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CAPBL Online:Best Practices for Creating Significant Learning
Online
Thomas R. Jeffrey, Ph. D.Campbellsville University
Contents
• Basis and model for designing and implementing CAPBL online activities
• Identify ideas and best practices from online practitioners meeting CAPBL principles
• Collaborative participation generating creative ideas for implementing CAPBL activities
BASIS AND MODEL FOR CAPBL ONLINE ACTIVITIES
Question
• In your fondest dream, what impact would you most like to have on your students?– What does it look like?– What does it feel like?– What does the learner walk away with?
• Is the same dream possible for online learners?
Significant Learning Experiences
• Should engage and energize the learner • Has the intended outcome of learning
something important • Has the potential to change the life of the
learner• Can be a different paradigm
(Fink, 2003)
Considerations for Significant Learning
• Appropriate instructional strategies must account for the learning objectives and what types of activities are best suited to foster a significant learning experience (Fink, 2003, p.20)
Decision Criteria
• Relevance of activities to learning objectives• Appropriateness of activities to the learning
context• Perceived value of activities to the learner’s
academic and professional goals• Level of effort required for activities must be
equal to the reward – for all involved
Taxonomy of Significant Learning
• Foundational Knowledge – basic understanding• Application – engaging in applying what is learned
(cognitive, physical, affective)• Integration – forming new connections• Human Dimension – human significance (self and
others)• Caring – creates motivation and interest• Learning how to Learn – developing effective skills
for lifelong learning
Interactive Nature of Significant Learning
Significant Learning
Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning to Learn
Cognitive Domain (Bloom, 1956)
• Knowledge – memorize/recall• Comprehension – interpret, paraphrase, and
extrapolate• Application – applies concepts or uses information• Analysis – break down information into parts and
describe relationships• Synthesis – blending elements to form a whole• Evaluation – judging value of work, data, or conclusion• Creating** – generating new ideas or perspectives
(Revised Bloom’s Taxonomy: Anderson & Krathwol, 2001)
Design Model
• Appropriate• Relevant
Objectives
• Design Principle• Tool
CAPBL Strategy • Prepared
• Equipped• Time
Student
• Mentor• Structure• Monitor
Instructor
Contributing Factors
What factors do college-level learners and instructors believe contribute to successful collaborative group learning?
Learner Findings
• Commitment and contribution• Willingness to share expertise and experience• Communicate clearly and considerately • Instructor actively engaged • Clear expectations• Authentic experiences
Instructor Findings
• Attend meetings and use their skills• Clear communication and sharing of ideas • Equal contribution• Peer mentoring and resolving issues• Group rapport and cohesion• Instructor gives clear explanations and
encouragement• Authentic course context
Selecting Types of Activities
• Dale’s Cone of Experience (Dale, 1960)• Selection of instructional resources and materials• Based on the relationships of various educational
experiences to reality (real life)• Bottom level of the cone = "direct purposeful
experiences" • Considers use of multiple senses in learning• Movement up the cone involves fewer
senses
Define, List, Describe, Explain
Demonstrate, Apply, Practice
Analyze,Design,Create,
Evaluate
Modified Cone of Experience
ReadHear
View ImagesWatch Images
Visit Exhibits/SitesWatch a Demonstration
Participate in Hands-on Workshop
Design Collaborative LessonsSimulate or Model a Lesson
Design/Perform a PresentationDo “Real Thing”
Learning Outcomes
Level of Abstraction
High
Low
Desired Outcomes of Engagement
• Participatory process of inquiry• Social interaction and negotiated meaning• Creativity and critical thinking• Collaborative knowledge building
Getting Real, Together• Collaborative learning
– Education should develop producers of knowledge who think innovatively and through team work develop the greater collective intelligence (Scardamalia & Bereiter, 2003)
• Authentic learning– “The situative perspective views learning to think as becoming a more
effective participant in social practices of inquiry and sense-making, in which individuals develop their identities as learners and knowers” (Greeno, 1997, p. 85)
• Project-based learning– Essentially, project-based learning uses a driving question or problem to
engage the learner in activities that will ultimately conclude in a final product that addresses the problem (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991)
Collaboration
• Participatory inquiry (Sfard, 1998)• Critical/creative thinking (Newman, Johnson, Webb,
& Cochrane, 1997)• Meaning making (Stahl, 2006)• Peer sharing and scaffolding for progressive problem
solving (Scardamalia and Bereiter 1994)• Encourages relationships and promotes environment
of trust whereby group members develop a mutual commitment to shared goals (Towns, Kreke, & Fields, 2000)
Authentic Learning
• Conditions of learning, situated cognition (Lave & Wenger, 1991)
• Knowledge in context (Brown, Collins and Duguid, 1989)
• Interaction grounded in “situative” perspective of interactions and discourse (Greeno, 1997)
• serves both the learner’s present and future learning process (John Dewey, 1938)
Project-Based Learning
• Solving ill-structured problems (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991)
• Self-directed learning and autonomy over process of inquiry (Tassinari, 1996; Wolk, 1994; Worthy, 2000),
• Entails complex tasks as basis for creation of some realistic product (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999)
• Comprehensive examination of the subject matter (Harris & Katz, 2001)
• Creating a representation of learning imbued with personal meaning (Harel & Papert, 1991; Kafai & Resnick, 1996).
IDEAS FOR CAPBL ONLINE ACTIVITIES
American Government 110
• Designing a Better Constitution• Each group is assigned two issues to explore• Reconsider whether changes need to be made– Is current document sufficient – Argue for change and suggest improvement
• Debate perspectives
Recommended Activity
• Research and formulate ideas (discussion forum)– Small groups for each side divides issues– Posts reasoning and reads/comments other issues
• Analyze and synthesize arguments (wiki)– Create structured narrative defending position on all issues– Refine through collaborative dialogue
• Debate and rebuttal in real time (video conference)– Two representatives will present arguments– Time for rebuttal and questions– Polling tool will be used to determine winners (issue)
Microbiology
• Basic Microbiology for pre-nursing majors• Objectives – Describe how and why microbes cause disease– Describe and explain common methods of
microbial control– Become familiar with common pathogenic
(disease-causing) microbes• Communicate information on bacterial agents
to general patient audience
Recommended Activity
• Design a patient education flyer or pamphlet that explains:– Name of the bacterial disease and its causative agent(s)– Description of mode of transmission– Explanation of pathogenicity and virulence (its ability to cause
disease in the host)– Description of symptoms– Description of treatment options (i.e., drug therapies,
supportive care, surgical/other procedures)– Recent epidemiological statistics (local and/or national)
• Have working professionals and friends review flyer• Post flyer and discuss feedback with peers (forum)
Business - Strategic Planning
• Integrates the business functions into the strategic planning arena of the modern corporation
• Address issues including– strategic leadership– stakeholder management– organizational development– international business– utilizing the Internet and e-commerce
• Create learning community that brainstorms and develops strategy to enhance competitive advantage
Recommended Activity
• Form groups and assign a case study • Each group will be responsible for finding a solution
or giving a recommendation for the case (Forums)• When the teams are ready, they will share their
findings, ideas, solutions or recommendations with the whole class (Wiki)
• Presentations will be in context of reporting to the instructor playing the role of the supervisor (Web Conferencing)
Activity
• What are some activities currently used?• How might they be made CAPBL online
Discuss ideas with partners and collaboratively identify benefits and challenges
• Share it with the rest of the group
Activity
• What are options for on the ground mentoring?
• How can the instructor role be leveraged to add authenticity?
Resources
Dale, E. (1969). Audio-visual methods in teaching. New York: Dryden.
Fink, L. D. (2003). Creating Significant Learning Experiences. San Francisco, CA: John Wiley & Sons.
Oblinger, D. (2003). Boomers, Gen-Xers, & Millennials: Understanding the new students. Educause Review Online, July/August.