Transcript FACULTY WORKSHOP January 8, 2011

Dawn Spaar
Associate Dean
Patricia Ellis
Special Assistant to the Dean
School of Continuing and
Professional Studies
(SCPS)
School of Graduate &
Professional Studies (GPS)
Elizabethtown College
Central PA
[email protected]
Stevenson University
Baltimore, MD
[email protected]
Accelerating Traditional Courses
In accelerated courses, faculty must consider
the most important concepts for each course
to direct their students during these
abbreviated time frames. In this workshop, we
will discuss how to cover the most important
points, tie theory to practice and application
and use clear and measurable student learning
outcomes.
Topics:
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Course Development
Adult Learning Research
Student Learning Objectives
Rapid Design
The Process
Application
Knowles:
 Andragogy—the “art and science of helping
adults”
 Maturity brings self-direction
 Experience is a resource for learning
 Adults prefer immediate application to future
use of knowledge
 Internal motivations are more potent than
external
 Adults want to know why it is important to
know
Kolb:
Four distinct learning styles
 People’s learning styles are different
Four-stage learning cycle
 Experiential learning applies to everyone
McClusky:
 Adulthood is a time of growth, change and
integration in which one constantly seeks
balance between the amount of energy
needed and the amount available.
 Ratio between the ‘load’ (L) of life, which
dissipates energy, and the ‘power’ (P) of life,
which allows one to deal with the load.
 Margin in life is the ratio of load to power
 More power means a greater margin to
actively participate in learning
Illeris:
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Three dimensions involved in learning:
 cognition
 emotion
 society
They are presented as an inverted triangle, with
cognition and emotion at the top and
environment at the bottom of the inverted
apex; all three aspects of learning occur within
society, represented by a circle around a
triangle.
Jarvis:
 All learning begins with experience.
 All learning begins with the five senses and
learning is ultimately dependent on our body and
biology because of the way that our senses
function.
 The significance is that the original sensations
have been transformed into knowledge, skills,
attitudes, values, and emotions.
 All experience occurs within that individual
learner’s world, not the whole world.
Wlodkowski and Ginsberg:
They note that students need to develop a deep
understanding of a subject in order for facts to
become usable knowledge.
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Concepts make factual knowledge
meaningful.
Faculty should “focus on the key concepts of
a discipline that tie the significant facts
together and make them understandable and
usable.”
Wlodkowski & Ginsberg:
Steps for Designing an Instructional Plan:
 Clarify the learning goals.
 Determine the amount of time you have to
help learners accomplish the learning goals.
 Analyze the inherent structure of the
material, knowledge, or skill students will
learn.
 Consider the assessment process.
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Design measurable learning outcomes.
Create activities for student collaboration
which strengthens learning and that are
relevant to adult needs.
Synthesize higher concept critical thinking and
problem solving.
Develop assessment tools.
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Student Learning Outcomes
 Always develop these first!
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Book Selection
Course Map
Course Outline
Course Content and Modules
 Activities
 Assessments
University/College Mission > School Mission >
University/Goals > School Goals >
Program Outcomes > Course Outcomes/Objectives >
Module Objectives
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Credit hour definition
Learning outcomes
Assessment
Consistent learning modules
Textbook selection
Learner centered
Facilitated discussion
◦ Active learning strategies
◦ Real-world examples in problem solving
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Classroom, online and hybrid learning
Bloom’s Taxonomy:
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Designing outcomes for the six or seven
levels of learning
Understanding through creation
Moving from lower levels through higher
levels of student development
Sometimes presented in pyramid:
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7.
6.
5.
4.
3.
2.
1.
Creation
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge (foundation)
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Each class/weekly session
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Session outcomes
Pre-class assignments
Out-of-class activities
In-class activities
Instructional equivalencies
Instructor notes…
Suggestions on different activities to
use in addressing the learning for that
session?
When writing curriculum for
adult learners, keep in mind their
experience and relate theory to
practice so that they can apply it
at work the next day.
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What are the primary points students
should learn from your course?*
◦ These are your course
outcomes/objectives
Where will they find this information?
◦ Text? Research? Experience?
What is the best way for them to learn it?
◦ Activities and Assessments
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Program Learning Outcomes
◦ (Demonstrated by…Program Assessments)
◦ Course Objectives
 Course assessments
 Learning Activities to achieve the assessments
and objectives.
 Feedback loop (Formative assessments for
the instructor)
Direct
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evidence of student
learning that is tangible,
visible, self-explanatory,
and compelling
explanation of what the
students have learned.
Examples:
◦ Scores on standardized
exams
◦ Ratings of student skills
(using a rubric) by field
supervisors
◦ Scores on comprehensive
exams
◦ Portfolios
◦ Disaggregated Assignment
Grades specifically focused
on one Learning Outcome.
Indirect
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Evidence supports proxy
signs.
Examples:
◦ Course grades
◦ Aggregated Assignment
grades
◦ Retention and graduation
rates
◦ Student ratings of their
knowledge and skills and
reflections on what they
have learned over the
course of the program.
◦ Scores on an end-ofprogram (or end-ofcourse) survey.
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Technology and textbooks do not drive
choices
Learning outcomes drive choices
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Knowledge construction
Interactivity
Relevance
What
are
the
Authentic
learning
Contexts
outcomes for the
course?
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Traditional design can be important, but is
it most important?
◦ Tends to be top-down from the teacher,
linear and prescriptive
Contextual interactive activities help
students to learn better than anything else.
◦ More cooperative, democratic learning
◦ Lead to better learning and performance
for all types of learners
Adult students want to be
able to use what they learn
in class immediately,
applying it
the very next day.
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Rather than being rigid and fixed,
accelerated learning should be flexible and
open-ended.
It should be more democratic than
hierarchical, more collaborative than
individualistic.
Accelerated learning should be creative and
activity-driven rather than prescriptive and
presentation-driven.
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Students learn more and better by
doing more of the work while the
facilitator does less.
They learn from doing the interactive
activity while the facilitator gives them
constructive feedback.
The following material is from
The Accelerated Learning Handbook
by Dave Meier.
McGraw-Hill, 2000.
1.
Design with the 4-phase learning cycle
2.
Appeal to all learning styles
3.
Make your designs activity-based
4.
Create a learning community
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Alternate between physically active and
physically passive learning activities
6.
Follow the 30/70 rule
7.
Create a flexible, open-ended design
Preparation
Arousal: overcome negatives, interest them
B. Presentation
Encounter: introduce them to the material
C. Practice
Integration: show them how to fit it into
their lives
D. Performance
Application: use role-playing or examples
for work environment
A.
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Overcome initial fears and prior negative
learning feelings: boredom, irrelevance,
stress…
Be positive.
Offer clear, meaningful goals.
Create a positive emotional environment.
Calm people’s fears and remove barriers.
Raise questions, pose problems and arouse
their curiosity.
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Treat students as active consumers of
interesting material.
Make the lesson enjoyable and immediately
applicable.
Use collaborative pre-tests and knowledge
sharing.
Incorporate interactive presentations and
appeal to all learning styles.
Develop discovery and problem-solving
exercises.
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Learning should be something that students
create.
Develop learner processing and integration
activities.
Use hands-on trial/feedback/reflection/
retrial activities.
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Design active learning exercises.
Ask for individual reflection and
articulation.
Develop partner/team-based dialogue.
Use peer reviews and democratic
facilitation.
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Unless learning can be applied immediately,
it may disappear….
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Discuss real-world applications.
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Create and execute action plans.
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Follow through with reinforcement
activities.
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Give performance evaluation and feedback.
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Develop peer-support activities.
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Try to consider the “big 4”: SAVI
Somatic: some kind of physical activity
(Easier in hybrid courses: make them
move).
Auditory: Recitation and discussion aid
retention.
Visual: A picture is worth 1000 words, but
reading is also vital.
Intellectual: Mental reflection helps to
create meaning.
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What activities can facilitators design to
help students learn and retain the
important outcomes?
Facilitators need to develop some materials,
but what activities can students engage in
to help them to pick up the new knowledge
and skills quickly?
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Good learning is social.
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Peer teaching is positive and important.
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The more interconnectivity, the better the
learning.
Activities for partners and teams make
teaching and learning simultaneous.
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Use role play with small group discussions.
Easier in a hybrid course than online:
ideas?
Have students come to the board to put up
a diagram or model or write out a list.
Change the person frequently.
Have student stand to recite (!) [always a
shock the first time].
Try to take only 30% of the time for
instructor presentations and
use the other 70% for student action,
interaction and activities.
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Fields are changing constantly; so should
the courses.
Courses should be “works in progress,”
being tweaked frequently as needed.
Obtain feedback from the students:
 What worked?
 What didn’t?
 Most positive/negative aspects?
1.
2.
3.
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5.
6.
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Determine desired goals and outcomes.
Plan the main delivery.
Plan the preparation for it.
Plan the results.
Develop the material.
Deliver the course.
Make improvements.
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What are the goals?
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What are the values?
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How will learners create them?
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What knowledge or skills will learners need
to be successful?
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What activities and assessments will help
students reach the goals?
How can the facilitator appeal to all learning
styles?
How will learners participate in
presentations?
How will they work together and in teams to
help each other learn?
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How can the facilitator prepare learners
before class starts?
What learner benefits should be stressed?
How will the facilitator create a positive
social environment?
…a positive emotional environment?
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How can students reinforce and apply their
new learning?
…and extend it after the session and
course?
How can learners help improve the course
and program?
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Design the course map
 Learning module template
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Set up the course outline
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Create the activities
◦ [Compare/Contrast: Classroom, Blended/Hybrid and
Online Delivery of Material]
◦ [Interactive Learning: Technology, Games, Group
Discussions, etc.]
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Develop the assessments
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Facilitate the course from the pre-class
assignment week (if any) to the grading of
the final project/exam.
◦ Papers and projects are much better than
exams—especially for adult learners.
Avoid true/false and multiple-choice
tests.
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What worked well and should be retained?
◦ How are you collecting this information/data?
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What needs to be dropped, added, changed
or enhanced?
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How can the goals be refined?
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Modify Steps 1-6 accordingly.
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What group projects would you assign?
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How could students collaborate?
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How would they apply this at work tomorrow?
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What learning outcomes are achieved?
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How can the facilitator appeal to all learning
styles?
How will learners participate in presentations?
How will they work together and in teams to
help each other learn?
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What works best in your course?
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Papers v. Quizzes for adults?
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Collaboration can lead to retention.
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Be clear in your directions.
◦ Rubrics
◦ Facilitate discussion using students’ own work and
work/life experience.
◦ Develop small group exercises.
◦ Offer case studies for student discussion and
resolution.
◦ Present them with role-playing opportunities.
◦ Exemplify problem identification and solving.
◦ Apply theories using technology.
◦ Use simulations and play games.
◦ Application, Problem-Solving
Scenarios
◦ Critical Analysis: Case Studies,
Paper, Project, Compare and Contrast
◦ Synthesize, Evaluate, Create
Sometimes, an outside evaluator may be
helpful:
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CAP: Quality Standards Review
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Quality Matters
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Professional Colleagues
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How can we help you?
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What do you need?
for joining us,
for your attention
and your participation.

Commission for Accelerated Programs.
www.capnetwork.org. Retrieved October 20, 2013.
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Meier, Dave. (2000) The Accelerated Learning
Handbook. McGraw-Hill.
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Merriam, Sharon B., Rosemary S. Caffarella and Lisa
M. Baumgartner. (2007). Learning in Adulthood – A
Comprehensive Guide. Third edition. San Francisco:
Wiley & Sons, Inc.
Wlodkowski, Raymond J. and Margery B. Ginsberg.
(2010). Teaching Intensive and Accelerated Courses:
Instruction That Motivates Learning. San Francisco:
John Wiley & Sons, Inc.
Fink, D. (2003) . Creating Significant
Learning Experiences. San Francisco:
Jossey Bass.
Barkley, E., Cross, K., & Major, C. (2005).
Collaborative Learning Techniques.
San Francisco: Jossey Bass.
Sousa, D. (2006). How the Brain Learns
(3rd edition). San Francisco: Jossey
Bass.
Wlodkowski, R. & Ginsberg, M.
(2010). Teaching Intensive and
Accelerated Courses: Instruction that
Motivates Learning. San Francisco:
Jossey Bass.
Barkley, E. (2010). Student Engagement
Techniques. San Francisco: Jossey Bass.
West, J. & West, M. (2008). Using Wikis
for Online Collaboration. San Francisco:
Jossey Bass.