It provides an overview of what sheltered instruction is, why SIOP is considered a best practice for teaching English learners, and what the SIOP model involves. Specifically, it explains that SIOP is an approach that makes content comprehensible for English learners while supporting the development of oral language and literacy. It also highlights strategies like clearly defining content and language objectives, scaffolding difficult concepts, and allowing opportunities for teacher-student interaction.
Workshop Session 1
This document provides an introduction to cultural competent instruction for English language learners. It discusses the increasing immigrant populations in the United States and important terms related to English language instruction. The objectives are to analyze demographic changes, identify assumptions about immigrants and English learners, understand key concepts like ESL and proficiency levels, and recognize the teacher's responsibility in supporting English learners. Examples of different proficiency levels are presented through video clips. Strategies for instructing English learners at various levels are suggested.
Wallace casestudy2edu6319
The document describes observations of an online student, April Wallace, completing her coursework at home. Over three hours, April navigated her online courses, read materials, and participated in a discussion board. She took several breaks to check social media, bake cookies, and complete unrelated tasks. April expressed some frustration with assignments but showed improvement over time. A follow-up observation two weeks later found April progressing well, demonstrating her learning to the observer. April also completed a positive program evaluation using a Likert scale, agreeing the program was fulfilling her professional and personal goals.
More from wallacesm (10)
Recently uploaded
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Recently uploaded (20)
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Wall casestudy1edu6319
- 1. Andragogy: Case Study of Andragogy and Online Learning
- 2. Context Adult student enrolled in the second quarter of a Master of Health Administration program Focus Two dimensions of the learning experience: • Adult learning (andragogy) • Online Learning setting Case Study Context & Focus
- 3. The theory of adult learning that distinguishes the abilities, needs, and desires of adult learning from childhood and adolescent learning. It is not completely separate from pedagogy, but can work alongside it- to fit the prior knowledge, experiences, and motivations that separate adult learners from children learners. (Hiemstra & Sisco, 1990, para. 6) Andragogy
- 4. Adult learners are autonomous and self-directed and want to be involved in their own educational planning. They have the ability to initiate solutions to the challenges they encounter in their attempts to learn and are capable of planning organizing and implementing their own learning strategies. Wilmarth, 2010, p. 3, para. 2
- 5. • Independent; Self-directed learners • Have experiences that can be used to support learning • Intentional learners • Performance-centered (Hiemstra & Sisco, 1990, para. 7) Cited from (Knowles, 1980, p. 44-45) What we know about adult learners
- 6. Online Learning According to the Sloan Consortium, in 2007 3.5 million learners used online learning. The number is increasing due to the demand for certain levels of education to perform certain jobs and upward mobility to gain a more ideal position and more money within one’s field. (Bedford, 2009, para. 1)
- 7. Online Learning The convenience of online learning allows people to add education to their lives, while still maintaining their personal and professional lives, due to the autonomy and convenience of online learning. (Bedford, 2009, para. 1)
- 8. Case Study Question What features and designs in online learning support or neglect the needs of adult learners? With particular attention to self- directed learning, learner motivation, and instructional design
- 9. Sources of Evidence Asking- Interview Direct Observation- Documented Physical Artifacts- Photos, Videos, Surveys