Student-Centered Lesson Redesign
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This session focuses on how to revise online lessons so that the learning activities are based on learning theory, and it lays out what tools in Brightspace to use. Kolb’s Experiential Learning cycle will serve as the foundation for many lesson ideas as well as a couple other influential learning scholars.
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Student-Centered Lesson Redesign
- 1. Today’s Webinar Student-Centered Lesson Redesign La Shaunda Webb, Western Michigan University for the Brightspace Teaching and Learning Community
- 2. New Webinar Platform – You can resize your own windows
- 3. New Webinar Platform – Bottom tray has more options Open Twitter Widget – tweet with your own account Open Group Chat - hidden by default
- 4. Brightspace Connections Wednesday June 1 9:30 AM – 2:30 PM Nova Scotia CC – Waterfront Campus
- 5. Upcoming T&L Webinars Using Brightspace to Design and Develop Scholarly Activities: Successes and Challenges • Tue. June 14 at 3:00 ET • Tamara Ellen Carver, McGill University C.H.A.L.K-From the Chalkboard to the Keyboard: An Online Faculty Development Program • Tue. June 7 at 3:00 ET • Derk Riechers and Lamar Younginer, Florence-Darlington Technical College
- 6. FUSION 2016 Washington, D.C. • Main conference: July 18-19 • Post-conference workshops: July 20 • Keynotes by Angela Maiers and Sir Ken Robinson
- 7. Brightspace Teaching and Learning Community (TLC) Webinars Hosted by Barry Dahl Webinar Archives Available at bit.ly/TLCwebinars
- 8. Student - Centered Lesson Redesign La Shaunda Webb, Instructional Designer @coehdtechcoach May 17, 2016
- 9. Agenda Introductions Experiential Learning Overview ELearning Examples Considerations Questions
- 10. How did I get here?
- 11. What is your role? A.K-12 Teacher B. Higher Education Professor C.Corporate Trainer D.Instructional Technologist E. Instructional Designer F. Administrator G.Other
- 12. What do you already know about experiential learning? Type your answers in the chat box.
- 13. Experiential Learning Cycle Overview 1. Foundation 2. The cycle 3. What’s the Importance
- 14. Kolb and other Scholars
- 15. Experiential Learning Cycle Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation
- 16. Experiential Learning Cycle: Concrete Experience Actual event Sometimes it instructors need to create the experience Simulations Role plays Movies Problem sets
- 17. Experiential Learning Cycle: Reflective Observation Deconstruct Think deeply Often skipped Closely connected to Abstract Conceptualization Instructor guided questions vs. generic questions
- 18. Experiential Learning Cycle: Abstract Conceptualization New meanings New theories Refine ideas Analogy Model Theory
- 19. Experiential Learning Cycle: Active Experimentation Application Share Be challenged Transfer ideas Get feedback
- 20. What part of the experiential learning cycle do you always include? a. Concrete Experience b. Abstract Conceptualization c. Reflective Observation d. Active Experimentation
- 21. What part of the experiential learning cycle have you repeatedly left out? a. Concrete Experience b. Abstract Conceptualization c. Reflective Observation d. Active Experimentation
- 22. Why would use it? Strategic refresh Student centered Values students
- 23. ELearning Examples to examine
- 24. Old Design: Statistics Content heavy Complex topics Graduate level Most students won’t have the Concrete Experience CE • reading, instructor model RO • ? AC • ? AE • assignment
- 25. New Design: Statistics Insert a space for students to reflect Intentional focus questions and answer Break topics into smaller chunks Encourage student discussions Allow students to practice Overall class design *ensure that students retain more information* CE • reading, lecture RO • Voice- thread AC/RO • discussion AC/AE • low stakes practice RO • feedback, reflection AE • Assignment
- 26. Old Design: Coaching Graduate class Previously taught face- to-face CE • experience, lecture RO • discussion AC • ? AE • assignment
- 27. New Design: Coaching Individual assignment *Value and incorporate previous experience* CE • Actual experience RO •Discussion CE • Lecture AC •Reconcile lecture and experience AE •assignment
- 28. Considerations to keep in mind when redesigning
- 29. Concrete Experience Technology Opportunities Video tool Youtube Vimeo Ted Talk PBS.org/video TechSmith Relay Reach out to actual people and organizations
- 30. Reflective Observation Technology Opportunities Videos Blogging Journaling (discussion board) Survey tool
- 31. Abstract Conceptualization Technology Opportunities Discussion board Dropbox Google Drawings
- 32. Active Experimentation Technology Opportunities Record physical activities and upload (dropbox) Share with classmates(discussion board)
- 33. Final thoughts Variety Create the Concrete Experience Learning is messy Don’t over do it
- 34. Questions? Experiential Learning: Experience as the Source of Learning and Development http://amzn.to/1RAKtBh Start with the book written by David Kolb. Experiential Learning articles and critiques of David Kolb’s theory http://reviewing.co.uk/research/experiential.le arning.htm#axzz3y0Qtz7Dm Read articles supporting and challenging the theory. Experience Based Learning Systems http://learningfromexperience.com/ Explore David Kolb’s website for yourself.
- 35. Thank you! Connect with me on LinkedIn Connect with me on Twitter @COEHDTechCoach
Notes de l'éditeur
- Thank you all for attending today’s session. My name is La Shaunda, and I will be leading the presentation about Student Centered lesson redesign.
- On the screen you can see the agenda for the session. I will tell you guys a little about my background and give you all an opportunity to share with me some information yourselves and your experiences throughout the presentation. You will want to keep your group chat box open throughout the session to ask questions, share or read what the other attendees are sharing. Also feel free to share anything interesting you hear on twitter. We talk about Experiential learning and look at some redesign examples. Then, we will identify some considerations when designing online. Finally, I will end by giving you all space to ask questions and share some of your own experiences. Let’s get started.
- I am presenting to you all from Kalamazoo, Michigan. It is approximately an hour east from lake Michigan. However, I am originally from Detroit, and I graduated from the University of Michigan with a BA in English. When I graduated, I joined Teach For America and moved to Houston, TX. I was a Special Education and ELAR teacher in Houston Independent School District. There is where I built my foundation for creating student centered learning lessons. Working with the special education population, it was imperative that I create learning experiences that spoke to my students’ strengths so that they could be successful if and when they transitioned to general education. While I taught I also had the opportunity to offer staff training on my campus and mentor new teachers through TFA. Several years before I left the classroom, I decided to pursue my masters in Human Resource Development. During this time I gained a better andragogy and various learning theories. Before I left Houston, I contracted and volunteered as a freelance Instructional Designer for several industries: Oil and Gas, non-profit, and government. I then took a position at Western Michigan University as an Instructional Technology Coach for the College of Education and Human Development. Now this gets confusing.*smile* I coached education professors on how to use and incorporate technology into their classrooms so they could teach their students –who were future teachers- how to incorporate technology in their own K-12 classrooms. I also worked with a local school district to establish their own Technology Integration Leadership training program. Currently, I am an Instructional Designer who works on online and Hybrid courses. Since I work at the university, I decided to pursue my MBA, and I am 6 weeks away from finishing. I am probably the most critical students my professor have in their classes because I am not only looking at content but also how they instruct. I don’t say anything to them- they still have to grade my assignments. But in seriousness it is good to be on both sides of the fence as a designer and a learner. I am approaching my 12th year in education and longer I am in it, the more interested I am in how we design lessons in order to ensure that students are successful and that is what has led me to this place where I am talking to you all.
- So now that you all know something about me, let’s find out who is in our audience. I would like to know what role you have at your institution or company. The polling questions asks What is your role? Select the answer that best fits you. You have 60 seconds. Thank you all for sharing that with me. It is nice to see who we have in our audience. I hope that you all are able to take away some information that is applicable to each of you.
- So let’s get down to business. Use the chat box to share what you already know about experiential learning. I will give you 90 seconds to type and submit your answers. If you have never heard of it, then say that. This session is for everyone.
- So the first part of the presentation I will talk about what Experiential Learning is based on then. Then I will explain the cycle and why we should care.
- David Kolb and Ron Fry co created the Experiential Learning model, although Ron Fry’s name is not typically associated with the model. Kolb is an educational theorist who is currently a professor of organizational behavior at Case Western Reserve University. His work is based on the research done by the researchers on the screen next Kolb. When some think about Experiential learning they may think about large programs such as the peace corp or activities such as service learning and internships. For this workshop, we will apply the experiential Learning cycle to individual lessons within a larger course.
- The Experiential Learning cycle is made up of 4 parts. The way it looks, learning will occur in distinct parts. However, when we learn, we all know that we don’t isolate our thinking. What we attempt to do – with the guidance of this diagram - is require students to be intentional about each step in the learning process. I like this cycle and diagram because it reminds us to focus on how learners learn not just on what learners need to learn. It helps us to think critically about that great assignment we want to give students. And ask ourselves Are we allowing them the opportunity to move through a full learning cycle or are we stopping short of completion? Now, I want to tell you all that Kolb also has a learning styles inventory that corresponds to this chart but we wont get into that during this session.
- So let’s start with the concrete experience. This is the application of the theory or skill in real life. Depending on what level your students are, they may already have had a concrete experience or two about the subject your are teaching. This is probably most applicable to graduate students, contemporary students, or professionals in professional development training. When you incorporate someone’s concrete experience you give value to what the learner already knows. Allowing adult learners to be active contributors to the learning process increases engagement for them and broadens the experience for their peers. Traditional undergraduate students or younger K-12 students may be less likely to have concrete experience with your subject matter and therefore you want to create that concrete experience for them. Sometimes it is beneficial for all students to work from the same shared concrete experience so that all learners have the same reference points. Concrete experiences can be created with simulations, role plays, and movies. In some cases a reading or lecture will create that concrete experience. For example in an English class, students may have to read the same text before the instructor gives a lesson on a particular style of writing.
- Reflective observation is a period for students to breakdown what they experienced, saw, or read according to the goals set by the instructor. I either see RO skipped entirely or done poorly. If skipped entirely, a student will read and move directly into the active experimentation or assignment. If done poorly, the instructor will ask a generic question in the discussion such as tell two things that stood out to you and respond to your classmates observation. I think it is great to encourage students to discuss what caught their individual attention. We want students to develop their own connections because it helps to keep them engaged. We also want to guide them down the right path of mastering the objective especially if you have students who miss the point. Also guided questions are helpful if you are not creating the CE for your students and they are all working from different shared experiences. Some RO questions I like are: 1. Think about your experience and think back specifically about how X and Y were affected when you did A and B. Share what was significant about the outcomes? 2. Think back about how X and Y were affected when you did A and B. What knowledge informed your decision making? Now everyone is focused on significant outcomes or necessary content for informed decision making
- This is the space for students to make sense of new meanings and new theories. They are able to refine their ideas they had before with readings with their reflective observations and with the assigned readings. I think we assume that this happens in students’ heads but we don’t consistently give them a space to share their AC. For example, I am supporting and instructor who is developing an family life education course. One of the modules is about institutional racism. Because this topic is a sensitive topic we want to give students a space to reconcile what they knew prior to the class and what they are learning in that module. So Students will have an opportunity to reflect about their understanding prior to watching a documentary and reading the assigned reading about the impact institutional racism may play on the families they work with. After they read and watch the documentary, students will have an opportunity to write about what ways their approach may or can change towards families who may be affected by institutional racism. So before students move to the next phase of learning, they refined what they knew by incorporating new ideas and will move forward with (hopefully) a may informed and thoughtful approach to their assignment. Some may ask aren’t students doing this in the reflective observation? Not necessarily. During the reflective observation you asking them to share what they experienced, saw, or remembered. You aren’t really asking them to form new opinions during the reflective observation. But as I said before, we don’t think or learn in distinct parts, so a student very well may be coming up with new ideas during the reflective observation. That’s great; they are ahead of the game!
- This is the application stage of learning. this is where students get to try out what they have conceptualized. It allows them to be challenged and transfer ideas to a setting or problem. What I have seen in multiple classes is students are given a reading assignment, a discussion question, and a quiz. There may be a midterm and a final. However, when I think about the application stage I don’t think about quizzes. I think about authentic assessments such as creating a job aide with content, conducting an interview about the content, completing a case study, or something that really makes the student implement the new ideas and isn’t just a tool for the instructor to assess if they understood the ideas.
- Now, that you have been introduced to the cycle or -for some- reviewed the cycle, Can you all take a moment to reflect on an online class you have taught previously. Is there a part of the cycle that you consistently include regardless of what lesson you are designing? Please share that in the text box. Can a few people share why they without fail always share whatever they listed in the chat box? Thank you all for sharing that.
- So now reflecting on some online courses you have taught what have you left out? It can be intentionally or unintentionally. This is a judgement free-zone. *smile* Can a few of you share why you left of the part you left off? These are interesting insights Thank you all for sharing.
- Lots of instructors want to refresh their courses and naturally gravitate to the newest technology. That isn’t bad, but we want to ensure that activities that are being selected to implement with the newest technology will measure up to how people learn. So this reminds you to strategically look at the learning that should occur in the activity as a basis for whether or not you should change it. Then the instructor can proceed to selecting new tech tools. This cycle helps to remind you to value your students experiences prior to the class which promotes active engagement. With your students always being at the center of your design and not your content. You are more likely to have active transformational learning as opposed to passive information transfer.
- Periodically, I encounter professors who are interested in redesigning activities but have content -centered design in mind instead of student-centered design. So I want to share specific examples that I have worked on.
- This is an example I pulled from a statistics course I am supporting. The course was originally taught as a face to face class and the instructor had not taught this particular course as a hybrid before. If any of you have taken a statistics class or remember your statistics classes, you can imagine how complex the ideas are. In addition to a dense text, students were learning to write a new programing language. His plan was to provide students with the reading for the topics, an example of him writing the language in the program and then students would complete a case study assignment. The professor indicated to me that his students did struggle with the content and those who continued to the next statistics course would have to wait one semester before taking the next course because they are not offered concurrently.
- Taking into consideration that students struggle with the content and learning a new language, they need a deeper understanding to retain the information over a greater amount of time, so the experiential learning cycle makes sense here. Because this content is dense, I advised him to add more opportunities to go through the cycle by provide video lectures in addition to reading the chapter. I suggested not to reiterate the information that students will read but add examples and alternative explanations to the most challenging concepts. He should also have models to provide to the students. I suggest that instead of having students just view the models and move on, use VoiceThread as a tool to allow students to ask the question in the middle of the professor’s presentation and add annotations to the presentation similar to how a face to face class would operate if a student raised his or her hand. This way he can see exactly what students are having trouble with and others can see the visual, too. Because we want to make theoretical and dense content as relevant as possible, I believe adding a discussion forum that challenges students to think about what they understand, don’t understand and why - would be valuable here, but not for every lesson. Another way for the professor to add in the abstract conceptualization is to attach it to the active experimentation. Give students a low stakes practice assignment that allow them to go through a “lite” version of practice. In this case, it can be less facts and figures to manipulate, less information to program. Allow students to make connections between what was discussed and what they did why it worked and didn’t. So not to overwhelm the professor with grading, I suggest incorporating critical friends to discuss the low stakes assignment with. The professor can provide an answer document for students to compare their work against. They can work with their critical friends to reflect and then upload their work and reflections. After student had an opportunity to muddle around with the content. Then allow students to complete the actual assignment for a more significant grade.
- This is another course that was moving from a face to face format to online. Based on her description of how she taught her class, I believe that this instructor went through the full experiential cycle in her face to face class, but was unsure how to translate that to online. So when we met, her suggestion as to how to set up her classes left out the abstract conceptualization. This was also a graduate class, but many of these students had either been coached or were coaches as some point so they had their own experiences to references without her needing to creating concrete experiences for them. What she tended to do was to lecture, ask students to read, and then talk about how their own experiences related to the text.
- I suggested that we change the order of how students do the work. I wanted to emphasize the value of what students already knew about coaching at the programmatic and individual level. I wanted her to really get to thinking about what they knew so they could challenge their ideas and be prepared for abstract conceptualization. So I suggested that the discussion should occur before the lecture or the readings in this case. Asking students specific questions about their prior knowledge helps peak students interest in the content before they actually begin to read or view the lectures. After the lectures I suggested that she insert a space for students to refine their ideas about the topics. We used articulate storyline to create interactive lectures for her, so there multiple “stop and think” Abstract conceptualization opportunities for students throughout the lectures. Then students would compete the active experimentation with graded assignments.
- So I want to share some considerations with you all as prepare to redesign with the experiential learning model.
- If you have to create the CE for your students, These are the perfect places for your students to see a common experience unless you want to create it yourself. Our product that we use on our campus is TechSmith relay. I am sure you all can share some reliable video recording software. There is nothing wrong with coordinating the CE for students. One law class requires students to find a civil law case in their city or town to observe. Then students must complete the RO, AC, and AE.
- Reflective Observations can be captured in written assignments or video. Consider having students uploading a video of their observations. If you choose to use the blogging tool for Reflective observation remember that everyone can see the blog so sensitive topics may not be a good idea. If there are many sensitive topics to be reflected on, I suggest using the group tool to make a group of 1 and create discussion topics so that every student can have his own safe space to share with you. I like the idea of Partner debriefs. Have students experience the same event at the same time and each describes his/ her perspective ( acknowledge differences and similarities). As we know different things will stick out to different people, so it would be great to have both students share what they noticed. Or use the survey tool to ask specific Reflective observation questions. You can then compile the reflections easily and incorporate them in another assignment or lecture.
- Depending on your subject matter you may have some preferred tools that you want to see students create models in. For example I am taking a class a business venturing class. There is a website called strategyzer.com that allows you to build out your business model. The professor has the ability to go in and make comments on individual components on each of his students models. So like I said there may be a content specific tool that works for you. If you don’t have a preferred content specific tool, then have students upload their AC to the dropbox. If you want students to get feedback on their models, then have them upload it to the discussion board. But be careful to make it about feedback that students can incorporate moving forward as oppose to a compliance activity where students have to ask two questions and move on. Abstract Conceptualization doesn’t have to occur as a solo activity. Create your own model diagram using google drawings and share a copy with each of your students. Have them hash out their model or theory together and share it with you or the class. Be sure to talk about settings with students so that everyone does not have editing rights to the documents.
- If the activity is a physical activity that can be recorded, have students record themselves doing it and upload it to the dropbox, if you encourage students to give feedback then share it on a discussion board. I suggest adding a requirement that makes students address the feedback they receive after they have uploaded the assignment. Not necessarily to the commenter but to you so that you know that they didn’t move on from the assignment too early.
- Variety is the spice of life (and your course). I am strong proponent of do what works when it is appropriate. Always revisit your goals and objectives to decide whether or not the activity or the process you are redesigning is appropriately addressed. Don’t repeat the same activities for the sake of ease. You don’t want to be bored nor do you want to run the risk of boring your students. Create the CE for your students. Sometimes you want your students to work from the same shared experience even if they have their own concrete experience. So don’t hesitate to create the CE for them. Learning is messy. Don’t aim to create perfect cycles you may repeat of different parts within the same lesson. As long as the end goal is met, effectively and efficiently, I think your lesson is fine. However, Don’t over do it. Don’t include so many assignments that your students get so bogged down that they are unable to be successful. Balance is important.
- While I can answer some questions, I want to share some resources with you all to get you started. As you explore, you will find plenty more.