Assignment 1.4 – Group Project

This assignment will be one that you will work on in an assigned group, and you will work on it all four weeks. The final result will be a presentation of your group’s new and improved theory of learning. Throughout this course you will learn about different learning theories and models – some of them are easy to understand, some are not so easy to understand; some of them contain information that truly applies to adult learners, some of them don’t.

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Group Members:

Jason , Nancy , Joy , Paul , Rosia

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Introduction:

Welcome to our Concept Attainment Model, “Colorful Paths of Learning” presented by Jason, Nancy, Joy, Paul, and Rosia. Our model uses color to support visual direction of changes in the learning process.  Each change of color represents a new section of concept attainment (guessing, testing, conforming, and changing information).  Please take a casual stroll through our connecting paths of learning, which eventually leads to confirmation, conclusion, and feedback.

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Modified Scientific Method Model of Learning

Model Diagram

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Explanation

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1) Acquire coded or uncoded input either internally or externally.

2) Ask a question about the input: “How?”, “What?”, “When?”, “Who?”, “Which?”, “Why?”, or “Where?”

3) Do research to find out if the question you are asking has been suitably answered.

4) Ask “Does a suitible answer exist?”

4a) If “Yes”, ask “Were other questions raised in the process of your research?”

If “No”, the Current Behavior Continues. Nothing changes.

If “Yes”, other questions were raised, we can return to the beginning of the cycle of having Aquired Input.

5) If “No”, Construct a Hypothesis, or educated guess about how things work: “If I do ~this~, then ~this~ will happen.”

6) Develop a plan in how you will answer your question.

7) Test your hypothesis. If possible test with all possible scenarios. Also try to test using methods that are measurable and will give quantifiable results.

8 ) Analyze the results of the test to draw a conclusion.

8a) If the conclusion is one that is not expected, rethink the process and return to constructing a new hypothosis.

9) If the conclusion is one that is expected, report the results to others.

10) Obtain external input as feedback.

10a) If there are other questions raised as a result of the external feedback, return to the beginning of the model and restart the cycle.

If there were no other questions raised as a result of the external feedback, continue current behavior.

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Examples

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Example #1 1) Central Campus in Sioux City has closed, ending an entry-level cooking program for high school students 2) Can we replace it and expand it with a cooking program for mainline and at-risk high school students at a different site? 3) There are excellent programs in Des Moines, Omaha, Council Bluffs, Dubuque, and Lakes College with magnet schools for culinary and other vocational arts. All of these are associated with post-secondary culinary/vocational programs at the local community colleges.  There are no Iowa records of successful high school programs (other than the most basic consumer science cooking classes) without a supporting community college to help handle the academic, clerical and lab support work such a programs demands. 4) Sioux City does NOT currently possess any culinary programs in post-secondary education and there is NO high school program for advanced culinary studies. 5) The first step is to create a interest in the high schools and the community colleges.  The next step is to get the correct city organizations involved. The third step is to work as an “expert” in these groups to facilitate the end result of high school and community college culinary programs.  The forth step is to make sure I have all my certifications in line so I can work in these organizations I am helping create. 6) PLAN: a) Get Community Colleges (Western Iowa Tech & Northeastern College) to do feasibility studies on a Culinary Program – DONE b) Speak to Sioux City IA high school Superintendent and South Sioux City NE high school Superintendent about starting the high school Culinary Program – DONE c) Get tri-state educational committies to explore the importance of vocational specialty schools in the Siouxland region. – DONE – Meetings have begun. d) Find a central location for high school culinary programs – IN PROCESS – Visiting sites and doing feasibility studies for both sides of the river (IA & NE) need sites. e) Get entry-level community college programs started. IN PROCESS – Nebraska will be visiting a site I have rented and will be visiting my current class to observe.  Iowa is still not proceeding, but I have not given up. f) Get Vocational Certification Board (American Culinary Federation) group going for Siouxland so we have a licensing body – IN PROCESS – I am collecting names of Chefs, Educators,  Food Service Vendors and Hospitality Professionals to create our own chapter. 7) TEST:My current program in the pilot for the initiative.  The next test will be a feeder program in the Northeastern Community College in South Sioux City to begin feeding students to the big school in Omaha NE.  The next test will be to begin the pilot culinary programs in the two high schools. The analysis to date shows great progress.  The high schools are interested in expanding the program.  The restaurant public want to sample more of the students offering. The Nebraska Community College program is functioning well, but the students are disappointed that they have to go to Omaha for their second year.  The Iowa Community College must get  involved soon for this tri-state effort to be a success. 9) Reporting the Results to the school districts and community colleges.  Reporting the results to community action agencies and Juvenile Court Services.  Reporting the results to the local newspapers. 10) The feedback was that we must expand the program and the Western Iowa Technical Community College in Sioux City Iowa must get on-board. 10a) The city fathers want to know if we can open a student-run restaurant.  Oh my goodness, we are back to the starting point!

Example #2 1) As input, I see a pet therapy team at the local library participating in the “Paws to Read” program. There are many children there and it seems to be a very successful event. 2) I ask myself, “Could I be a pet therapy handler?” 3) I talk to the team at the library. I also look online for information about what it takes to become a pet therapy handler. 4) I ask myself, “Does the research I have just completed tell me I could become a pet therapy handler?” If the answer is yes, there is no need to do anything else I have just answered my initial question. This may raise another question and bring me back to the beginning of the cycle. If the answer is still questionable, I need to for a hypothesis. 5) Hypothesis: If I study and practice, then I can become a pet therapy handler. 6) I develop a plan that consists of reading and participating in training events. 7) I then engage and test the plan. If the results of my test are not what I expected, I will 8a) rethink and determine if I need a new hypothesis. I may keep my same hypothesis or change it and go on to develop a different plan and test. 9) If the results are expected, I will report the results to my peers and institutions that may need my skills. 10) After review of their feedback, I will see if any questions were raised. If none, I will continue on as a pet therapy handler (or not depending on my outcome!) If there were questions, this would be input for a new cycle. For example, the feedback might be: You would be a good tester/observer. Example #3 1) As input, I am given an assignment to write a research paper about learning styles.  In an effort to successfully execute the assignment I go to the public library to obtain sources. 2) I ask myself, “What books are available at the library that would be relevant to my topic?” 3) I utilize the public library computer system to determine available books, by typing in a variation of “learning styles” in the “subject” search box.  I determine the books available at the library and write down title, author, and call number information necessary for obtaining and borrowing the books.  I also reference the library map to determine how I can reach my chosen books.  Likewise, I communicate with library personnel to understand the layout of the library. 4) I ask myself, “Does the research I have just completed enable me to obtain the books I desire to successfully execute the research paper assignment?”  If the answer is yes, then the initial question is answered.  This may raise another question and bring me back to the beginning of the cycle (1).  If the question is still questionable, I need to continue by creating a hypothesis. 5) Hypothesis:  If I locate and obtain the desired books, then I will be able to successfully execute the assignment. 6) I develop a plan that consists of locating the books in the library, assessing my findings, and checking out/borrowing books from the library. 7) I then engage and test the plan by reading and referencing the books while formulating notes for the assigned research paper.  Writing the research paper ensues. 8) If the results of my test are not what I expected, I will 8a) rethink and determine if I need a new hypothesis.  I may keep my same hypothesis, or change it and go on to develop a different plan and test. 9) If the results are expected, I will confidently turn in my learning styles research paper to the facilitator. 10) After review of the facilitator’s feedback, I will see if any questions were raised.  If none, I will continue my methods when seeking out sources for research paper assignments.  If there were questions, this would be input for a new cycle.  For Example: The facilitator’s feedback includes, “In the future, when writing research papers, you should use a variety of mediums to obtain your resources.  In addition to books, you could offer relevant sources in the form of journals, websites, articles, etc.”

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Sources

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Escoffier, Georges-Auguste. The Complete Guide to the Art of Modern Cookery. Translated by H. K. Cracknell and R. J. Kaufman. London: Heinemann, 1979.

Kendall, J. S., & Marzano, R. J. (2007). The new taxonomy of educational objectives. Thousand Oaks, California: Corwin Press.

Mackeracher, Dorthy. Making Sense of Adult Learning. 2nd. Toronto, Canada: University of Toronto Press, 2004. Print.

“Steps of the Scientific Method”. Science Buddies. 03 May 2007. Science Buddies, Web. 14 Nov 2009. http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml.

Understanding Origins of Teaching Methods and Approaches. Britt Tatman Ferguson, Ph. D. Minnesota State University Moorhead. “Reaching Out To Learners Project”. 2005-2006.

Assignment 4.2

Chapter 8 of the text addresses the issue of relationships in learning.  Adult educators should recognize the roles of relationships in learning and how best to facilitate them.  According to the text, good educators need to be able to offer activities that support both relational and autonomous learning.  For this assignment, think about some of the learning activities that you have designed either for this class or that you have created as an instructor or curriculum developer.

Select a topic or subject matter that you have instructed or created curriculum for – using Figure 8.3 and the Learning and Facilitating Principles on pages 168 – 171 discuss the following:

• Describe an activity you have designed that strongly supports autonomous learners. How could you modify this activity to support relational learners?
• Describe an activity you have designed that strongly supports relational learners. How could you modify this activity to support autonomous learners?
• Describe an activity that provides balanced support for both types of learners. If you don’t already have one, create one in addition to the two already discussed.

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This is by far the hardest assignment I have had up to this point. In thinking about the two different approaches, I have never (consciously) used one or the other or a stronger approach then the other. Or tried to as I developed them. The approach, I feel, works better as you are providing the instruction. A particular group of people may need a more autonomous approach where another group may need a more relational approach. And, within each group, you may have individuals that will need something different. The only way to be successful is to be flexible up front and get a feel for your audience. This is true in any situation whether it be a learning experience, a meeting, or other encounter.

Strongly Supports Autonomous Learners:
I provide several opportunities for autonomous learners by giving them access to online resources for particular subjects. This works with applications based trainings such as “How to use PowerPoint.” The step-by-step actions (provided in video format, images, and/or text) that may require repetition are provided online so the learner can go over them as much or as little as required.

Strongly Supports Relational Learners:
We have workshops targeted at different curricular areas in which sharing is the central theme of the learning day. For example, we have a Social Studies 2.0 workshop that consists of introductions where each person has to share a success they have had since the last time we met. We then have them share with the group any technology they may be using and the pros and cons are discussed and how others may use the ideas. We will also introduce new technologies (by either invited guest or shared by me) and talk about different ways they may be used.

Provides Balanced Support:
I provide teachers a WordPress account from our organization and in doing so, give them the opportunity to learn how to implement their website as a classroom information portal. For the autonomous users, I provide them with an address, username and password. I also provide for them a collection of print resources, online resources, and informational webinars they can use to learn on their own. For the relational learners, I provide onsite workshops where the learner can get to know others and how they are planning and using their web presence. I give them time to discuss with others what they are planning also time for questions that can be explained one to one or in a group setting.

Assignment 4.1

The concept of “situated learning” is discussed on pages 140 – 141 and pages 201 – 205 of the text. On pages 202 – 203 of the text, the author presents a bulleted list of features that help encourage situated learning.

Share a brief overview of a topic or lesson that you might teach where situated learning would be viable.  Using the bulleted list on pages 202 – 203 as a guide, describe how you could use three of the features to enhance the facilitation of your topic.   Share your ideas with your colleagues by posting your assignment to the Assignment 4.1 Discussion Board.

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I am going to stray away from the usual technology workshops I facilitate and write about how I could do this particular assignment as a potential “pet therapy” instructor. I am not, nor have I ever done this, but this assignment struck an interest in how this might work in instructing other people interested in pet therapy.

Part of becoming a registered or certified (depending on the regulating organization) pet therapy team is obtaining the skills necessary to handle the pet, work with all types of people, other animals, various institutions, etc. Not to mention the organizational skills needed to set up visits and activities. To this end, “access to old-timers’ situated knowledge” is an invaluable key to being a successful pet therapy team.

All of the bullet points on page 202-203 would be beneficial in this scenario but three points I would use and will discuss are:

Telling Stories: Given the unpredictability of animals and people in different situations, storytelling is a key component to any learning process in the contexts given as there is no way to effectively convey every situation that may arise. I would having several seasoned veteran’s of the program share stories and answer questions that may arise.

Promoting Collaborative Activities: I would develop activities that would enable the learner to work with others in the field in a non-threatening environment. For example, set up a scenario that would enable the student to bring in their animal and work in the same room with others so they can experience what is like to have other pets in the room. I would also pose questions like: How does your animal act differently around other people/animals. What are some things you can do to calm them or keep them “working?”

Providing multiple opportunities to engage in practice: It is imperative in this type of work to understand different facilities and who you will be working with. I would set up a three stage process that would allow them the opportunity to participate in at least two, if not more, events and locations as [first stage] an observer with no animal, [second stage] as an observer with animal so the animal gets comfortable, and [third stage] as a participant with animal with the instructor for coaching.

Stage One Event One: Visit hospital observing another team.
Stage Two Event One: Visit hospital as a team with pet with instructor team. Not participating but still handling their own animal.
Stage Three Event One: Visit hospital as a team with instructor participating in the pet therapy process and getting coaching from the instructor.

Stage One Event Two: Visit library observing another team.
Stage Two Event Two: Visit library as a team with pet with instructor team. Not participating but still handling their own animal.
Stage Three Event Two: Visit library as a team with instructor participating in the pet therapy process and getting coaching from the instructor.

Assignment 3.3

In chapter 6 of the text, the author examines the role of motives in learning.  As the author points out, motives arise from within the learner, and instructors have an impact on their learner’s motivation. The feedback or reinforcement an instructor offers to his/her learner may indirectly increase a learner’s motivation. It is important for adult learners to identify their educational goals and to develop objectives and desired outcomes.  These objectives guide the learner toward their goals and guide the instructor in providing feedback.

You will first approach this assignment as the learner, then as the instructor – you will be paired up for this assignment.

As the learner, write a brief piece that describes your educational goals and objectives; be sure to include your motives for continuing your education. Post this to the discussion board as “Assignment 3.3”

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My professional mission is to help others learn and share 21st century skills.

To achieve this mission, I am committed to expanding my knowledge and providing my students with the best I have to offer in terms of how best to meet their needs.

My goals in taking this program are:

• Obtain a solid foundation and degrees to be able to provide credit to teachers for course work taken at the ESU.
• Obtain knowledge to help me in the instruction and understanding of how adult educators learn.
• Expand my knowledge in providing online coursework for educators.

My motives for undertaking this new endeavor based on two categories, as defined in Mackeracher book “Making Sense of Adult Learning” (p. 131), the drive to bond with others with the same interests as myself and the drive to learn by meeting growth needs in the areas of improving job skills, developing professionally and learning for the pleasure of learning. (p. 132, 133)

Assignment 3.2

For this assignment post a question that you have based on your readings. It could be about something you didn’t quite understand, it could be a question to generate discussion or debate, or it could be regarding a situation that you have encountered that applies to what you have read.

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Based on the reading in chapter 6, Emotions and Motives in Learning, I recalled a recent book I read by John Medina called “Brain Rules.” Our reading, “Making Sense of Adult Learning,” states  “Adults learn best when they are stimulated, aroused, or motivated to an optimum level through internal or external sources.” (p 129) Dr. Medina explains a useful technique in chapter 4 (Attention: We don’t pay attention to boring things.) of his book “Brain Rules”. The practice he uses is called “hooks.” A hook has to “trigger an emotion such as fear, laughter, happiness, or nostalgia.” It must also be relevant to the material at hand.

My question is how can we effectively use this technique to enhance the learning process? The typical argument I hear is more information is better. We have so much to information to disseminate we don’t have time to add “fluff” or hooks to the presentation. Is it better to pile on the information and hope some of it sticks or is it better to cut some of the irrelevant content, adding hooks to make the highlights more memorable?

Assignment 3.1

On pages 120 – 121 of the text, the author lists nine conditions which affect cognitive development in adulthood. For four conditions, provide an activity, assignment, or teaching method that an instructor could use to help his/her adult student develop these skills.

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Condition Three: Adults must be able to identify and formulate problems before solving them, or invent questions before answering them.

For this condition I might suggest a game of “What If?” Participants would have to come up with questions based on the context of the class or workshop. For example, in a podcasting workshop, participants would have to come up with two what ifs before a break. One would be hardware/software related, the other content related. A hardware/software example might be “What if I wanted to use several computers to make one recording?”  A content question might be “What if I asked my students to write a script using creative writing techniques?”

Condition Four: Live in environments where it is not clear what one’s goals should be.

I would use a blog activity and have each participant write a future scenario depicting what the future looked like at certain stages. For example, I could set up a scene in which the fast forward to 1 year from now and have to journal about what they see. Then we fast forward to 3 years, then 5 years, then 10. At the end of the activity, I would have them reflect on their journal and try to come up with goals and/or objectives that would get them to the point they last wrote about. I would also have other classmates look at and suggest possible goals to comment on the others blogs.

This activity would work well with condition three also.

Condition Six: Managing interactions and conflicts within a system of roles and relationships.

I would have participants participate in a related internship or job shadowing opportunity and have them reflect specifically on the interpersonal relationships encountered and how these might be appropriate or need adjusting and how this might be accomplished. If something like this were not available, I would set up a mock classroom or environment and act out several scenarios they could “judge.”

Condition Seven: Ability to reflect on their own actions.

For this activity, I would have participants journal and evaluate themselves at certain stages of the workshop. It would be useful to have a rubric of some sort they could objectively look at what they had done and compare where they were in the process. Leading questions might be “What have you done up to this point?” “Have you met your objective?” “How did you meet your objective?” “What could you have done or provided to instill the objectives better?” “What do you still need to do?” “Is there anything you thought of in the process that you would like to add?”

Assignment 1.3

In chapter one, pages 8 through 16 there are 8 statements about learning (i.e. “Learning is a Dialectical Process,” Learning is Non-normative,” Strong Emotions Affect Learning,” etc.) select two of these statements and find more information on the statement you selected, either from a journal article, a reliable website, another book, etc. Based on what is discussed in the book and what you find from your other resource, create a narrated PPT presentation that discusses the following (be sure to use your resources – the text and the extra resource you discovered to support your thoughts):

• In your own words, describe the concepts you have chosen.
• For each concept outline at least three ways educators can use this information as they work with their learners.
• Be sure to include a final slide that lists your references.
• This presentation should only be about 3 to 5 slides long, it needs to be narrated and you need to use other resources in addition to your text.

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Assignment 1.1

Learning is defined many ways. Based on what you have learned in chapter one and from other resources found in the Course Documents, discuss the following:

• What is your definition of learning?
• How does a learning centered approach compare to a teaching centered approach?
• Provide examples from either your experiences as an instructor and/or as a learner that demonstrate the use of a learning centered approach and a teaching centered approach.
• Why would a learning centered approach work best with adult learners?

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What is your definition of learning?

Learning is a natural cognitive process of colleting and organizing external and/or internal information into meaning for an individual.

How does a learning centered approach compare to a teaching centered approach?

The focus of a learning centered approach is the process of learning and the individual learner. The focus of a teaching centered approach the expected outcomes of the teacher. The difference is how you rate the outcome. Do you measure the growth and meaning for the individual or do you measure the knowledge of content based on the expectations of the facilitator?

Provide examples from either your experiences as an instructor and/or as a learner that demonstrate the use of a learning centered approach and a teaching centered approach.

I teach a workshop on “Building Your Web Presence with WordPress”. I keep this a learning centered activity by letting students work through the process of planning their own site. They get to build and design it themselves and they walk out with something that is uniquely theirs. This wasn’t always the case. When we first started these workshops years ago, we had a plan for them and the material all packaged up nicely so it was “more efficient.” As I have since learned, it is much more beneficial to let them work with their own material. It sticks with them and has relevance. I now like to say “learning is messy!” The messier it seems, the more the student have the possibility to organize the information how it best suits them.

Why would a learning centered approach work best with adult learners?

A learning centered approach works well in most situations because it provides the opportunity to gather, process and synthesize on an individual level. Each person has unique ways of learning and unique reasons to learn. They are usually starting at different stages with the knowledge they currently have and by affording them chance to reach their individual goals, they are going to collect, retain and use the information in a much stronger and more personal way than other approaches.