poll questions - cortland.edu · 4/24/2020 · video conference with seth siegel, author of let...
TRANSCRIPT
Agenda
NSEE Conversations
Using Kolb’s Experiential Learning Model to Guide the Design of
Online Learning
Friday, April 24, 2020
Teri Triguba Williams, Ph.D.Director
Experiential Education and Learning (ExEL),Coordinator, First Year Experience,
Adjunct Professor, NSU
Marti Snyder, Ph.D.Professor
College of Computing and EngineeringFaculty Coordinator, ExEL, NSU
Judith Slapak-Barski, Ed.D.Instructional Technology & Design Specialist
Halmos College of Natural Sciences and OceanographyAdjunct Professor, Course Designer | First Year Experience
and ExEL, NSU
Poll Questions
• Why NSEE Conversations?• Today’s Learning Outcomes• Kolb’s Experiential Learning Cycle Primer• Instructional Design Primer• Activities & Tools to "Teach Around the Learning
Cycle" • Examples
Agenda
Why NSEE Conversations?
In the News
• Describe Kolb's Experiential Learning Cycle and its four modes.
• Identify activities and tools that can be used to facilitate learning using Kolb's Cycle.
• Discuss how we can apply Kolb's Cycle to our own online experiential learning activities.
Learning Outcomes
Poll Question
ELT
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Kolb’s Experiential Learning Cycle
ELT
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Having the experience. “Doing.”
Reflecting on the experience.
Thinking about and drawing conclusions
about the experience.
Adapting the experience to new
situations.
Kolb’s Experiential Learning Cycle
Activities and ToolsMode Possible Online Activities Tools
Experiencing • Content presentation (mini audio or video presentations, demonstrations, student-led presentations, etc.)
• Active classroom learning activities (e.g., think-pair-share, retrieval practice, turn and talk, 5-minute quick write)
• Online simulations, game-based learning/gamification• Virtual field trips, virtual labs, makerspaces
• Camtasia, Prezi, Canva, Venngage• Kahoot!• VoiceThread• Lynda.com/LinkedIn Learning• Online discussion forums• Zoom, GoToMeeting, WebEx, BlueJeans• MATLAB/Simulink, Capitalism II, Virtonomics• UCA's Makerspace powered by Conductor
Reflecting • Writing blogs, wikis, journals• Discussing (synchronous/asynchronous and individual and
collaborative)• Creating (poems, art, videos, performance, combination)
Online discussions, Padlet.com, FlipGrid,WriteAbout, Blogger, DayOne, Journey, Penzu (journaling apps), Evernote, Hypothes.is (collaborative annotating)
Thinking Practice, testing and sharing ideas, formative activities, case studies, role plays, etc.
Productivity tools (Word, Excel, PowerPoint), Social media (Twitter, Instagram, TikTok); EndNote and Mendeley (for researchers), Hypothes.is (collaborative annotating)
Doing Posters, videos, oral presentations, artifacts (e.g., art, research papers, performances, digital portfolios, etc.)
Portfolium, Weebly, Vyond, VideoScribe, Venngage, Canva
Poll Question
Rather than “transferring" a course or learning event from brick-and-mortar to online:
Course or Learning Event: Experiential Online
• Rethink how we deliver content online
• Create interactions in the online classroom
• Establish teaching, social, and cognitive presences
• Harvest the unique affordances of Online Learning
that are not present in face-to-face environments
• Implement intentional Instructional Design Best
Practices (start with the end in mind) with NSEE's
8 Principles of Good Practice in mind while moving
through Kolb's Learning Cycle
Example of Project:Face-to-Face + Online Co-curricular, Faculty-Mentored Research
Face-to-Face - 1st semester:• Invertebrate Zoology (Winter)
Online - 2nd semester:• Richard Harrison Underwater
Photography Slide Collection (Summer)
Richard Harrison Slide Collection
ELT
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
• Invertebrate Zoology –Assessment:• Students were tasked with
identifying name and type of species
• Faculty Mentored Research. Students got to:• Identify and assign species names• Convert slides to digital images• Upload to institutional repository
(NSU Works) and get naming rights
• Invertebrate Zoology – Pre-Requisite Course:• Nomenclature• Taxonomy (use dichotomous keys and
other taxonomic identification resources)
• Faculty Mentored Research:• Feedback on student
performance
Teaching Around the Learning Cycle
Converted from slides to digital photos, uploaded by students to the Online Repository
Images of Various Marine Species
Converted from slides to digital photos, uploaded by students to the Online Repository
Images of Various Marine Species
Example Course:Face-to-Face, Blended, and Online
• Face-to-Face: (Initial Status Quo, all sections, 2016-2020)
• Face-to-Face (all sections) + Blended Pilot (Fall of 2019)
• Face-to-Face to Online CombinedF-2-F (First half of Winter 2020)Fully Online (Second half of Winter 2020 - COVID19)
UNIV1000: First Year Experience
ELT
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
• Came into their own as NSU Sharks
Developed competencies through• Classroom activities• Beyond the Classroom Activities• Early Immersion Experiences
• They took what they learned and made it their own, started creating their own professional and personal identities
• Anchored what they learned and their experiences
• Reflected verbally, in written form, face-to-face, online (DB) -Not a summative piece, but throughout
Teaching Around the Learning Cycle
UNIV 1000 Students, Face-to-Face
Engaging with different NSU resources designed to support academic success and career goals
UNIV 1000 Students, Face-to-Face
Engaging with different university academic, cultural, social, and wellness events
UNIV 1000 Students, Online Classroom
Developing academic, community-based and individual competencies
Example ExEL-Designated Web-Enhanced Course:
• Taught by a team of faculty from Biology, Computing & Engineering, Art, Conflict Resolution, Legal, and Business
• Learning outcomes included: • Defining fundamental concepts related to hydrology
and study of water• Collaborating and applying discipline-specific
knowledge and skills to address ill-defined problems related to UN Sustainable Development Goal #6: Clean Water and Sanitation for All
• Developing communication, empathy, leadership, and teamwork competencies
• Reflecting on academic and professional learning
HONR1010D: Water & Sustainability
Guest Speakers
Field Trips Active Learning
Teamwork Presentations Reflection
Intentional “ExEL” Design
Field trips to the South Florida Water Management District's Storm water Treatment Areas (constructed wetland) and Sawgrass Recreation Park (natural wetland) to learn about man-made and natural ways to protect and restore our ecosystems and improve water quality.
Experiences
Attended City's Water and Technical AdvisoryBoard Meeting
Video conference with Seth Siegel, author of Let There be Water: Israel’s Solution for a Water
Starved World.
Learning about how to resolve conflict through the lens of international development. "Drama by the River"
Exploring water issues through an artistic lens with Sumingashi paper marbling and letterpress.
Experiences
ELT
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Presenting innovation stories to the class and local leaders. Creating haikus. Conducting interviews with local leaders. Analyzing water samples in the lab.
Guest speakers and active classroom learning (role play on how to conduct an appreciative inquiry interview); field trips. Combination of online and face-to-face experiences.
Drawing conclusions from their experiences. Evidence through classroom and online discussions and low-stakes, formative, assignments.
Classroom and online reflection discussions and papers focusing on their classroom, appreciative inquiry interview, team project, and individual innovation story development experiences.
Teaching Around the Learning Cycle
Agenda
What are you doing to bring experiential education online?
Contact us:
Teri [email protected]
Marti [email protected]
Judith [email protected]
National Society for Experiential Education (NSEE)
Become a Memberhttps://www.nsee.org/membership
NSEE Experiential Education Academy (EEA)https://www.nsee.org/experiential-education-academy
NSEE Annual Conferencehttps://www.nsee.org/annual-conference
Experiential Learning and Teaching in Higher Education (ELTHE) Journalhttps://nsuworks.nova.edu/elthe/
NSEE Online Community Forums (for members)https://www.nsee.org/community-forums
Bibliography
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development.Englewood Cliffs, N.J.: Prentice-Hall, Inc.
National Society of Experiential Education Eight Principles of Good Practice for all Experiential Learning Activities. National Society of Experiential Education. Last updated on Monday, December 9, 2013. http://www.nsee.org/8-principles
NSU’s ExEL Advisory Council (2017-2020). ExEL Qualification Process. Word Document.Slapak-Barski, J., Scanlon, M., & Dvorak, K. (2019). Faculty Development: Web-Enhanced and Blended
Learning in Experiential Education. 48th NSEE 2019 Annual Conference Program.Snyder, M.M. (2019). Designing socially-mediated reflection in online discussions. Florida Distance
Learning Journal, 4(3), 1-8. Available at: https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1026&context=fdla-journal