Running head: PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 1. Personal Statement on Learning and Instruction. Jay A. Bostwick

Size: px
Start display at page:

Download "Running head: PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 1. Personal Statement on Learning and Instruction. Jay A. Bostwick"

Transcription

1 Running head: PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 1 Personal Statement on Learning and Instruction Jay A. Bostwick IP&T 620 Principles of Learning

2 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 2 Personal Statement on Learning and Instruction My philosophy on learning and instruction as a teacher and an instructional designer has been formed through five years experience facilitating learner-owned undergraduate field study experiences in international and cross-cultural settings, and through graduate studies in instructional psychology and instructional technology. In these experiences I have come value many ideas about learning, drawn from a variety of theorists and theoretical movements. Along with behaviorists like Skinner (1961), for example, I feel that learning is demonstrated in the things a student actually produces and the skills they are able to demonstrate practically. At the same time, I also believe, with the cognitivists, that learning can be improved with attention to how knowledge is received and processed, the process students use to think about what is being taught (Bransford, Brown, & Cocking, 1999). In my core understanding of what learning is, however, I align most closely with the definition offered by Lave (1991), who develops a model of learning as an emerging property of whole persons legitimate peripheral participation in communities of practice (p. 63). In other words, learning is about gradually becoming a more and more capable participant in a group of people; becoming oriented to their skills, behaviors, culture, and history; taking an increasingly more central role in the community as one s competency increases. In the words of Wenger (1998), this is a mutual developmental process between communities and individuals, one that goes beyond mere socialization (p. 263). Learning in this sense is a collaboration that not only builds the learner, but also sustains the community of experts in a particular practice. In relation to this perspective on learning, teaching must be concerned with much more than simply conveying facts and information, aiming instead to provide learners with opportunities to become engaged in communities of practice, imagine and build their identities,

3 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 3 and have meaningful impacts on the world (Wenger, 1998). Lave (1991) suggests traditional apprenticeship, as it has appeared in pre-modern, non-western societies, as one approach through which this kind of teaching can be performed. My own instructional approach, as developed through teaching undergraduate students preparing to do research abroad, is based on several key assumptions: First, I feel that it is important for learners to be engaged in authentic tasks in authentic contexts, that in learning they be prepared to do and understand things the way experts do and understand them. When learning is directed toward authentic problems, such as finding solutions to real-world challenges in a particular field, I believe that learners are more motivated and insightful, and more effectively retain what they ve learned. For example, the education abroad students I teach are engaged in the authentic task of designing and implementing their own field research projects, including writing a research proposal and applying for approval from the university s Institutional Review Board (IRB) to affirm that the project design is ethically sound with respect to human subjects. The fact that they are doing the kind of research that scholars within their disciplines do is highly motivating. Second, I believe that learning is initiated by a sense of dissonance between one s own understandings and external realities, what Savery and Duffy (1996) refer to as cognitive conflict or puzzlement (p. 136). It is difficult to describe this motivating sensation in terms that do not have negative connotations, but the outcomes of this puzzlement are good, focused questions that can pull learning beyond the goal of acquiring facts and information only. In my teaching experience, it has been important for students to actively produce and articulate their own questions about the things we study. As a teacher, raising questions has also been an effective way to initiate thought and discussion without rigid lecturing.

4 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 4 Third, I believe that social collaboration greatly enhances the learning process, that in working with peers and more knowledgeable mentors and content experts, learners can me exposed to a variety of understandings and abilities that will help stimulate questions and help a learner develop and articulate his or her own thinking. Our field study students are engaged in a community of learners with each other, and also work closely with faculty mentors. We are always looking for ways to build stronger connections within these associations, and to sustain interaction within these communities after they have gone abroad. Academic blogging has been a recent addition to our students process. Beyond this, the entire field experience is based on the idea that interaction with people should be maximized, and one of the greatest learning experiences for students is to live with a host family in a new culture. This not only immerses the students more deeply into the host culture and community, but provides relationships on which the students can rely for support as they are still developing their ability to participate appropriately within the culture. Fourth, I believe that students need to have ownership over their learning, that they should play a role in negotiating learning objectives with their teachers and take responsibility for their own progress. Commitment to this principle is a key quality in the most effective teachers. Our field study students choose their own topics of research, identify and form their own relationships with mentoring faculty, and are responsible for receiving the necessary approvals. Their project work will fail if any of these tasks are not performed well. As demanding as these expectations are, the fact that students are responsible for their own experience is highly motivating. They are typically more excited and engaged in their academic studies while participating in our programs than they have ever been before, and generally return to finish their studies on campus with a new energy and focus.

5 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 5 As something of a summation of these assumptions, I believe that knowledge of the world comes about through one s experience of it (Driscoll, 2000, p. 376). This belief, taken with all others I have mentioned, has been identified as a foundational concept in what is defined broadly as constructivism (Driscoll, 2000; see also Jonassen, 1991; Savery & Duffy, 1996). In this broad sense, I feel an affinity with this family of paradigms and methods in my own instructional approach. In line with the constructivist paradigm, I feel that the role of a teacher is to provide learners with access to experience and facilitate the construction of meaning from those experiences. As I ve taught our field study students, for example, we have aimed to help students prepare for cross-cultural experiences by exposing them to ideas, strategies of observation, and principles for good inquiry. While instructors and teaching assistants do share their own experiences with the students as a part of the process, we do not determine or attempt to control what a particular student s experience abroad will mean to him or her, in academic or any other terms. Specific strategies employed in this kind of teaching can take a number of different forms, including, among others, discovery learning (Bruner, 1961) or constructionism, which Hay and Barab (2001) distinguish from constructivism; problem-based learning (Savery & Duffy, 1996); and peripheral participation (Lave 1991; Wenger 1998); and cognitive apprenticeship (Collins, Brown, & Holum, 1991). I take the caveat on constructionism generally presented by Jonassen (1991) as applying to the implementation of these specific methods: When integrating constructivism into the instructional design process, the nature of the learning and the context in which it will occur should be considered before committing to one theory or the other (13). Each of these approaches to instruction is suited to a particular type of learning

6 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 6 situation with specific kinds of learners and learning objectives. Along with these methods for teaching, I believe that technology can also play an important role in learning. Clark (1983; 1994) has argued that technology does not cause learning, comparing it to a truck delivering groceries without itself causing a change in the nutrition of those who receive the groceries (1983, p. 445). His claim is that improvements in learning will be affected through a change in instructional method, not in technology. I agree that method has a direct and primary impact on learning and that good teaching can occur without the latest technology. At the same time, I believe there are many useful technological tools that can have a positive effect in enhancing, even creating, learning environments. What Clark identifies as delivery technology (Clark, 1994, p. 23) can play a particularly critical role not only in increasing student access to additional sources of information, but also can connect students to communities of learning and practice. In case of our field study students, academic blogging is one activity we have identified as being a potential way to increase interaction and collaborating among students and staff, and also as a potential platform from which to begin having dialogue with experts in their fields of study, even as they are still reviewing literature and formulating their project designs. This, I believe, is one way to incorporate technology in a teaching situation in order to more fully realize the particular teaching method of facilitating peripheral participation with communities of practice. In conclusion, I believe that knowledge is power, that as we develop more effective understandings of the world around us, we have more freedom to choose the kind of people we want to be. The process of supporting and encouraging these decisions as a teacher and learner myself, is a process that I feel excited and fortunate to take part in.

7 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 7 References Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). Learning and transfer. How people learn. Washington DC: National Academy of Sciences. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, Clark, R. E. (1983). Reconsidering Research on Learning from Media. Review of Educational Research, 53(4), Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology Research and Development, 42(2), Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11, Driscoll, M.P. (2000). Constructivism. Psychology of learning for instruction (pp ). Boston: Allyn & Bacon. Hay, K. E. & Barab, S. A. (2001). Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments. The Journal of the Learning Sciences, 10, Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), Lave, J. (1991). Situated learning in communities of practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp ). Washington DC: American Psychological Association Press.

8 PERSONAL STATEMENT ON LEARNING AND INSTRUCTION 8 Savery, J. R., & Duffy, T. M. (1996). Problem-based learning: An instructional model and its constructivist framework. In B.G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp ). Englewood Cliffs, NJ: Educational Technology Publications. Skinner, B. F. (1961). Why we need teaching machines. Harvard Educational Review, 31, Wenger, E. (1998). Education. Communities of practice: Learning, meaning, and identity (pp ). New York: Cambridge University Press.

Social Constructivism & Social Studies 1. Social Constructivism & Social Studies

Social Constructivism & Social Studies 1. Social Constructivism & Social Studies Social Constructivism & Social Studies 1 Social Constructivism & Social Studies By: Ryan Teague December 7, 2000 Social Constructivism & Social Studies 2 Introduction The goal of social studies educators

More information

Engaging Students for Optimum Learning Online. Informing the Design of Online Learning By the Principles of How People Learn

Engaging Students for Optimum Learning Online. Informing the Design of Online Learning By the Principles of How People Learn Engaging Students for Optimum Learning Online Informing the Design of Online Learning By the Principles of How People Learn What Is Engagement? As early as 1995, student engagement was "the latest buzzword

More information

Instructional Technology Philosophy. instructional, and developmental theories and philosophies. My personal theory of learning

Instructional Technology Philosophy. instructional, and developmental theories and philosophies. My personal theory of learning Ann-Marie Peirano Instructional Technology Philosophy My instructional technology (IT) philosophy is built upon the personal theory of learning I have developed over the course of my teaching career and

More information

Assumptions of Instructional Systems Design

Assumptions of Instructional Systems Design Assumptions of Instructional Systems Design 1 The ISD Model Design Analysis Development Evaluation Implementation 2 ISD is Empirical Science 4 In its classical sense, ISD is a systematic method for designing

More information

Situated Cognition & Cognitive Apprenticeships

Situated Cognition & Cognitive Apprenticeships Situated Cognition & Cognitive Apprenticeships This slide show was prepared from the following sources: Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational

More information

Constructivist Design Theory. Kevin Smith. The University of Memphis

Constructivist Design Theory. Kevin Smith. The University of Memphis Running Head: CONSTRUCTIVIST DESIGN THEORY 1 Constructivist Design Theory Kevin Smith The University of Memphis April 3, 2015 CONSTRUCTIVIST DESIGN THEORY 2 Overview If you have heard phrases such as student-centered

More information

CONSTRUCTIVIST LEARNING THEORY TO WEB-BASED COURSE DESIGN: AN INSTRUCTIONAL DESIGN APPROACH

CONSTRUCTIVIST LEARNING THEORY TO WEB-BASED COURSE DESIGN: AN INSTRUCTIONAL DESIGN APPROACH CONSTRUCTIVIST LEARNING THEORY TO WEB-BASED COURSE DESIGN: AN INSTRUCTIONAL DESIGN APPROACH Simone Conceição-Runlee Barbara J. Daley ABSTRACT With the advent of web-based courses and distance education

More information

Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn

Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn M any roles in libraries require that librarians teach, lead workshops, or give instruction to patrons in some way, but most

More information

Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform Dr. Charalambos Vrasidas Dr. Marina S.

Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform Dr. Charalambos Vrasidas Dr. Marina S. Vrasidas & McIsaac 1 Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform Dr. Charalambos Vrasidas Dr. Marina S. McIsaac About the Authors Dr. Charalambos

More information

Authentic activities and online learning

Authentic activities and online learning Authentic activities and online learning Thomas C. Reeves The University of Georgia, Athens, USA treeves@coe.uga.edu Jan Herrington Edith Cowan University, Perth, Australia j.herrington@ecu.edu.au Ron

More information

An Overview of Jerome Brunner His Theory of Constructivism Gamaliel Cherry. Old Dominion University

An Overview of Jerome Brunner His Theory of Constructivism Gamaliel Cherry. Old Dominion University An Overview of Jerome Brunner His Theory of Gamaliel Cherry Old Dominion University In Partial Fulfillment of the Requirements for ECI 761 Richard Overbaugh March 18, 2004 Educational reform has been a

More information

Authentic Learning. 1 of 6. Author: Dr Lam Bick Har

Authentic Learning. 1 of 6. Author: Dr Lam Bick Har Authentic Learning What is Authentic Learning? Authentic learning means learning which happens by actually participating and working on real-world problems, it engages learners by the opportunities of

More information

INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL

INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL Prof. Dr. Aytekin İŞMAN Sakarya University, Turkey isman@sakarya.edu.tr & ismanay@hotmail.com, www.aytekinisman.com INTRODUCTION Instruction is a plan of teaching

More information

Situating Cognition: Knowledge and Power in Context

Situating Cognition: Knowledge and Power in Context Situating Cognition: Knowledge and Power in Context Catherine A. Hansman Cleveland State University, USA Arthur L. Wilson Cornell University, USA Abstract: Although adult education as a field has shown

More information

Constructivism: A Holistic Approach to Teaching and Learning

Constructivism: A Holistic Approach to Teaching and Learning Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions Your name Your department or unit

More information

EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY

EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY EFFECTS OF DIRECT INSTRUCTION AND SOCIAL CONSTRUCTIVISM ON LEARNERS CONGNITIVE DEVELOPMENT: A COMPARATIVE STUDY Waitshega Tefo Smitta Moalosi Department of Educational Foundations, University of Botswana,

More information

Building connection in working with new arrival immigrant and refugee students

Building connection in working with new arrival immigrant and refugee students Building connection in working with new arrival immigrant and refugee students Jenny Barnett, University of South Australia, South Australia Rosie Antenucci, Department of Education and Children s Services,

More information

A Primer on Writing Effective Learning-Centered Course Goals

A Primer on Writing Effective Learning-Centered Course Goals A Primer on Writing Effective Learning-Centered Course Goals Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy A Shift from a Topic-Centered to a Learning-Centered

More information

Learning Theories that Encompass. Distance Education. Jayne Crawford. Boise State University. April 28, 2009

Learning Theories that Encompass. Distance Education. Jayne Crawford. Boise State University. April 28, 2009 Learning Theories Related to Distance Education 1 Learning Theories that Encompass Distance Education Jayne Crawford Boise State University April 28, 2009 Learning Theories Related to Distance Education

More information

My Philosophy of Online Facilitation/Learning. Brian E. Gould. February 28, 2011

My Philosophy of Online Facilitation/Learning. Brian E. Gould. February 28, 2011 Running Head: MY ONLINE PHILOSOPHY My Philosophy of Online Facilitation/Learning Brian E. Gould 320512 February 28, 2011 LRNT505 - Community Building Processes for Online Learning Environments Master of

More information

DEVELOPMENT OF AN IOS APP USING SITUATED LEARNING, COMMUNITIES OF PRACTICE, AND AUGMENTED REALITY FOR AUTISM SPECTRUM DISORDER

DEVELOPMENT OF AN IOS APP USING SITUATED LEARNING, COMMUNITIES OF PRACTICE, AND AUGMENTED REALITY FOR AUTISM SPECTRUM DISORDER DEVELOPMENT OF AN IOS APP USING SITUATED LEARNING, COMMUNITIES OF PRACTICE, AND AUGMENTED REALITY FOR AUTISM SPECTRUM DISORDER Jessica Clarkson Faculty of Education, University of Ontario Institute of

More information

ONLINE LEARNING: STUDENT ROLE AND READINESS

ONLINE LEARNING: STUDENT ROLE AND READINESS ONLINE LEARNING: STUDENT ROLE AND READINESS Selma Vonderwell John Savery Abstract Successful online learning requires a reconstruction of the roles, responsibilities, and practices of online instructors

More information

RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES. Instructional Design and Pedagogical Issues with Web 2.0 Tools

RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES. Instructional Design and Pedagogical Issues with Web 2.0 Tools Instructional Design 1 RUNNING HEAD: INSTRUCTIONAL DESIGN AND PEDOGIGCAL ISSUES Instructional Design and Pedagogical Issues with Web 2.0 Tools Amelia W. Cheney Robert L. Sanders Nita J. Matzen John H.

More information

Three Leading Theoretical Perspectives on Reflection and Learning from Experience

Three Leading Theoretical Perspectives on Reflection and Learning from Experience Chapter 2: Reflection and Learning from Experience 1 My journal has become a symbol of independence. It allows me the luxury of time to myself. The journal requirement for this class gave me permission

More information

UR FUTURE FACULTY Why are innovative teaching approaches important?

UR FUTURE FACULTY Why are innovative teaching approaches important? UR FUTURE FACULTY Why are innovative teaching approaches important? November 4, 2011 Raffaella Borasi 1 Faculty key responsibilities Scholarship Service Teaching 2 Faculty key responsibilities Scholarship

More information

EmpowerICT: elearning for in-service Teacher Education and Support

EmpowerICT: elearning for in-service Teacher Education and Support EmpowerICT EmpowerICT: elearning for in-service Teacher Education and Support Charalambos Vrasidas, - Knowledge Director Associate Professor Intercollege cvrasidas@cait.org Michalinos Zembylas, Knowledge

More information

Learner Centered Education in Online Classes

Learner Centered Education in Online Classes Learner Centered Education in Online Classes Paula Garcia Center for E-learningE Walter Nolan CTEL and College of Education What is learner centered education? An approach to teaching and learning that

More information

Communities of Practice

Communities of Practice Southwest Minnesota State University Teacher Education Conceptual Framework Communities of Practice Investigating Learning and Teaching Marshall, Minnesota 56258 The Vision: Communities of practice investigating

More information

School. Leaders. Developing. For The Nation LEADERSHIP PROGRAMMES. Office of Graduate Studies & Professional Learning

School. Leaders. Developing. For The Nation LEADERSHIP PROGRAMMES. Office of Graduate Studies & Professional Learning Office of Graduate Studies & Professional Learning National Institute of Education Block 7 Level 3 1 Nanyang Walk Singapore 637616 Tel: (65) 6790 3888 www.nie.edu.sg/gpl Developing School Leaders For The

More information

Syllabus Response: EPSY 350: Instructional Design. Cognition and Instruction Comprehensive Exam. Anthony R. Artino Jr. University of Connecticut

Syllabus Response: EPSY 350: Instructional Design. Cognition and Instruction Comprehensive Exam. Anthony R. Artino Jr. University of Connecticut Instructional Design Course 1 Running head: INSTRUCTIONAL DESIGN COURSE Syllabus Response: EPSY 350: Instructional Design Cognition and Instruction Comprehensive Exam Anthony R. Artino Jr. University of

More information

Promoting Critical Thinking During New Nurse Transition to Practice. Lorene Todd Putnam, MSN, RN, CNE Ann Putnam Johnson, EdD, RN, CNE

Promoting Critical Thinking During New Nurse Transition to Practice. Lorene Todd Putnam, MSN, RN, CNE Ann Putnam Johnson, EdD, RN, CNE Promoting Critical Thinking During New Nurse Transition to Practice Lorene Todd Putnam, MSN, RN, CNE Ann Putnam Johnson, EdD, RN, CNE Session Objectives Discuss evidence based preceptor strategies to promote

More information

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

More information

ENHANHANCE LEARNING EXPERIENCES IN AN ACCOUNTING CURRICULUM WITH COMMUNITY-LEARNING PROJECTS

ENHANHANCE LEARNING EXPERIENCES IN AN ACCOUNTING CURRICULUM WITH COMMUNITY-LEARNING PROJECTS ENHANHANCE LEARNING EXPERIENCES IN AN ACCOUNTING CURRICULUM WITH COMMUNITY-LEARNING PROJECTS Yi-Miin Yen, Computer Information Systems Department, University of Alaska Anchorage, ylyen@uaa.alaska.edu Soren

More information

Context-Based Adult Learning

Context-Based Adult Learning 5 Adult learning takes place in context where tools and the context intersect with interaction among people. Context-Based Adult Learning Catherine A. Hansman A few years ago, with a newly acquired master

More information

ABSTRACT. Key Words: Virtual learning, e-learning, online learning, virtual communities of practice, learning community INTRODUCTION

ABSTRACT. Key Words: Virtual learning, e-learning, online learning, virtual communities of practice, learning community INTRODUCTION ETHNOGRAPHIC STUDY FOR EXAMINING VIRTUAL LEARNING COMMUNITY Sushil K. Sharma, Miller College of Business, Ball State University, Muncie, IN, 47306, 765-285-5315, ssharma@bsu.edu Subhash Chander Sharma,

More information

Instructional Technology Foundations and Theories of Learning EDIT 704-3 credits, George Mason University, Spring 2004, Course Syllabus

Instructional Technology Foundations and Theories of Learning EDIT 704-3 credits, George Mason University, Spring 2004, Course Syllabus 1 Instructional Technology Foundations and Theories of Learning EDIT 704-3 credits, George Mason University, Spring 2004, Course Syllabus WebCT access is at http://webct.gmu.edu E-reserves access is at

More information

Teaching Toolkit. How Students Learn 4

Teaching Toolkit. How Students Learn 4 Teaching Toolkit How Students Learn 4 Author: Paul Surgenor Email: paul.surgenor@ucd.ie Date: March 2010 Constructivism & Social Constructivism As long as there were people asking each other questions,

More information

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students 1 Roussell The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students John M. Roussell, Ph.D. California State University, Chico Introduction Instructional

More information

Integrating learning and work: Using a critical reflective approach to enhance learning and teaching capacity

Integrating learning and work: Using a critical reflective approach to enhance learning and teaching capacity Integrating learning and work: Using a critical reflective approach to enhance learning and teaching capacity DALLAS WINGROVE MICHELLE TURNER RMIT University, Melbourne, Victoria, Australia The integration

More information

Teaching Toolkit. How Students Learn 1

Teaching Toolkit. How Students Learn 1 Teaching Toolkit How Students Learn 1 Author: Paul Surgenor Email: paul.surgenor@ucd.ie Date: January 2010 Learning Theories An Overview Defining learning Learning is a latent construct & everyone has

More information

Journal of Educational Computing, Design & Online learning Volume 4, Fall, 2003

Journal of Educational Computing, Design & Online learning Volume 4, Fall, 2003 Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments Aziz Ghefaili ABSTRACT The purpose of this electronic paper is twofold: (1) to add clarity and consistency to the

More information

Active Learning with PowerPoint Presentations. Robin Erwin Niagara University. Abstract

Active Learning with PowerPoint Presentations. Robin Erwin Niagara University. Abstract Active Learning with PowerPoint Presentations Robin Erwin Niagara University Abstract PowerPoint software usage is ubiquitous in contemporary classrooms, but unfortunately, the manner in which it is used

More information

2015/2016

2015/2016 WRITING A TEACHING PHILOSOPHY STATEMENT 2015/2016 http://www.tcd.ie/capsl/staff/learning-teaching/professional-development-events/ CAPSL Trinity College Dublin 3-4 Foster Place Dublin 2 Tel: +353 1 896

More information

OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology

OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Ph.D. Program in Educational Psychology Program Description for Educational Psychology Option School Mission The mission of

More information

Effective learning environments in relation to different learning theories

Effective learning environments in relation to different learning theories Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2334 2338 WCES 2012 Effective learning environments in relation to different learning theories Ali Guney

More information

TECHNOLOGY SUPPORTED LEARNING PLATFORM: Moodle Integrated Academic Course

TECHNOLOGY SUPPORTED LEARNING PLATFORM: Moodle Integrated Academic Course Turkish Online Journal of Distance Education-TOJDE April 2010 ISSN 1302-6488 Volume: 11 Number: 2 Article 9 TECHNOLOGY SUPPORTED LEARNING PLATFORM: Moodle Integrated Academic Course ABSTRACT Saziye YAMAN,

More information

Education Theory One Billion & Counting and the Behaviorist- Constructivist Continuum

Education Theory One Billion & Counting and the Behaviorist- Constructivist Continuum Marsello 1 Education Theory One Billion & Counting and the Behaviorist- Constructivist Continuum One Billion & Counting: The Hidden Momentum of Population Growth in India is an online module designed to

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Instructional Design for a Web-Enhanced Course in Construction Engineering and Management Education

Instructional Design for a Web-Enhanced Course in Construction Engineering and Management Education Instructional Design for a Web-Enhanced Course in Construction Engineering and Management Education Namhun Lee, Ph.D. East Carolina University Greenville, North Carolina In the traditional classroom setting,

More information

Personal Theory of Learning and. Application to Practice. Pat Anderchek. MDDE 603, Foundations of Instructional Design:

Personal Theory of Learning and. Application to Practice. Pat Anderchek. MDDE 603, Foundations of Instructional Design: Personal Theory of Learning and Application to Practice Pat Anderchek MDDE 603, Foundations of Instructional Design: Systems Analysis and Learning Theory Professor: Erv Schieman December 12, 2005 Introduction

More information

How Do I Motivate My Students? Mekiva Callahan

How Do I Motivate My Students? Mekiva Callahan How Do I Motivate My Students? Mekiva Callahan Introduction Motivating students is one of the greatest challenges instructors face. While it is true that as instructors we have little, if any, control

More information

Infusing Constructivism into a Curriculum Development Course: A Constructivist Approach in the ESOL Teacher Education Classroom

Infusing Constructivism into a Curriculum Development Course: A Constructivist Approach in the ESOL Teacher Education Classroom Infusing Constructivism into a Curriculum Development Course: A Constructivist Approach in the ESOL Teacher Education Classroom Jinyan Huang, Niagara University Abstract This article provides a look at

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

Mathematical Modelling and New Theories of Learning. Jo Boaler, Stanford University.

Mathematical Modelling and New Theories of Learning. Jo Boaler, Stanford University. Mathematical Modelling and New Theories of Learning Jo Boaler, Stanford University. Teaching Mathematics and its Applications, Vol. 20, Issue 3, 2001,p. 121-128. Introduction Mathematics educators have

More information

Conceptual Framework for Instructional System Design Rank Programs at the University of Kentucky

Conceptual Framework for Instructional System Design Rank Programs at the University of Kentucky Conceptual Framework for Instructional System Design Rank Programs at the University of Kentucky The Instructional Systems Design Program is a graduate program that prepares individuals in the design and

More information

Common Core Teaching Standards (Maine 2012)

Common Core Teaching Standards (Maine 2012) Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

More information

My Philosophy of Instructional Technology. University of Alabama. School of Education AIL 601. Dr. A. Benson. November 23, 2011

My Philosophy of Instructional Technology. University of Alabama. School of Education AIL 601. Dr. A. Benson. November 23, 2011 Running head: My Philosophy of Instructional Technology 1 My Philosophy of Instructional Technology University of Alabama School of Education AIL 601 Dr. A. Benson November 23, 2011 Running head: My Philosophy

More information

From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field.

From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field. From Design Theory to Development Practice: Developing a Stronger Understanding of Our Field. Abstract Aaron Fried, Yongjin Lee, Karen Zannini, & Tiffany A. Koszalka Syracuse University How does one develop

More information

Project-based Distrubuted Learning and Adult Learners

Project-based Distrubuted Learning and Adult Learners Turkish Online Journal of Distance Education-TOJDE April 2004 ISSN 1302-6488 Volume: 5 Number: 2 Project-based Distrubuted Learning and Adult Learners INTRODUCTION Dr. Erkan TEKINARSLAN Abant Izzet Baysal

More information

PROFESSIONAL COUNSELOR PORTFOLIO I. Introduction

PROFESSIONAL COUNSELOR PORTFOLIO I. Introduction PROFESSIONAL COUNSELOR PORTFOLIO I. Introduction A professional counselor portfolio is a collection of artifacts and reflective components that demonstrate mastery of program standards as evidenced in

More information

Constructivism. Learning Theory, Instructional Design. Model or Information Technology Agent? Chris Chaulk

Constructivism. Learning Theory, Instructional Design. Model or Information Technology Agent? Chris Chaulk Constructivism. Learning Theory, 1 Constructivism. Learning Theory, Instructional Design Model or Information Technology Agent? Chris Chaulk In partial fulfilment of the requirements for EDU533 December

More information

LEARNER-CENTERED PARADIGMS FOR ON-LINE EDUCATION: IMPLICATIONS FOR INSTRUCTIONAL DESIGN MODELS. Yvonne M. Johnson. Abstract

LEARNER-CENTERED PARADIGMS FOR ON-LINE EDUCATION: IMPLICATIONS FOR INSTRUCTIONAL DESIGN MODELS. Yvonne M. Johnson. Abstract LEARNER-CENTERED PARADIGMS FOR ON-LINE EDUCATION: IMPLICATIONS FOR INSTRUCTIONAL DESIGN MODELS Yvonne M. Johnson Abstract The number of distance education programs delivered in higher education in the

More information

5 orientations of learning

5 orientations of learning 5 orientations of learning humanist constructivist behaviorist social learning cognitivist presentation 5 orientations of learning are discussed under the following headings: What is learning? The goal

More information

A Quick Tour of Educational Theories and Models

A Quick Tour of Educational Theories and Models A Quick Tour of Educational Theories and Models With thanks to http://www.learning-theories.com/ Behaviourism Behaviourism is a worldview that assumes a learner is essentially passive, responding to environmental

More information

Instructional Design for Sociocultural Learning Environments

Instructional Design for Sociocultural Learning Environments Instructional Design for Sociocultural Learning Environments 1 Instructional Design for Sociocultural Learning Environments Scott Grabinger, Ed.D. University of Colorado at Denver and Health Sciences Center,

More information

AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT

AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT Carla Zoltowski, Purdue University CARLA B. ZOLTOWSKI is Education Administrator of the

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

EDUCATIONAL PSYCHOLOGY

EDUCATIONAL PSYCHOLOGY Educ 650 / #3222 / Fall 2001 / 2 Units EDUCATIONAL PSYCHOLOGY Eric Rofes Assistant Professor of Education Class Location: Forbes Complex 123 Time: Tuesdays, 5:00 pm 6:50 Office: Harry Griffith Hall 209

More information

Issues of Pedagogy and Design in e-learning Systems

Issues of Pedagogy and Design in e-learning Systems 2004 ACM Symposium on Applied Computing Issues of Pedagogy and Design in e-learning Systems Charalambos Vrasidas Intercollege 46 Makedonitissas Ave. P.O. Box. 25005 Nicosia, 1700, Cyprus Tel. +357-22357661

More information

Models of Curriculum Integration

Models of Curriculum Integration Models of Curriculum Integration The notion of curriculum integration is not new. Dewey and Kilpatrick advocated forms of integration early in the century (Vars, 1991). More recently, however, educational

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Connected Modeling: Design and Analysis of the Modeling Commons

Connected Modeling: Design and Analysis of the Modeling Commons 54 Connected Modeling: Design and Analysis of the Modeling Commons Connected Modeling: Design and Analysis of the Modeling Commons Reuven M. Lerner CCL, Northwestern University reuven@lerner.co.il Sharona

More information

1 of 5 17TH Annual Conference on Distance Teaching and Learning

1 of 5 17TH Annual Conference on Distance Teaching and Learning 1 of 5 17TH Annual Conference on Distance Teaching and Learning Activities to Engage the Online Learner Rita-Marie Conrad, Ph.D. Assistant Professor Florida State University Ana Donaldson, Ed.D. Assistant

More information

International Journal of Educational Telecommunications 1

International Journal of Educational Telecommunications 1 International Journal of Educational Telecommunications 1 CONSTRUCTIVISM VERSUS OBJECTIVISM: IMPLICATIONS FOR INTERACTION, COURSE DESIGN, AND EVALUATION IN DISTANCE EDUCATION. Charalambos Vrasidas Center

More information

BEST PRACTICES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS

BEST PRACTICES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS 1 BEST PRACTICES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS Karen Kurotsuchi Inkelas, Ph.D., University of Virginia David F. Feldon, Ph.D., Utah

More information

EDCI 53100 Learning Theory and Instructional Design

EDCI 53100 Learning Theory and Instructional Design EDCI 53100 Learning Theory and Instructional Design Instructor Faculty Instructor Sunnie Lee Watson, Ph.D. Assistant Professor of Learning Design and Technology Department of Curriculum and Instruction,

More information

Tracks for learning: Metacognition and learning technologies

Tracks for learning: Metacognition and learning technologies Australian Journal of Educational Technology Tracks for learning: Metacognition and learning technologies Julie Gordon University of Wollongong Research into metacognition suggests that learners need to

More information

Case Study, Problem-Based Learning and Simulation in Online Graduate Courses

Case Study, Problem-Based Learning and Simulation in Online Graduate Courses For more resources click here -> Case Study, Problem-Based Learning and Simulation in Online Graduate Courses Henry S. Merrill, Ed. D. Visiting Associate Professor of Adult Education Indiana University

More information

Teaching and Supporting Learning in Higher Education

Teaching and Supporting Learning in Higher Education Teaching and Supporting Learning in Higher Education The Role of Reflection in the Scholarship of Teaching and Learning Newcastle, June 30, 2006 Carolin Kreber University of Edinburgh, UK The scholarship

More information

Curriculum Development Judith Howard Department of Education

Curriculum Development Judith Howard Department of Education 1 Curriculum Development Judith Howard Department of Education Summer 2007 Let s begin with two foundational works on curriculum, one by Ralph Tyler (1949) and the other by Jerome Bruner (1960). These

More information

Key Components of Literacy Instruction

Key Components of Literacy Instruction Key Components of Literacy Instruction The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships --Donald M. Murray W e, in MPS, believe that effort creates ability.

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

Upon completion of the Minor in Education Studies, students would be able to: Gain knowledge of the Education System in Singapore and internationally

Upon completion of the Minor in Education Studies, students would be able to: Gain knowledge of the Education System in Singapore and internationally 1 MINOR IN EDUCATION STUDIES Rationale The purpose of this minor is to provide NTU students with the opportunity to gain exposure to key developments in education and training as future professionals in

More information

THE ROLE OF THEORY IN INSTRUCTIONAL DESIGN: SOME VIEWS OF AN ID PRACTITIONER Trudy K. Christensen

THE ROLE OF THEORY IN INSTRUCTIONAL DESIGN: SOME VIEWS OF AN ID PRACTITIONER Trudy K. Christensen THE ROLE OF THEORY IN INSTRUCTIONAL DESIGN: SOME VIEWS OF AN ID PRACTITIONER Trudy K. Christensen This article describes how an experienced instructional designer thinks about and uses learning theories

More information

Ph.D. in Educational Psychology - Course Sequence

Ph.D. in Educational Psychology - Course Sequence 1 Ph.D. in Educational Psychology - Course Sequence First Semester - Summer EDUC 700: Online Orientation (0 credits) EFND 705A: Residency (2 credits) UNIV LIB: Information, Research, and Resources (0 credits)

More information

A Theoretical Framework for the Online Classroom: A Defense and Delineation of a Student-Centered Pedagogy

A Theoretical Framework for the Online Classroom: A Defense and Delineation of a Student-Centered Pedagogy 1 This article promotes a student-centered approach to teaching online courses. A Theoretical Framework for the Online Classroom: A Defense and Delineation of a Student-Centered Pedagogy Dave S. Knowlton

More information

SCAFFOLDED FLEXIBILITY MODEL. Janet Mannheimer Zydney

SCAFFOLDED FLEXIBILITY MODEL. Janet Mannheimer Zydney Scaffolded Flexilibility Model 1 SCAFFOLDED FLEXIBILITY MODEL Janet Mannheimer Zydney New York University Program in Educational Communication and Technology Department of Administration, Leadership, and

More information

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent)

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent) 1 PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS EDUCATIONAL LEADERSHIP (Superintendent) 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit

More information

Introduction to Educational Theory

Introduction to Educational Theory Introduction to Educational Theory The Educational Paradigm Aims Assessment Methods Notes There should be a close relationship between the aims of a programme or session, the teaching methods used and

More information

TEACHING CULTURE IN THE FOREIGN LANGUAGE CLASSROOM

TEACHING CULTURE IN THE FOREIGN LANGUAGE CLASSROOM TEACHING CULTURE IN THE FOREIGN LANGUAGE CLASSROOM S. Dewayne White This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development

More information

Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults

Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults By Martha M. Snyder T he Internet provides a powerful delivery system for learning. With improvements in web-based

More information

Constructivist Pedagogy and How We Learn: Educational Psychology Meets International Studies

Constructivist Pedagogy and How We Learn: Educational Psychology Meets International Studies International Studies Perspectives ~2000! 1, 245 254. Constructivist Pedagogy and How We Learn: Educational Psychology Meets International Studies Scott W. Brown and Frederick B. King University of Connecticut

More information

Changing Faculty Roles and Responsibilities: Expanding the Skill Set of Faculty Perspective From a Graduate Dean

Changing Faculty Roles and Responsibilities: Expanding the Skill Set of Faculty Perspective From a Graduate Dean QUEST, 18 2003, 55, 18-24 DEPAUW 2003 National Association for Physical Education in Higher Education Changing Faculty Roles and Responsibilities: Expanding the Skill Set of Faculty Perspective From a

More information

ALTHOUGH SHAVELSON HIGHLIGHTED the importance

ALTHOUGH SHAVELSON HIGHLIGHTED the importance THEORY INTO PRACTICE, 44(3), 226 233 Tonya R. Moon The Role of Assessment in Differentiation With the increasing diversity in classrooms, teachers are faced with a broad range of students representing

More information

Philosophical Perspectives

Philosophical Perspectives 7 Philosophical Perspectives Kathy L. Schuh University of Iowa, Iowa City, Iowa Sasha A. Barab Indiana University, Bloomington, Indiana CONTENTS Introduction...69 Background...70 Epistemology...70 Ontology...70

More information

Theories of learning and curriculum design Key positionalities and their relationships

Theories of learning and curriculum design Key positionalities and their relationships Theories of learning and curriculum design Key positionalities and their relationships Tony Cunningham, Julie Gannon, Mary Kavanagh, John Greene, Louise Reddy, Laurence Whitson Foreword One of the challenges

More information

Essays on Teaching Excellence. Teaching in Action: Multicultural Education as the Highest Form of Understanding

Essays on Teaching Excellence. Teaching in Action: Multicultural Education as the Highest Form of Understanding Essays on Teaching Excellence Toward the Best in the Academy Volume 12, Number 3, 2000-01 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

EDUCATIONAL SUPERVISION IN A "TRANSFORMED" SCHOOL ORGANIZATION. Dennis L. Treslan* Faculty of Education Memorial University of Newfoundland.

EDUCATIONAL SUPERVISION IN A TRANSFORMED SCHOOL ORGANIZATION. Dennis L. Treslan* Faculty of Education Memorial University of Newfoundland. EDUCATIONAL SUPERVISION IN A "TRANSFORMED" SCHOOL ORGANIZATION Dennis L. Treslan* Faculty of Education Memorial University of Newfoundland Abstract This paper examines the learning organization dimension

More information

Different Approaches Common Implications: Brain-Based And Constructivist Learning From A Paradigms And Integral Model Perspective

Different Approaches Common Implications: Brain-Based And Constructivist Learning From A Paradigms And Integral Model Perspective TÜRK FEN EĞİTİMİ DERGİSİ Yıl 5, Sayı 3, Aralık 2008 Journal of TURKISH SCIENCE EDUCATION Volume 5, Issue 3, December 2008 http://www.tused.org Different Approaches Common Implications: Brain-Based And

More information

Helping Teachers Design Effective Learning Environments Supported by Educational Technology

Helping Teachers Design Effective Learning Environments Supported by Educational Technology Chapter One 1 Helping Teachers Design Effective Learning Environments Supported by Educational Technology Chapter Focus Questions: 1. What contribution to learning is made by each of the four components

More information