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August 21 2013 1
Principles and Practices that Work: Focusing Learning, Framing Content
and Working Collaboratively
Judith V. Boettcher, Ph.D.
Designing for Learning
University of Florida
San Antonio College/Alamo Colleges Fall Convocation – August 21 2013
A Bit of Theory
Practice
Passion
2August 21 2013
Social Presence… Sharing who we are
Minnesota
Marquette University
3
A Quick Story…Changes in Learning
August 21 2013
MOOCs
Flipping the classroom “My Teacher is an App”
Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imagingwww.humanconnectomeproject.org
Omniscient SIRI by SaGaDesign
4
August 21 2013
“I just asked SIRI…”
What is our role as teachers? What skills, what expertise do our students need and want?
FREQUENTLY-ASKED QUESTIONS – IS YOURS HERE?
What is different about preparing for an online course?
But wait, without lecturing, how will I share, convey my expertise?
How do I give tests, gather evidence of learning?
How do I know if they understand?
How do I get to know my students if I never see them?
Are there any secrets or shortcuts for being a great online teacher?
How can I get my students to do the coursework, to read, to participate in the discussion forums?
Do I really need to be on my course site every day?
What if my students aren’t ready for learning online? 5August 21 2013
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Focus - Enthusiastic & Sociable Beginnings
August 21 2013
Principles and practices for designing your course experiences
Creating a syllabus that helps students learn
Build connections between learners to integrate a feeling dimension to your course
Strategies for customizing learning for engaging learners
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Inspirations for Ten Learning Principles
Zone of Proximal Development
Lev Vygotsky
Experiential personalized learning
John Dewey
Jerome Bruner Daniel Schacter
Memory
John Seely Brown
Cognitive apprenticeship
Constructivism and active learning
www.innovateonline.info/pdf/vol3_issue3/Ten_Core_Principles_for_Designing_Effective_Learning_Environments-__Insights_from_Brain_Research_and_Pedagogical_Theory.pdf
August 21 2013
Ten Core Learning Principles (p. 20)
8August 21 2013
Concept Area 1
Principles and Practices for Designing
Your Course Experiences
August 21 2013 9
Learning Experiences Framework
Do..Experience…
EVERY STRUCTURED LEARNING EXPERIENCE HAS FOUR ELEMENTS WITH THE LEARNER AT THE CENTER
Core Learning Principle 1
August 21 2013 10LEFramework stage
Simplifying a complex process….only four elements of design
Learning ExperiencesFramework • Learner• Mentor-Director• Knowledge-Content-
Problem• Environment-Context
Inspired by Lev Vygotsky…
All the world’s a stage… and learning happens on it.
August 21 2013 11
GOING DEEPER: LEARNER, MENTOR, KNOWLEDGE AND ENVIRONMENT
Core Learning Principles Two through Five (2-5)
August 21 2013 12CLP Learner
LEARNERS BRING THEIR OWN PERSONALIZED MENTAL MODELS, SKILLS AND ATTITUDES TO LEARNING EXPERIENCES - ALSO OWN INTERESTS AND GOALS
Core Learning Principle 2
August 21 2013 13
What are your learners’ baselines? Where are they coming from? Where do they want to go?
VERY IMPORTANT DISTINCTION
In course design, we design for the probable, expected learner; in course delivery, we flex the design to the specific, particular learners within a course.
August 21 2013 14
Customize… Customize... Customize…
“I didn’t know that anyone cared.”
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FACULTY ARE THE DIRECTORS OF THE LEARNING EXPERIENCES AND MENTORS OF THE INDIVIDUAL LEARNERS
Core Learning Principle 3
August 21 2013 Faculty functions
Roles and Responsibilities of Mentors/Faculty
• Designing and structuring the course experiences • Ensure congruence of learning outcomes with
evidence gathering assignments with activities
• Directing and supporting learners through the instructional activities and experiences• Absolutely!
• Assessing student learning outcomes • Use robots (automated systems) and rubrics to
organize evidence• Integrate and leverage peer and expert
reviews16August 21 2013
Learning outcomes
Assignments Activities
“Sets of Evidence”
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ALL LEARNERS DO NOT NEED TO LEARN ALL COURSE CONTENT /KNOWLEDGE; ALL LEARNERS DO NEED TO LEARN THE CORE CONCEPTS
Core Learning Principle 4
August 21 2013
What are the core concepts of your course?
Core Concepts and PrinciplesCore Concepts and Principles
Applying Core Concepts
Problem Analysis and Solving
Four Layers of Content
Customized and Personalized18August 21 2013
EVERY LEARNING EXPERIENCE OCCURS WITHIN A CONTEXT OR AN ENVIRONMENT IN WHICH THE LEARNER INTERACTS WITH THE KNOWLEDGE, CONTENT OR PROBLEM
Core Learning Principle 5
August 21 2013 19Context Examples
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Core Learning Principle 5 - Environment• Design for the when, where, with whom and
with what resources…• All of these elements make up the
environment within which learning occurs
August 21 2013
August 21 2013 21
A Bit of Theory
Practice Passion
22August 21 2013
Where did the Best Practices Come From?
Community of Inquiry model Social, Teaching and Cognitive Presence
Garrison, Anderson, Archer, Swan, others
Community of learners Idea of a University
John Henry Newman
Research on dialogue and communication Discussion as a way of teaching
Brookfield and Preskill
Instructional design and learning theory How People Learn reportsBransford, Brown and Cocking
Maryellen Weimer
Learner-centered Teaching…
www.designingforlearning.info/services/writing/ecoach/tenbest.html
Ten Best Practices(p. 37)
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Concept Area 2
Strategies for Customizing for Engaging Learners
August 21 2013 24
Purposeful Beginnings – Ask learners — “How do you want to be different?”
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Tip 73 – Developing Explicit and Personal Learning Goals
August 21 2013
“When I finish this course, this is how I want to be different…This is how I want my time and effort to
make a difference in my life. “
www.designingforlearning.info/services/writing/ecoach/tips/tip73.html
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Getting to Know Learners’ ZPDs – Two Discussion Forums – Week 1
August 21 2013
• Discussion Forum #1- Social Presence For getting acquainted as people…
introductions, pictures • Discussion Forum #2 – Cognitive
Presence For setting goals, purposes, customizing
at least one or two learning outcomes. This sets the stage for customizing activities and assignments.
Each brain is its own world… (Adapted Mexican Proverb)
Three Customizing Design Practices
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1. Design for core, structured choice and
optional learning experiences
2. Design in flexibility and choice — in roles,
collaborations, “evidences” of learning
3. Design in sharing choice activities to develop a body of
experience and expertise in the
community
Content Input
SharingCreating Output
August 21 2013
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Developing Explicit and Personal Learning Goals
• Setting a purpose begins to prepare the head, the brain, tap into your learners’ existing knowledge structures • A quick way to get a sense of your students’ readiness for the
content, their zones of proximal development, ala Vygotsky and zone of proximal development
• Begins to build connections, relationships with what learners already know
• Helps learners get ready to answer the question, “What is my next step?” (David Allen, getting things done (GTD), stress-free productivity)
• Provides an intro to what might might be an overwhelming new topic for learners, makes it “do-able”
August 21 2013
Why this makes sense for learning…
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Getting to Know Your Learners’ ZPDs?
• Listen to what they think • Get them talking and writing about what they know, think
they know, might know • What evidence or data supports that "knowing?”
• Ask questions• Find their point of knowledge, find their weeds, plants,
nodes on which to grow, extend their knowing…
• Have them “do” things — evaluate and create• Work through processes to find solutions• Adopt different perspectives
• Integrate activities for developing metacognitive skills • Ask them to plan their next steps on making the
knowledge useful to them August 21 2013
Bloopers
When learners are ready they
want to ”do it themselves”
Concept Area 3
Creating a syllabus that helps students learn
August 21 2013 30
Create a course framework into which the content topics and
activities and assignments logically fit
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Tip 94 – Goals of a Great Syllabus
August 21 2013
• Launch the series of learning experiences • Make your syllabus an exciting entry point
into your course. • Think movie trailer• Think a brochure of coming events…• Give a birds-eye view of the course• Answer the questions
• “What is the course all about?” “What will I learn how to do?”
“ Where is all the information on our assignments? Our readings? Oh, in the
syllabus, where is that again? “
US History - Tona Hangen (1)
August 21 2013 32
http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
US History Syllabus Tona Hangen (2)
August 21 201333
http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
US History Syllabus Tona Hangen (3)
August 21 201334
http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
“It is entirely possible to do well in the class without being transformed by your newfound historical knowledge, but it would be a darn
shame.” Tona Hangen 2011
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Tools for Creating Syllabi that Jumpstart Learning…
August 21 2013
Strategy #1 – Create a graphic that “frames” the course content, sets boundaries, provides “birds-eye
view”
Strategy #2 – Use pictures, use people, suggest, hint at stories and cases, unanswered questions
Strategy #3 – “Talk” to your students as if you were right there with them… get them excited, share your
enthusiasm with your expertise
www.designingforlearning.info/services/writing/ecoach/tips/tip94.html
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Creating a Syllabus That Jumpstarts Learning
• Well, yes… it is, but it is worth it• Similar to writing out a lecture, creating a script, preparing a
presentation• Creating a concept map /graphic overview requires deep
processing of your course content• A concept map helps them create lasting “worlds of content” in
their knowledge structures • Ask yourself, “How can I create/share a sense of purpose, clarity,
excitement? “• One great benefit of concept maps – you make patterns,
relationships explicit that help to chunk content and develop skill in the discipline
• How would I do this? Start small…
This looks like a lot of work…What might a first step for you be?
August 21 2013
Discussion – Refreshing Your Syllabus
• What one change might you make in your next term?
August 21 2013 38
• Do you need help? Time? A friend? A tool? A camera?
Concept Area 4
Build connections between learners to integrate a
feeling dimension to your course
August 21 2013 39
Emotion sharpens memories
All Learners …
• Are most engaged when their learning experiences enable them to experience feelings of autonomy, competence, and relatedness (Hayles, 2008)
• Enjoy being a part of the generation and analysis of shared, spontaneous content.
August 21 2013 40
Learners instinctively embrace learning experiences that challenge & stimulate
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Tip 92 Collaborating with Groups of Two, Three or More
August 21 2013
“I really liked working with Jacob. When I had to explain my idea out loud, it finally became clear
to me.“
Example: Design an activity in the first two weeks for a group of two.
• Simple group work, sharing, explaining, brainstorming • Independent work as the primary assessment point
“What do you think of my idea, project?”
www.designingforlearning.info/services/writing/ecoach/tips/tip92.html
“I don’t know what I think until I write it down.”
Attributed to Norman Mailer and also to
Novelist and essayist Joan Didion
The Year of Magical Thinking
August 21 2013 42
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More Simple Collaboration Strategies
August 21 2013
Strategy #2 – Use “casual grouping” (Fink, 2004) This means informal chats, sharing, and simply gathering to process and talk about the course ideas, events, questions, cases, problems
Strategy #3 — Think buddy system, coffee mtgs, study groups. Purpose is to have students use their voices, fingers, hands…
Strategy #4 — Peer review for writing tasks to broaden audience: before, during, final; collaborative work on a wiki or blog.
44August 21 2013
• Discovering and developing colleagues • Building a life-long network and support system• Hearing your own voice and the voices of
others…and the perspectives shared with those voices adds an often missing dimension
• Clarify your own thinking; process and think through course content ideas and questions, to explain to others what you think..
• Adds feelings and emotion to the thinking…
Why is collaborating in small groups good for learning?
Do you have a success story?
Designing Learning for
the “SIRI” Generation
We probably want to design learning experiences where learners are “apprenticed” to experts and can engage in "doing" within a cognitively rich and stimulating environment matched to their zone of proximal development.
August 21 2013 45
It may be that simple and that difficult.What are the future skills that we all need?
http://news.cnet.com/8301-17938_105-57388877-1/what-does-siri-look-like-see-for-yourself/SIRI Contest Winners: Omniscient SIRI by SaGaDesign; Siri bust by Edrice: Siri by Eddie Adolf – Upper right; Lower left, by SIRI herself.
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Wrapping up
In course design, we design for the probable, expected learner; in course delivery, we flex, we customize to the specific, particular learners within a course.
“I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
August 21 2013
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ACTIONS
1. Take a fresh look at your course design and your syllabus…
2. Use the checklists on principles and practices
3. Choose one activity to do more Customizing Sharing Content framing
4. Email me if you have a question…
August 21 2013
Thanks, Thoughts, Questions
August 21 201348
Judith V. Boettcher, Ph.D.Author, Consultant, Faculty Coach
Designing for [email protected]
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Judith V BoettcherAuthor, Consultant, Speaker
Designing for Learning University of Florida
[email protected]@comcast.net
www.designingforlearning.info
The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips
August 21 2013
by Judith V. Boettcher and Rita-Marie Conrad
