Task based learning in a blended environment

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<ul><li> 1. Aligning Philosophy of Education and Practice:Moving from Lecture/PowerPoint to Task-based Learning Marion R. Synnott, Ph.D. Conference TitleConference Dates Conference Location</li></ul><p> 2. What most frustrates you in your classrooms? 2 3. I experienced similar frustrations . . .And decided something had to change!(LIKELY ME) 3 4. What was modeled forme as an undergraduateWhat was modeled for me in my graduate program 4 5. In spite of what was modeled for me as a grad student . . .5 6. What I knew: I wasnt engaging and motivating my students.I was disappointing myself. If not lecture and PPTs, WHAT?6 7. I broke each classinto a series of Videosmini learning In-classactivities exercises (andthat includedcompetitions)(but were notlimited to): In-class and online discussionsand research activities7 8. What I lacked was apedagogicalframework tobuild myapproachon . . . then,serendipitously,along cameJane Vella.8 9. TASK-BASEDLEARNING(Vellas framework in a nutshell) 9 10. Vellas assumptions about learners and learning1. Learners arrive with the capacity to do the work involved in learning.2. Learners learn when they are actively engaged cognitively, emotionally, and physically with the content; i.e., what we do is what we learn.3. New content can be presented through learning tasks and these learning tasks can integrate lecture and laboratory.4. Learning tasks promote accountability. 10 11. VELLAS CLAIM:EVERYTHING CAN BE TAUGHTUSING LEARNING TASKS.She defines aLEARNING TASKas . . .an open questionput to members of asmall group, whohave been given allthe resources theyneed to respond 11 12. Open questions . . . Invite The right answerreflectiveemerges from anresponsehonest response by thelearner in his/her Invite criticalcontext.thinking Demandreflection Stimulatecreativity 12 13. Can present new content in aninfinite number of ways (e.g., minilecture (never longer than 10 mins.),video clip, learned article,demonstration, etc.) Can use an inductive-deductive ordeductive-inductive approach Can begin inductively by examining the life, history, and context of the learner as they relate to the topic (e.g., the way we did today) Can begin deductively by examining the latest theoretical content (e.g., if I had begun with Vellas theoretical framework) 13 14. THREE KEY QUESTIONS1. What learning has occurredRELATED TO EACHduring the session? LEARNING TASK2. How will students transfer that learning, i.e., how will they use their new skills, knowledge, and attitudes (KSAs) in non-classroom settings?3. What impact will the learning and transfer have in other settings? 14 15. SEVEN STEPS1. Who (participants, leaders, theOF PLANNINGnumber of participants)2. Why (the situation that calls for this educational program)3. When (the time frame)4. Where (the site)5. What (the content knowledge, skills, attitudes (KSAs))6. What for (achievement-based objectives)7. How (learning tasks and materials) 15 16. FOUR TYPESOF LEARNING1. Inductive work TASKS2. Input3. Implementation4. Integration16 17. 1 2-from Jane Vella -from my Career Development class 17 18. 18 19. An informal evaluation of my practice then and nowChickering &amp; Gamsons (1987) Seven Principles ofLecture/PPTGood Practice in Undergraduate Education Modality Task-based Learning 1. Good practice encourages student-faculty contact. 2. Good practice encourages cooperation amongstudents. 3. Good practice encourages active learning. 4. Good practice gives prompt feedback. 5. Good practice emphasizes time on task. 6. Good practice communicates high expectations. 7. Good practice respects diverse talents and ways oflearning.19 20. Its easy to lose sight of the basics of good adulteducation. There are SO MANYdistractions! 20 21. Philosophy of education In his seminal writings onparticipatory education, Myles Hortonrefuses to separate education fromlife and life from education. He seeseducation as a lifelong process thatinvolves experience and the whole ofthe person. In We Make the Road by Walking,Horton discusses educational practicewith Paulo Freire and comments, Iam less interested in methodology ortechniques than I am in a processthat involves the total person,involves vision, involves totalrealities. (Horton &amp; Freire, 1990, p.176) 21 22. My philosophy of education Adult Education = Social Change The transformative power of adulteducation is limited only by therestrictions superimposed on it bypractitioners and learners. My students and I are co-creators of thelearning community we inhabit. There isa reciprocity that exists between me asa facilitator, the learners (including me),and knowledge. If I engage in dialogicteaching, it will result in a form oftransformative exchange in which we asa community co-learn and co-teach. What is your philosophy of education?22 23. Assumptions about learners and learningI agree with Vella that learners: Arrive with the capacity to do the work involved in learning. Learn when they are actively engaged cognitively, emotionally, and physically with the content; i.e., what we do is what we learn. Can learn new content through learning tasks and these learning tasks can integrate lecture and laboratory. Will hold themselves more accountable for their learning if they engage in learning tasks.What Ive learned about myself is that it is imperativethat I maintain a strong and meaningful connection between my philosophy of education and my practice in the classroom. What are you doing to ensure your philosophyand practice are, and remain, connected?23 24. Are decisions about practice lecturer-driven, i.e., will a great lecturer make upfor minimal studentengagement?My claim: ABSOLUTELY NOT!While the deep learners (Atherton, 2011)may be able to retain and integrate newKSAs with minimal engagement, thesurface learners (Atherton, 2011) willmost assuredly not.For most of us, its not the deep learnersthat are our biggest concern. They couldlearn with or without us!24 25. A final assumption about learning . . . Learning is messy. We as educators need to be prepared to get in and muckabout, to take risks, to not be afraid to try new things, to get over our tendency to make excuses for our inability to engage and motivate our students. 25 26. My next steps . . . Step #1: Overlay Vellasframework with JosieBaudier, Stephanie Foote,and Traci StromiesCurriculum AlignmentMatrix* *http://tinyurl.com/sloan-cam 26 27. 27 28. My next steps . . . Step #2: Apply thismultidimensional frameworkto other courses I teach Step #3: Continuouslymonitor the connectionbetween my philosophy andpractice Step #4: Continue to look forother ways to do what I lovebetter 28 29. ReferencesAtherton, James. (2011). Learning and teaching: Deep and surface learning. Retrieved 21 October 2012 from: http://www.learningandteaching.info/learning/deepsurf.htm.Baudier, Josie, Foote, Stephanie, &amp; Stromie, Traci. (n.d.). Curriculum Alignment Matrix. Retrieved 16 October 2012 from: http://tinyurl.com/sloan-cam.Chickering, Arthur W. &amp; Gamson, Zelda F. (1987). Seven principles for good practice in undergraduate education. Washington Center News, Fall 1987. Retrieved 16 October 2012 from: http://wwwtemp.lonestar.edu/multimedia/SevenPrinciples.pdf.Horton, Myles, &amp; Freire, Paulo. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.Vella, Jane. (2001). Taking learning to task: Creative strategies for teaching adults. San Francisco, CA: Jossey-Bass. 29 30. Other books by Jane VellaVella, Jane. (1995). Training through dialogue: Promoting effective learning and change with adults. San Francisco, CA: Jossey-Bass.Vella, Jane. (1997). How do they know they know? Evaluating adult learning. San Francisco, CA: Jossey-Bass.Vella, Jane. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults. San Francisco, CA: Jossey-Bass.Vella, Jane. (2007). On teaching and learning: Putting the principles and practices of dialogue education into action. San Francisco, CA: Jossey- Bass. 30 31. 31 32. Images were sourced from the following websites: Frustrated woman: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=frustration&amp;hl=en&amp;rls=ig&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=j7qANEFp8l29uM:&amp;imgrefurl=http://sharlapatrick.com/%3Fattachment_id%3D396&amp;docid=--uALvwFyxVN1M&amp;imgurl=dhttp://sharlapatrick.com/wp-content/uploads/2009/12/frustration1.jpg&amp;w=849&amp;h=565&amp;ei=x-Z6UKCuL8njiAKW0oHIDw&amp;zoom=1&amp;iact=rc&amp;dur=562&amp;sig=112878518443330486557&amp;page=1&amp;tbnh=95&amp;tbnw=143&amp;start=0&amp;ndsp=21&amp;ved=1t:429,r:18,s:0,i:190&amp;tx=92&amp;ty=61 Life/change word cloud: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=change&amp;num=10&amp;hl=en&amp;rls=ig&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=Qz4pycP_tzMfOM:&amp;imgrefurl=http://taniaboutin.com/coping-with-change/&amp;docid=6TFEcfwNN8RniM&amp;imgurl=http://taniaboutin.com/wp-content/uploads/2012/01/change-wordle.jpg&amp;w=650&amp;h=313&amp;ei=1d96UJfzLseViAKm7ICYDw&amp;zoom=1&amp;iact=hc&amp;vpx=770&amp;vpy=254&amp;dur=9189&amp;hovh=156&amp;hovw=324&amp;tx=179&amp;ty=87&amp;sig=112878518443330486557&amp;page=2&amp;tbnh=92&amp;tbnw=192&amp;start=21&amp;ndsp=25&amp;ved=1t:429,r:4,s:21,i:233 Jumps into the deep end poster: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=jumping+into+the+deep+end&amp;hl=en&amp;rls=ig&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=ep3Rdqy_CDwOaM:&amp;imgrefurl=http://memegenerator.net/instance/24167407&amp;docid=_PyP9mns5xb88M&amp;imgurl=http://cdn.memegenerator.net/instances/400x/24167407.jpg&amp;w=400&amp;h=473&amp;ei=YOF6ULTtEua6igLgrIGgDw&amp;zoom=1&amp;iact=hc&amp;vpx=471&amp;vpy=175&amp;dur=31&amp;hovh=244&amp;hovw=206&amp;tx=104&amp;ty=159&amp;sig=112878518443330486557&amp;page=3&amp;tbnh=126&amp;tbnw=107&amp;start=44&amp;ndsp=25&amp;ved=1t:429,r:21,s:44,i:278 Figure w/light bulb: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=idea&amp;hl=en&amp;rls=ig&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=tkUsgro1TNltKM:&amp;imgrefurl=http://quartile.squarespace.com/blog/2011/4/17/is-the-big-new-idea-overrated.html&amp;docid=BM15QLu8FkLRcM&amp;imgurl=http://quartile.squarespace.com/storage/post-images/BigIdea.jpg%253F__SQUARESPACE_CACHEVERSION%253D1303031431987&amp;w=300&amp;h=400&amp;ei=0uh6UOW-MajGiwLwg4GACg&amp;zoom=1&amp;iact=hc&amp;vpx=601&amp;vpy=217&amp;dur=1482&amp;hovh=259&amp;hovw=194&amp;tx=95&amp;ty=182&amp;sig=112878518443330486557&amp;page=1&amp;tbnh=113&amp;tbnw=76&amp;start=0&amp;ndsp=25&amp;ved=1t:429,r:21,s:0,i:212 32 33. Images were sourced from the following websites: Framework: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=framework&amp;um=1&amp;hl=en&amp;sa=N&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=4Xy0Ma_VpNJfSM:&amp;imgrefurl=http://wpteach.com/what-is-a-wordpress-framework-and-why-should-i-care/&amp;docid=rnOEWPXU-EomtM&amp;imgurl=http://wpteach.com/wp-content/uploads/2011/12/framework.jpg&amp;w=683&amp;h=455&amp;ei=eQ17UITTOMbmiwKqoIGQBQ&amp;zoom=1&amp;iact=rc&amp;dur=62&amp;sig=112878518443330486557&amp;page=1&amp;tbnh=98&amp;tbnw=147&amp;start=0&amp;ndsp=21&amp;ved=1t:429,r:0,s:0,i:137&amp;tx=54&amp;ty=28 Clock: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=time&amp;start=98&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;addh=36&amp;tbm=isch&amp;tbnid=Odozz6MtCyOjGM:&amp;imgrefurl=http://www.smarterchaos.com/blog/2012/09/05/time-dont-waste-mine-dont-waste-yours/&amp;docid=DL23RxXDplkJYM&amp;imgurl=http://www.smarterchaos.com/blog/wp-content/uploads/2012/09/Time.jpg&amp;w=800&amp;h=667&amp;ei=Cg57UMiCM4TXigKz44Fg&amp;zoom=1&amp;iact=rc&amp;dur=234&amp;sig=112878518443330486557&amp;page=5&amp;tbnh=133&amp;tbnw=160&amp;ndsp=24&amp;ved=1t:429,r:14,s:98,i:50&amp;tx=98&amp;ty=82 Nuts: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=nutshell&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=aOCrDFlq-lNh1M:&amp;imgrefurl=http://withafairwind.wordpress.com/2011/01/12/the-birmingham-leadership-experience-in-a-nutshell/&amp;docid=WCfQScnU_kW-_M&amp;imgurl=http://withafairwind.files.wordpress.com/2011/01/nutshell2.jpg&amp;w=300&amp;h=268&amp;ei=xA57UL2jJobtiQKby4HwCw&amp;zoom=1&amp;iact=rc&amp;dur=218&amp;sig=112878518443330486557&amp;page=2&amp;tbnh=126&amp;tbnw=150&amp;start=22&amp;ndsp=25&amp;ved=1t:429,r:3,s:22,i:177&amp;tx=38&amp;ty=56 Thinking head: Inage retrieved 10.14.12 from:http://www.google.ca/imgres?q=assumptions&amp;start=130&amp;hl=en&amp;rls=ig&amp;biw=1280&amp;bih=595&amp;addh=36&amp;tbm=isch&amp;tbnid=txNhoRCOUyCUHM:&amp;imgrefurl=http://blogs.cfainstitute.org/investor/2012/01/04/the-dcf-model-question-your-assumptions/&amp;docid=H9ozQMc3QxuptM&amp;imgurl=http://cfa.wpengine.netdna-cdn.com/investor/files/2012/01/The-DCF-Model-Question-Your-Assumptions.jpg&amp;w=287&amp;h=352&amp;ei=TiZ7UI7ANuiyigLLo4G4Cg&amp;zoom=1&amp;iact=rc&amp;dur=390&amp;sig=112878518443330486557&amp;page=6&amp;tbnh=125&amp;tbnw=132&amp;ndsp=26&amp;ved=1t:429,r:10,s:130,i:203&amp;tx=51&amp;ty=49 33 34. Images were sourced from the following websites: Learn: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=learn&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=IHRvHaZ8nNd0wM:&amp;imgrefurl=http://www.infed.org/biblio/b-learn.htm&amp;docid=n06lHHuDFLVUZM&amp;imgurl=http://www.infed.org/images/illustrations/learn_mark_brennan_cc-by-nc-sa2_flickr_heycoach-1197947341.jpg&amp;w=600&amp;h=450&amp;ei=5xF7UOvUGcvliwLGrIHACA&amp;zoom=1&amp;iact=rc&amp;dur=78&amp;sig=112878518443330486557&amp;page=1&amp;tbnh=109&amp;tbnw=143&amp;start=0&amp;ndsp=21&amp;ved=1t:429,r:3,s:0,i:143&amp;tx=75&amp;ty=57 Question marks: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=QUESTION+MARKS&amp;start=227&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;addh=36&amp;tbm=isch&amp;tbnid=Fxrnl-W1eGJsWM:&amp;imgrefurl=http://theunemployedbride.wordpress.com/2011/05/&amp;docid=Gr_7tNYDJscQzM&amp;imgurl=http://theunemployedbride.files.wordpress.com/2011/05/question-marks.jpg&amp;w=400&amp;h=300&amp;ei=DRN7UKazG-WjiAK094FQ&amp;zoom=1&amp;iact=rc&amp;dur=265&amp;sig=112878518443330486557&amp;page=9&amp;tbnh=128&amp;tbnw=171&amp;ndsp=25&amp;ved=1t:429,r:10,s:227,i:209&amp;tx=72&amp;ty=85 Content strategy: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=content+strategy&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=nXFbRsKDjc2IeM:&amp;imgrefurl=http://seo-hacker.com/content-strategy-important/&amp;docid=mzzn4wNnKkpU8M&amp;imgurl=http://seo-hacker.com/wp-content/uploads/2012/06/Content-Strategy.png&amp;w=330&amp;h=345&amp;ei=4BN7UNGGHa_vigL6moDgDQ&amp;zoom=1&amp;iact=rc&amp;dur=328&amp;sig=112878518443330486557&amp;page=2&amp;tbnh=138&amp;tbnw=137&amp;start=21&amp;ndsp=27&amp;ved=1t:429,r:19,s:21,i:197&amp;tx=31&amp;ty=93 1-2-3 blocks: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=3+key+questions&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=mOrzoUyssAmW7M:&amp;imgrefurl=http://giveitsomesparkle.wordpress.com/2012/06/27/three-essential-marketing-questions-to-ask/&amp;docid=3eWpLEcOMZADVM&amp;imgurl=http://giveitsomesparkle.files.wordpress.com/2012/06/123-building-blocks.jpg&amp;w=800&amp;h=567&amp;ei=yxR7UIXANKWtygG71YHoDA&amp;zoom=1&amp;iact=rc&amp;dur=406&amp;sig=112878518443330486557&amp;page=1&amp;tbnh=119&amp;tbnw=201&amp;start=0&amp;ndsp=20&amp;ved=1t:429,r:15,s:0,i:115&amp;tx=94&amp;ty=53 34 35. Images were sourced from the following websites: Plan: Image retrieved 10.14.12 from:http://www.google.ca/imgres?q=planning&amp;um=1&amp;hl=en&amp;biw=1280&amp;bih=595&amp;tbm=isch&amp;tbnid=4rdshXxUdjqFXM:&amp;imgrefurl=http://www.exomarketing.biz/en/blog/2012-new-year-resolution-%25E2%2580%2593strategic-planning/&amp;docid=2DffdbnPgUA-zM&amp;imgurl=http://www.exomarketing.biz/wp-content/uploads/plan.jpg&amp;w=400&amp;h=266&amp;ei=6RV7UJbiJLCWyAG57YHgCg&amp;zoom=1&amp;iact=rc&amp;dur=94&amp;sig=112878518443330486557&amp;page=3&amp;tbnh=129&amp;tbnw=229&amp;start=46&amp;ndsp=25&amp;ved=1t:429,r:14,s:46,i:341&amp;tx=115&amp;ty=68 Lego steps: Image retrieved 10.14.12 from:http://www.google.ca/imgr...</p>

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