Activity 1.1

This topic contains 9 replies, has 7 voices, and was last updated by  Mark Schier 6 years, 4 months ago.

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  • #11408


    For me to answer this activity I wanted to explain my situation. I work for a construction company that is invested heavily into training. We touch on a blended learning approach and I am currently trying to inspire my colleagues into changing what we do so that in the next crisis the first department that is hit isn’t the Training and Development team.

    That being said we have an array of things that are arriving at the same time that is accelerating this idea that training can no longer get away with happy sheets as a way of showing ROI. For this I am promoting Performance Objectives and active learning, something that is rare in our current setup. I estimate we spend 50% on theory and 50% on practical.

    My learning strategy comes from experiencing this at Uni and whereas behaviorism was all about you get a stimulus and your respond in this manner constructivism is all about allowing people to make up their own minds and be prepared to defend it. I like Constructivism as a theory, there is research that points to this being a more effective way to train people because it gets people to think on a different level rather than those that invest in behaviorism. Behaviorism isn’t making use of peoples previous experiences where as constructivism does.

    I see a few things happening when it comes to constructivism, the flipping the classroom becomes even more integral, and it (the classroom) becomes a place to practice and refine skill. At the moment we spend a lot of time regurgitating the theory side of a topic, I want my team to think about the types of activities that would do two things, provide evidence that the topic has been understood and, move the learner towards a performance objective that is clearly aligned with business goal(s).

    I think doing this would improve the perception of training in the business and because we can then provide evidence of what we are doing is aligned to a business goal we would be seen more as a proactive department, at the moment we react.

    The technology I would use to achieve this learning culture that we need to develop are tools such as: online essays, a blog, podcast, a collection of videos, forum posts, webinar’s, virtual classrooms, e- and m- learning modules, pictures, adaptive learning, simulations, etc By making use of these tools both in a classroom and more importantly out of a classroom I believe we get to a point where we can engage adult learning principles to move people towards what we are trying to achieve which is a performance objective linked into business goals.

    • This topic was modified 6 years, 4 months ago by  stuartryan9.
  • #11579


    Hi Stuart,

    I can relate to a lot of what you are saying. I teach a lot of international students on scientific master’s programmes and my rôle is to help them learn how to efficiently communicate, work and generally interact with each other beyond the cultural differences. A lot of this is about them developing skills that allow them to adapt their communication and working styles in ways that allow the differences to be successfully reconciled. I would also like the classroom to become much more a place to practice and refine the skills rather than the place where “we spend a lot of time regurgitating the theory side of a topic”. I also agree that, like you, I need to be able to find activities that show that  the theoretical content has been understood but that also certain performance levels are being met.

    I’m interested in how you currently flip classes or how you imagine this could be done in the future.

    • #12737


      Hi Grant

      thanks for the response. To answer your question I have searched high and low for a model that attempts to explain the learning process. The one I personally buy into is Blooms Taxonomy and then you flip it.

      What was originally:
      Remember – Understand – Apply === in class
      Analyse – evaluate – create === out of class (typically as homework)

      Remember – Understand – Apply === out of class (distance learning)
      Analyse – Evaluate – Create === In class

      This now means learning objectives such as “Understand, define, explain” are tasks completed before the classroom and “apply, critically analyse, build” objectives occur in the class with help from the tutor.

      So far, just getting trainers to release the information they regurgitate is met with resistance.

      In the future, I consider what we know about how the world is evolving. Kids are being taught how to learn to learn for themselves (that’s not a typo), Adults also learn as and when they need it usually when it is relevant to them and when they perceive the task they are attempting to complete as needing a brush up on their skills. We have a lot of learning technology from the self paced learning to the Virtual classroom environments to adaptive simulation learning. Tie in the reason why you are using that technology to the performance objective you are trying to achieve and I see that as a massive step forward out of the roots of Victorian teaching/training and this flipped classroom idea.

      Did I make sense?

      • This reply was modified 6 years, 4 months ago by  stuartryan9.
      • This reply was modified 6 years, 4 months ago by  stuartryan9.
      • #14656


        Hi Stuart – I think this does make sense & I like the concept behind flipped learning although recently I have done a reasonable amount of talking to students as research into implementing a more flipped approach and their responses have been cautious at best. They have been very positive about the flipped suggestions (teacher videos on Moodle / links to other pre-class resources) as a post-lesson revision guide, but have been less interested in it as something that happens before the lesson. I phrased the questions about it in as student-friendly language as I could – but they were struggling a little to see the value (possibly due to my poor attempts to describe) but I wonder if other colleagues on ocTEL have encountered similar worries by students regarding flipped learning?

  • #11634



    interesting concept. i have been trialing this out for the last couple of years, mixed results. i guess most of this depends on the type of students that we have. i am now looking at ways of taking this to the next level. one idea i have in mind is to have directed study tasks [additions to main course material] which can be applied back into the main class.



    • #12741


      I think you are right, I saw something the other day that was nicely written: Teaching/Training should be about making your students think that they got to the answer on their own.

      I think tasks are a great way of achieving that.

    • #14524

      Alicia Vallero

      I agree with all of you and I was asking myself the same questions until I read some of this week’s resources. My focus has now shifted from the technology and how we use it towards students’ roles and attitudes.
      I tried flipping the classroom and like “mchaudhry” had mixed results. I also tried directed study tasks but I’m sorry to report that they were a lot of work to prepare for little results if any. You can argue that maybe the tasks weren’t well prepared and that was certainly my first reaction. I was so disappointed that I slowly and reluctantly started reversing to “normal” teaching, the teaching that I knew worked before I tried these new “methods”.
      But I’m in this MOOC because I haven’t given up! I know in my heart that my intentions were good. I was just missing a piece of the puzzle and I think I have found it!!! HEUTAGOGY is the magic word for me! The study of self-determined learning. All this time I was assuming that my students were curious, self-directed, autonomous learners and I still think that there is a potential for them to be so. However, that’s not the kind of learners that we have encouraged them to be so far. The moment our students (or trainees) enter in any form of formal education (training course, school, university, etc.) they expect objectives and aims to be defined for them and assessment to be set for them to show that they have reach those objectives. Questions like “Is this going to be in the test?” or “How many words do I need to write to pass this assignment?” are testament to this.
      Things will not change overnight, but now my focus will be on how to define those aims and objectives for my courses so I can help my students start the shift towards self-determined learning.

  • #12541

    James Kerr

    For so long, higher education and further education have been ‘closed’ systems, where learning and instruction take place behind closed doors, walled gardens, or any other appropriate metaphor. VLEs contain learners and instructors to ‘the system’ and (for the most part, up to now) have not encouraged developing connections or growing a PLN. At the end of the course or term, any connections or networked learning that occurred during the course is essentially turned off.

    I recently saw a post or a graphic somewhere that described PLNs and social media networks and how they grow over time, it looked something like this (img linking not working).

    Basically the idea is that that social media (and personal learning) networks’ connections grow and accumulate over time. In VLEs and LMS, the network is destroyed at the end of each course or term. As more social aspects of learning are being supported by social media tools, and learning is coming out ‘into the open’ so to speak, learners can relate their experiences to one another, a critical point for adult learners.

    Do you think opening up learning in this way will improve your learners’ deeper learning functions?


    • #12756


      Hi James

      I think you have a point, although if you look at the latest developments in VLEs and LMSs they are incorporating a lot more functions so that people can maintain their PLNs, even after the course has finished. I’ve seen LMSs have moved passed tracking to actually saying “Hey Jim, your product sales for this product over the last 4 months are down despite you seeing more customer’s in the last month than your previous 5, check this out”.

      I do believe that PLNs help improve learners’ deeper learning functions but I think rather than them occurring accidentally there should be more of a structure and we always say that 70% of the skills you need to perform your job are learned via relating to the people that are around you in an informal manner.

      • This reply was modified 6 years, 4 months ago by  stuartryan9.
  • #14973

    Mark Schier

    Not sure if I have taken a very different way of dealing with this topic, but maybe it helps someone else . . .

    I jumped into a lecture (something that I am quite familiar with) and decided it fitted into the south-east quadrant (social, directed) and perhaps it could be moved to the south-west (social, autonomous). To do this would require students to work outside of the lecture to collect information. I figure that I would have to provide some questions to spur discovery and allow them to interact with others (possibly using similar tools to this octal MOOC) to share the information. The lecture time could then be used to pat them on the back and help those who were having difficulty in coping with a shift in mode.

    Upon reflection, I think that some students would cope very well with this and others may find it very difficult to be given the reins to control their own learning (with the ability to call out for help). So it may be an improvement, but then the University managers might think I am not working as I am not delivering the traditional lecture!

    As far as technology goes, I don’t think much extra would be needed, we could use wordpress reader to aggregate anything with the hashtag that identified the program or unit.

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