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Learner Centered Paradigm in Online Education
Concurrent A ra16 4pm HST
Barbara Lauridsen, MBA
Adjunct Faculty, National University
Learner, PhD Information Technology Education, Capella University
blauridsen@gmail.com
www.barbaralauridsen.com
TCC Online Conference April 20-22, 2010
Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
Session Abstract
• The session is for educators, program administrators and PhD Learners intending to teach. This participatory session focuses on “What is known about how adults learn and are motivated to participate in online learning to advance their career?”
• The session shares my own professional practice as a learning facilitator, in the context of exploring how to be effective in an online environment and explores the lenses through which educators view their own practice to support learners to become self directed.
Agenda• Tip # 1 Become Story Centered• Tip # 2 Open evaluation of learning experience increases awareness/trust• Tip # 3 Teach “Around the Circle”• Tip # 4 Build upon a problem-oriented approach• Tip # 5 Encourage goal orientation• Tip # 6 Build upon prior knowledge• Tip # 7 Follow a path from teacher to moderator to facilitator to mentor• Tip # 8 Evaluate our own teaching• Tip # 9 Evaluate the shared learning experience• Tip #10 Cultivate a holistic approach• Tip #11 Coach, Motivate, Delegate, Moderate, Facilitate• Tip #12 Participate in shifting the paradigm
Story Telling and Narratives.… “storying the curriculum”
ST#1
Scenarios provide an understanding, so, when a solution is
drafted, it reflects a clear understanding of the problem.
ST#2
“Bell weather” of climate change.
ST#3
Tip #1a – Become Story Centered
Stories hold the interest of people especially when to provide meaningful insights.
Stories help make the unknown lose its uncertainty and ambiguity.
T#1a
Tip #1b – Become Story Centered
1. What happened?2. 3.
T#1b
Tip #1c – Become Story Centered
1. What happened?2. How do we know?3.
T#1c
Tip #1d – Become Story Centered
1. What happened?2. How do we know?3. What does it mean?
T#1d
Tip #1e – Become Story Centered
1. What happened?2. How do we know?3. What does it mean?
Heo, H. (2004) “Story telling and retelling as narrative inquiry in cyber learning environments. Department of Computer Education Sunchon National University
T#1e
Tip #1j – Become Story CenteredT#1j
Tip #1k – Become Story CenteredT#1k
Tip #1q – Become Story CenteredT#1q
Tip #1r – Become Story CenteredT#1r
Tip #1s – Become Story CenteredT#1s
Tip #1u – Become Story CenteredT#1u
Which Story to Tell?
millennium-project.org
effective.leadershipdevelopment.edu.au
www.geojan.com
News narratives…news? or… only an interpretation of a story?
1)individual and collective stories
2)scape-goating or blame
3)passages which discuss how the crisis might have been prevented
4)imagined futures5)reflections
“Crisis Storytelling: Fisher’s Narrative Paradigm and News Reporting” American Communication Journal
The Great Learninga
• The non-western way of thinking contributes to effective online communications for diverse teams in peer-to-peer collaboration.
• A well-known philosopher expressed the insight that the cultivation of the person depends on the “rectifying of the mind” (Confucius, 500 B.C.E) …which can be understood as expressing meaning in reasoning…
The Great Learningb
• The non-western way of thinking contributes to effective online communications for diverse teams in peer-to-peer collaboration.
• A well-known philosopher expressed the insight that the cultivation of the person depends on the “rectifying of the mind” (Confucius, 500 B.C.E) …which can be understood as expressing meaning in reasoning … that is integrated with observations.
The Great Learningc
• While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
• Stories bring teams together.
The Great Learningd
• While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
• Stories bring teams together.
The Great Learninge
• While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
• Stories bring teams together.
Visionary Performance Indicatorsa
The ISTE National Educational Technology Standards (NETS•A) and Performance Indicators for Administrators:
1. Visionary Leadership
2. Digital-Age Learning Culture
3. Excellence in Professional Practice
4. Systemic Improvement
5. Digital Citizenship
Visionary Performance Indicatorsb
The ISTE National Educational Technology Standards (NETS•A) and Performance Indicators for Administrators:
1. Visionary Leadership
2. Digital-Age Learning Culture
3. Excellence in Professional Practice
4. Systemic Improvement
5. Digital Citizenship
A successful program is designed to cultivate ways of knowing.
Visionary Performance Indicatorsc
A successful program is designed to cultivate ways of knowing.
Visionary Performance Indicatorsd
1. Visionary Leadership
2. Digital-Age Learning Culture
3. Excellence in Professional
Practice
4. Systemic Improvement
5. Digital Citizenship
Tip #2 Open evaluation of learning experience increases awareness and trust
• A successful program is designed to cultivate ways of knowing.
• … inspires and facilitates stakeholders toward a “shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders” (ISTE, 2009).
Visualization / Mind Mapping
Kolb’s Learning Stylese
Accomodator Diverger
Converger
Assimilator
Kolb’s Learning Stylesf
Tip #3 Teach “Around the Circle”
Learning Styles / Mind Mapping
Learning Styles / Influences
What are the influences on how we learn?What is the process we go through to learn?
What are the demographics of adult learners now?
A successful program is designed to cultivate ways of knowing.
…building upon problems, and
solutions...
Andragogy vs. Pedagogyb
Demands of learning
Learners balance life responsibilities with chosen demands of learning.
Learners can devote more time to the demands of learning, responsibilities are taken care of by someone else
Role of instructor (facilitator)
Learners are autonomous and self directed. Facilitators guide the learners to their own knowledge
Learners rely on the instructor to direct the learning. Fact based lecturing is often the mode of knowledge transmission
Andragogy vs. Pedagogyc
Life experiences
(stories, lessons)
Learners apply lessons from life experiences, recognizing the value in connecting the learning to own knowledge base
Learners build a knowledge base and are shown how life experiences connect with the present learning.
Learning Purpose
Learners become goal oriented and define the purpose served by new information
Learners accept instructions to learn certain information
Learning Retention
Learning is self-initiated, self propelling and long term
Learning is compulsory and tends to be forgotten shortly after instruction.
Tip #5 Encourage goal orientation…
…and define purpose served by new information
Tip #5 Encourage goal orientation…
…and define purpose served by new informationSelf-Sabotaging Goal
Setting Forces
What behaviors exhibit self-sabotage?
Tip #6 Build upon prior knowledgea
... “applying knowledge in practice and reflects the concept of learning by doing” (Xu & Quaddus, 2005). In support of the inductive approach, means guiding learners into internalizing lessons for explicit knowledge.
A successful program is designed to cultivate ways of knowing.
Tip #6 Build upon prior knowledgeb
Five Phase Model Applied. Phase Role of Model Role of Model
1 Modeling Real-life tasks with explicit guidance using artifacts and lectures that explain “tricks of the trade”
2 Approximating
ScaffoldingCoaching and providing immediate feedback to learners
3 Fading, observing and
Coaching
Delegating coaching to teams, lighten the
scaffolding, more dialog instead of lecture style instructions
4 Self-Directed Learning (by individuals and teams)
Provide assistance. Encourage requests for further guidance based on direction already established independently.
5 Generalizing contextuality
During an end-of-course evaluation generalize what has been accomplished.
Scaffolding Concept Applied.
Scaffolding as a metaphor… Math Mediator
Scaffolding Concept Appliedb
“Storying the Curriculum”…a
1. What happened?2. 3.
Tip #4 build upon a problem-oriented approach
1. What happened?2. How do we know?3.
“Storying the Curriculum”…b
Tip #6 build upon prior knowledge
1. What happened?2. How do we know?3. What does it mean?
“Storying the Curriculum”…c
Tip #9 evaluate shared learning experience
Tip #8 Evaluate our own teaching
“Storying the Curriculum”….
1. What happened?2. How do we know?3. What does it mean?
Tip #7 …teacher >
mediator >
facilitator >
mentor
1. What happened?2. 3.
Tip #6 Build upon prior knowledgea
Tip #6
1. What happened?2. How do we know?3.
Tip #6 Build upon prior knowledgeb
Tip #6
1. What happened?2. How do we know?3. What does it mean?
Tip #6 Build upon prior knowledgec
Tip #6
Tip #6
Tip #7 …teacher >
mediator >
facilitator >
mentor
Tip #7 …teacher > mediator > facilitator > mentor
Tip #7
Tip #7 …teacher > mediator > facilitator > mentor
Tip #7
Tip #8 Evaluate our own teachinga
Tip #8
Evaluation Criteria (end of course survey set up as asynchronous discussion)#1: Which of the learning outcomes was most meaningful to you? Why?
#2: Which learning segment of this course engaged you the most? or had the most relevant to your learning agenda?
#3: Which lesson was the least interesting to you? ... which did not grab your attention? Why?
#4: What event took place in this class that was the most meaningful to you? Why?#5: What lesson or event is this class was the most puzzling or confusing to you? Why? How could it be corrected?
#6: If you had an "ah hah!" moment, when the light of understanding turned on, what was it?#7: What was the advantage of doing a case study, together with a virtual team?
Tip #8 Evaluate our own teachingb
Tip #8
Evaluation Criteria (end of course survey set up as asynchronous discussion)#1: Which of the learning outcomes was most meaningful to you? Why?
#2: Which learning segment of this course engaged you the most? or had the most relevant to your learning agenda?
#3: Which lesson was the least interesting to you? ... which did not grab your attention? Why?
#4: What event took place in this class that was the most meaningful to you? Why?#5: What lesson or event is this class was the most puzzling or confusing to you? Why? How could it be corrected?
#6: If you had an "ah hah!" moment, when the light of understanding turned on, what was it?#7: What was the advantage of doing a case study, together with a virtual team?
Tip #8 Evaluate our own teachingc
Tip #8
Tip #9
Tip #9 Evaluate shared learning experiencec
Tip #9
Tip #10 Cultivate wholenessTip #10
Tip #10 Cultivate wholenessTip #10
Tip #10 Cultivate holistic approacha
Tip #10
Tip #11 Coach, Motivate, Delegate, Moderate, Facilitateb
Tip #11
Tip #11 Coach, Motivate, Delegate, Moderate, Facilitatec
Tip #11
Tip #11 Coach, Motivate, Delegate, Moderate, Facilitated
Tip #11
Tip #11 Coach, Motivate, Delegate, Moderate, Facilitatee
Tip #11
Tip #11 Coach, Motivate, Delegate, Moderate, Facilitatea
Tip #11
Tip #12 Participate in shifting the paradigma
Tip #12
Tip #12 Participate in shifting the paradigmb
Tip #12
A successful program is designed to cultivate ways of knowing.
Summary• Tip #1 Become Story Centered• Tip #2 Open evaluation of experience increases awareness/trust• Tip #3 Teach “Around the Circle”• Tip #4 Build upon a problem-oriented approach• Tip #5 Encourage goal orientation• Tip #6 Build upon prior knowledge• Tip #7 Path from teacher to moderator to facilitator to mentor• Tip #8 Evaluate our own teaching• Tip #9 Evaluate the shared learning experience• Tip #10 Cultivate a holistic approach• Tip #11 Coach, Motivate, Delegate, Moderate, Facilitate• Tip #12 Participate in shifting the paradigm
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