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Bringing theory into practice. NLII Focus Session March 9, 2005. Malcolm Brown Dartmouth College [email protected]. Goals. Review learning principles Identify practices Analysis method Develop connections. Just what do you think might be wrong with this particular slide?. - PowerPoint PPT Presentation
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Bringing theory into practice
NLII Focus SessionMarch 9, 2005
Malcolm BrownDartmouth College
NLII Focus Session 2
Goals
• Review learning principles• Identify practices• Analysis method• Develop connections
NLII Focus Session 3
Just what do you think might be wrong with this
particular slide?• One possibility is that there is nothing wrong; after
all, beauty is merely in the eye of the beholder. I designed this slide; so what could possibly be wrong with it?
• I have information to convey and it is important that it be conveyed thoroughly and accurately and that not a word is to be missed by the unwashed and ignorant masses that are my audience.
• This is indeed the slide from hell. The point is that technical proficiency does not guarantee good practice.
NLII Focus Session 4
“Giving professors gadgets withouttraining can do more harm than good in the classroom” —Chron Higher Ed, Nov 12, 2004
NLII Focus Session 5
T&Lpractice
Generationalfactors
Institutionalfactors
TechnologyLearningtheory
NLII Focus Session 6
Exercise
NLII Focus Session 7
To be, or not to be: that is the question:Whether ’tis nobler in the mind to sufferThe slings and arrows of outrageous fortuneOr to take arms against a sea of troubles,And by opposing end them.
Poem 1
NLII Focus Session 8
GADJI BERI BIMBA CLANDRIDILAULI LONNI CADORI GADJAMA BIM BERI GLASSALA GLANDRIDEE GLASSALA TUFFM I ZIMBRA
BIM BLASSA GALASSASA ZIMBRABIMBLASSA GLALLASSASA ZIMBRABIM
Poem 2
NLII Focus Session 9
Constructivism
• Knowledge acquisition is construction• Act of reconciling new with the old• Information is
– transformed– organized– elaborated– “scaffold-ed”
NLII Focus Session 10
How People Learn
• Learning is an active process• Based on paradigms• Learner’s context is significant• Expertise =
– factual extent– conceptual framework– organized for retrieval and application
• Metacognitive: learning about learning
NLII Focus Session 11
Implications
NLII Focus Session 12
Learning is active
• Challenging• Exploratory• Conceptual and critical• High order thinking• Peers• Experts
NLII Focus Session 13
This entails…
• Debate• Research• Study abroad• Interdisciplinary study• Progressively challenging• Intense focus• Quiet deliberation• Problem solving• Assessing alternatives
NLII Focus Session 14
Learning is contextual
• Learner-centric• Dialectic of content and learner
context• Clear basis on
– prerequisites– student context
NLII Focus Session 15
This entails…
• Resources that are relevant• Application and problem solving• Progressive and cumulative• Learning roadmaps• Models, schemas, examples
NLII Focus Session 16
Learning is engaged
• Options for tailoring to the learner• Multiple paths• Path choices• Involvement in the work of others• Discovery and experience• Interactive content
NLII Focus Session 17
This entails…
• Explicit goals and standards• Diverse media• Choices• Opportunities for transfer• Specific feedback• Direct involvement
NLII Focus Session 18
Learning is locally owned
• By faculty• By students• Learner assumes responsibilities• Independent thought• Expanding expertise
NLII Focus Session 19
This entails…
• Reflective portfolio• Self-critique• Reading logs, content summaries• Public review of work• Choices about what and how to
study• Formative assessments
NLII Focus Session 20
Learning issocial
• Feedback and interaction• Team-based projects• Debate-driven
NLII Focus Session 21
This entails…
• Mentoring• Collaborative learning• Team-based learning• Instructor participation• One-on-one interaction with
instructor• Messaging
NLII Focus Session 22
Roles
• Student roles– Builder– Listener– Peer mentor– Publisher– Team member– Writer
• Faculty roles– Architect– Consultant– Expert– Guide– Lecturer– Reviewer
NLII Focus Session 23
Breakout
• Repeat as time allows:1) Identify practice2) Identify the LCP3) Identify the faculty and student
roles4) Identify the technology
NLII Focus Session 24
Example
• Briefly describe the practice or scenario:– instructor sets up tests and
mechanisms that enable students to quiz each other as a way to see if they have sufficient mastery of a topic.
NLII Focus Session 25
Example (cont)
• Which learner-centered principles does it reflect? – Metacognitive: formative assessment
enables students to monitor their own progress and make adjustments in their learning paths
– Social: promotes interaction among all course participants
NLII Focus Session 26
Example (cont)
• What roles do the faculty and students play? – Instructor: guide; consultant– Student: peer teacher and/or mentor
• Which technologies?– Quizzing tool; virtual whiteboard;
chat
NLII Focus Session 27
URL for survey
http://nliisurvey2.notlong.com