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Creating Significant Learning Enviroments (CSLE) 2 day workshop @ BCIT
- 1. Creating Significant Learning Environments Workshop offered by Dwayne Harapnuik PhD. BCIT Dec 16-17, 2013
- 6. Expectations • Who are you? • Where are you from? • What are you working on? • Why are you here?
- 7. Dee Fink
- 9. • BHAG end of the It is my hope that by the workshop you will... • Be persuaded that course design is the most important single thing you can learn about teaching. • Be able to design your courses more intentionally move toward Creating Significant Learning Environments.
- 10. Specific Goals • FOUNDATION: Understand the basic terms and concepts • APPLICATION: Be able to use the model of Integrated Course Design (ICD) and Backward Cesign • INTEGRATION: Identify the relationship between what you are doing now as a teacher and the ideas of ICD ------continued
- 11. Specific Goals (cont.) • HUMAN DIMENSION: •SELF: Be more confident that you can do this •OTHERS: Work with others to create more powerful designs • CARING: Identify the value of course design in teaching • LEARNING HOW TO LEARN: Know what else you want to learn about course design – and how to learn that.
- 12. Agenda 1.Introduction & Expectations 2.The Context of Teaching & Learning 3.Different Ways of Designing a Course 4.Integrated and Backward Course Design: 1.Learning Environment/Situational Factors 2.Learning Goals/Outcomes/Competencies 3.Teaching/Learning Activities 4.Feedback & Assessment 5.Making Your Course Integrated • Group Practicum – Individual Practicum • Your Course Plan Review • Question: “Will it be worth the time it takes?”
- 19. Roche, J (Nov, 2013) Engaging The Next Generation of Learners. Elearning
- 20. Who is our learner Millennial, DIY, Maker Hacking
- 21. Who is our learner Millennial, DIY, Maker Hacking
- 24. Access create & insert image
- 43. Lecture • 76% of the 172,000 faculty across north america surveyed revealed that the lecture was their primary form of instruction (Finkelstein, Seal, & Schuster) • Monitoring faculty reveals that 3 min out of 50 are actual discussion and most often at the end of class. (Nunn)
- 46. Are we teaching today’s students as we taught yesterday’s? Are we robbing them of tomorrow?
- 47. (Fink. D., 2003 Creating Significant Learning Experiences )
- 48. Challenges • Lack of interest • Poor preparation Poor retention of learning • • ???
- 49. Design Options • List of topics • List of activities Backward design/Outcome • based
- 50. (Fink. D., 2003 Creating Significant Learning Experiences )
- 51. (Fink. D., 2003 Creating Significant Learning Experiences )
- 52. (Fink. D., 2003 Creating Significant Learning Experiences )
- 53. Learning Environment/Situati onal Factors • Worksheet-1-Learning Environment-Situational Factors
- 55. (Fink. D., 2003 Creating Significant Learning Experiences )
- 58. Dream Class • If you had a class that could and would learn anything and everything you wanted them to learn: • What is it that you would really like them to learn?
- 59. Example BHAG Learners will identity technology innovations and embrace them as opportunities rather than challenges and proactively use those changes as catalysts to enhance their organizations learning environments.
- 60. Write your BHAG
- 61. (Fink. D., 2003 Creating Significant Learning Experiences )
- 62. (Fink. D., 2003 Creating Significant Learning Experiences )
- 63. (Fink. D., 2003 Creating Significant Learning Experiences )
- 64. (Fink. D., 2003 Creating Significant Learning Experiences )
- 65. Blooms Taxonomy
- 67. PCC
- 71. Writing Significant Learning Goals Worksheet-2-Questions for Formulating Significant Learning Goals
- 73. (Fink. D., 2003 Creating Significant Learning Experiences )
- 74. (Fink. D., 2003 Creating Significant Learning Experiences )
- 75. (Fink. D., 2003 Creating Significant Learning Experiences )
- 76. (Fink. D., 2003 Creating Significant Learning Experiences )
- 77. (Fink. D., 2003 Creating Significant Learning Experiences )
- 78. (Fink. D., 2003 Creating Significant Learning Experiences )
- 79. (Fink. D., 2003 Creating Significant Learning Experiences )
- 80. (Fink. D., 2003 Creating Significant Learning Experiences )
- 81. Writing Learning Activities 3 Column Table Blank Form
- 84. (Fink. D., 2003 Creating Significant Learning Experiences )
- 87. Alignment
- 88. Alignment
- 89. (Fink. D., 2003 Creating Significant Learning Experiences )
- 90. (Fink. D., 2003 Creating Significant Learning Experiences )
- 91. (Fink. D., 2003 Creating Significant Learning Experiences )
- 92. (Fink. D., 2003 Creating Significant Learning Experiences )
- 93. (Fink. D., 2003 Creating Significant Learning Experiences )
- 95. (Fink. D., 2003 Creating Significant Learning Experiences )
- 96. (Fink. D., 2003 Creating Significant Learning Experiences )
- 97. Writing Assessments 3 Column Table Blank Form
- 98. Integration 1.Functional • 3 Column Table 1.Chronological • Modules • Weekly Schedule • Teaching Strategy • Culminating Project • String of Activities
- 99. (Fink. D., 2003 Creating Significant Learning Experiences )
- 100. (Fink. D., 2003 Creating Significant Learning Experiences )
- 101. (Fink. D., 2003 Creating Significant Learning Experiences )
- 102. (Fink. D., 2003 Creating Significant Learning Experiences )
- 103. (Fink. D., 2003 Creating Significant Learning Experiences )
- 104. (Fink. D., 2003 Creating Significant Learning Experiences )
- 105. (Fink. D., 2003 Creating Significant Learning Experiences )
- 106. (Fink. D., 2003 Creating Significant Learning Experiences )
- 107. Your Course 1.Finalize your course BHAG 2.Finalize 3 column table learning goals 3.Identify learning activities and assessment activities 4.Sketch out module or weekly schedule 5.Create 1 rich learning experience + reflective writing
- 108. Does It Work Is it worth the time and effort?
Notes de l'éditeur
- But how do we use the tool of educational technology and educational media? How do we know if it working If a picture is worth a thousand word, what is a video worth?
- Consider the use of video as a learning tool Can you imagine a better way to demonstrate how to fold a shirt than this video? How many pages would a written explanation take? Would this video enhance learning? We know in our gut or very strongly assume that this video us useful. How do we really know?
- (John Dewey, 1944) Dewey is considered the author of progressive education and experiential learning. I take Dewey’s admonition very seriously because in my role as a Instructional Development Consultant I believe that it is my responsibility to ensure that we are creating the most effective learning environments for our students. I also take this responsibility very personally because my sons in the very near future may be coming to BCIT.
- Why is BCIT different? Simon Sinek TED Talk @ Why
- I am here to serve you and to help you create the most effective learning environment. Whether you realize it or not you have one of the most important jobs in society because you have the opportunity to shape and mold the future. I believe it is my responsibility to help you prepare our students for a future we are unable to predict.equip our learners with the necessary tools to address problems that don’t yet existprepare leaders who can develop and communicate solutions to a wide variety of domestic and global challenges.
- I am here to serve you and to help you create the most effective learning environment. Whether you realize it or not you have one of the most important jobs in society because you have the opportunity to shape and mold the future. I believe it is my responsibility to help you prepare our students for a future we are unable to predict.equip our learners with the necessary tools to address problems that don’t yet existprepare leaders who can develop and communicate solutions to a wide variety of domestic and global challenges.
- Big Harry Audacious Goal (BHAG) - Jim Collins
- After reviewing the Several Strategic plans, former President Wright’s discussion paper and other similar documents I have summarized what we (BCIT) believe. We are talking the talk... But are we really doing this? And how well are we reaching this outcomes? What do we need to reach these goals? BCIT has a great tradition of offering high quality experiential learning but I think we can do an even better job.
- After reviewing the Several Strategic plans, former President Wright’s discussion paper and other similar documents I have summarized what we (BCIT) believe. We are talking the talk... But are we really doing this? And how well are we reaching this outcomes? What do we need to reach these goals? BCIT has a great tradition of offering high quality experiential learning but I think we can do an even better job.
- After reviewing the Several Strategic plans, former President Wright’s discussion paper and other similar documents I have summarized what we (BCIT) believe. We are talking the talk... But are we really doing this? And how well are we reaching this outcomes? What do we need to reach these goals? BCIT has a great tradition of offering high quality experiential learning but I think we can do an even better job.
- After reviewing the Several Strategic plans, former President Wright’s discussion paper and other similar documents I have summarized what we (BCIT) believe. We are talking the talk... But are we really doing this? And how well are we reaching this outcomes? What do we need to reach these goals? BCIT has a great tradition of offering high quality experiential learning but I think we can do an even better job.
- The realization of how important the environment was to learning became crystal clear last fall at the Whistler Air Dome. Share the story of Caleb and Levi learning tricks and how the whole group of riders informally supported on another, offered advice, encouragement and congratulations. The rapid progression that my boys experienced has me convinced that I can no longer ignore their learning environment I resumed work on researching significant learning environments that I has started back a few year ago.
- but are we walking the walk. - For the most part I think we are and I also believe t everything we need is here we just need to make necessary connections and make the pieces fit.
- We can ensure our students futures by focusing on Creating Significant Learning Environments. This really isn’t a new concept. We design information systems, smart buildings, ecological friendly communities, and so many aspect of our society but we unfortunately do not apply this holistic approach to designing learning environments. Rather than allow the environment to come together inadvertently and respond reactively to the learning dynamics that arise I suggest that even more pro active and purposeful and create significant learning environments that inspire, foster and facilitate deeper learning. How is this different than what we see in the institutional strategic plan or school plans. Not a business plan or strategy but a fundamental presupposition or a fundamental focus on - the purposeful design of learning
- It has to all start with the student. The learner or student center focus becomes the measuring stick - how will this LMS support the learner, how will this curriculum support the needs of the learner, how will this pedagogy enhance learning, wlll our formative and summative assessment help the learner - BCIT is already committed to hands on approach to learning — I.e. Hands on approach, program reviews, industry liaison etc. Who is our learner?
- We have a diversity of learners - BCIT did a very good job in the past addressing the GenX learner but millennials are a different group and have different tendencies. Furthermore, many of our students are adult or mature learners who have even more differentiated needs so we have to be all things to all people
- Thrive in a multimedia environment Can learn anywhere anytime - all the time and everywhere Need flexibility
- Thrive in a multimedia environment Can learn anywhere anytime - all the time and everywhere Need flexibility
- Fully connected IM, text, youtube - favorite search engine
- - DIY, Maker, Hacking…EduPunk MOOCs - Socially networked and connected - social learning/information learning/peer support/crowdsourced learning - Collaborative and media rich
- - How do we know - Even though I have been an Educational Technology researcher learning theorist for more than 15 years don’ take may word for this. Research organizations like Gartner, EAB, ECAR, horizon reports, McKinsey, Sloan,, Pew, TED and much more - All confirm that in addition to a student centered approach we have moved into a world ubiquitous access which has begun to rapidly change everything.
- We live in a digitally connected world - ubiquitous access - all the time and everywhere - This means mobile, online, blended, face2face with digital enhancement and supplements - The classroom is no longer the locus of control - the network is - The learner controls the network access - Print information age - problem is getting access to information
- - Digital information age - problems is assessing information - Wireless infrastructure - rock solid - E-text and OER - Digital assignments and submission and evaluation
- The world of ubiquitous access means we consider a variety of delivery methods.
- Instructional Design - proactive & purposeful
- Outcome based instruction is build upon backward design principle- Look at how this course/program will change their lives in the future How will this make them a better member of society, contribute to solving a particular problem etc.
- - Learning theories and approaches can be interchanged — puzzle pieces can be replaced — problem based learning for health, case based study for business, cognitive apprenticeship for trades etc. - learner-centred, engaging, motivational, contextual, experiential, authentic.
- BCIT already has a good ISW process that introduces faculty to the Instructional Design process and our Learning & Teaching Centre, the IDC, ETS and all the other resources are available to help faculty with creating significant learning environments. Just not being leveraged effectively enough Less than 30% of the faculty have gone through an ISWUnfortunately, LTC is misperceived as a remedial place where the pure novices and poor teachers have to go - we are working to change this perception
- Assessment & evaluation
- NOT about this but is about
- Aligns outcomes with activities and assessment
- mastery of knowledge, authentic integration, critical analysis and creative thinking
- Preparing our students to learn how to learn and adapt jobs that don’t even exist must be our basis on measurement - Student-centred - Active, engaging and dynamic - Effective Educational design
- Industry Advisory Boards and program planning BCIT is currently involved in program reviews to ensure that we have alignment with industry and to also see what we need to be doing to prepare the learners for the future
- - Instructional, technology, student services and academic resources should be learner-centred - Learning technology infrastructure is innovative, dynamic and sustainable - Technology enhances learning through appropriate selection, effective application, and thorough evaluation.
- This is only one aspect of the IT infrastructure
- BCIT is already committed to a high quality and high volume wireless network - D2l, IT LTS are ready to go.
- When people talk about Educational Technology they think of laptops being used in the classroom or D2L. I would argue Ed Tech is NOT about technology itself at is about using the technology to help you do want you need to do. Furthermore, educational technology is NOT a learning outcome but a tool that enhances and empowers the learning outcome.
- So far we have talked about the learner but there is also another key group that we need to consider. There is no denying that the teacher place a significant role in creation of learning environments and ideally their roles should be diverse and varied.
- Key is that we are continually moving toward the type of instructional practices that will enhance learning and prepare our students for the futures that they will be facing.
- When we apply effective instruction for the specific situation we enhance the learning environment and ultimately enhance learning.
- Unfortunately, the Presenter or Lecturer is the predominant role. Perhaps BCIT is different?
- - Significant — in the sense… it is a designed experience that starts with the learners current and potential needs, incorporates active and dynamic learning and aligns with clearly defined goal and outcomes - the key is that we take the whole environment into account not just the classroom or campus but the learners circumstances as well. We have to purposefully design the environment and not just allow it to come about on its own - Digital — in the sense… all the time everywhere ubiquitous networked….. - Not a new approach but will incorporate several well researched and accepted theories and approaches
- - How do we move forward? - I suggest that we already are in the process of moving forward. - We consistently focus on why we are doing what we are doing and remind people that we are creating significant learning environments. - As we all know you are never finished learning and therefore we will never be finished building - We just consistently communicate why were are creating significant learning environments
- Learners like Levi who live in a world of ubiquitous access, who use Youtube as a their primary search engine and how have grown up using technology to enhance their learning will be coming to BCIT. Are we teaching today’s students as we taught yesterday’s? Are we robbing them of tomorrow?
- Learners like Levi who live in a world of ubiquitous access, who use Youtube as a their primary search engine and how have grown up using technology to enhance their learning will be coming to BCIT. Are we teaching today’s students as we taught yesterday’s? Are we robbing them of tomorrow?
- Lack of Interest: “Students are bored with my class and lose interest quickly.”Poor Preparation: “Students don’t do the assigned readings before class.”Poor Retention of Learning: “Students do well on the test, but on the next test or in the next course, they seem to forget everything they learned earlier.”
- Learning goals - Outcomes - Competencies - you pick the term you would like to use Why so important
- 50,000 Foot view Levi - story about looking at Panorama.
- The Thread that connects all course work. WHAT Did You Learn in this course? Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc. HOW did you learn?What helped you learn? What didn’t?What does this tell you about yourself as a learner?What is the VALUE to you, of what you learned?For your - Personal life? Social/Civic life? Professional life?What is your PLAN for FUTURE LEARNING?WHAT ELSE do you want to learn? HOW would you learn THAT?
- The Thread that connects all course work. WHAT Did You Learn in this course? Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc. HOW did you learn?What helped you learn? What didn’t?What does this tell you about yourself as a learner?What is the VALUE to you, of what you learned?For your - Personal life? Social/Civic life? Professional life?What is your PLAN for FUTURE LEARNING?WHAT ELSE do you want to learn? HOW would you learn THAT?
- The Thread that connects all course work. WHAT Did You Learn in this course? Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc. HOW did you learn?What helped you learn? What didn’t?What does this tell you about yourself as a learner?What is the VALUE to you, of what you learned?For your - Personal life? Social/Civic life? Professional life?What is your PLAN for FUTURE LEARNING?WHAT ELSE do you want to learn? HOW would you learn THAT?
- This what we think of when we see the term assessment Ironically most instructor dread the following questions: Will this be on the exam? How many pages do I need to write? Should we write this down?
- What is the message here? I will not apologize for using every opportunity to remind everyone that we need to start with the learner.
- Aligns outcomes with activities and assessment
- Study the diagrams for a couple of minutesWrite down your interpretation and share with the group
- Study the diagrams for a couple of minutesWrite down your interpretation and share with the group
- Auditive = Summative Educative = Formative
- Focus on what students should be able to DO in the future.SITUATIONS: Where do people actually use this knowledge?ASSIGNMENTS: Require judgment & exploration (>reciting or restating facts)Focus on integrated use of skills
- Understand the role of the Rubric Need to build one in context Post Test WHY & Big PictureBHAG - Course GoalFoundation > Application > IntegrationHuman Dimension > Caring > L2LAuditive VS Educative AssessmentRubric/Marking Guide
- The Thread that connects all course work.