shifting toward a learner centered paradigm

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TCC Online Conference April 22, 2010     Yesterday, Today & Tomorrow:         Communication, Collaboration, Communities, Mobility and Best Choices session version ... prepared for 1 hour interactive seminar

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  • 1. Learner Centered Paradigm in Online Education Concurrent A ra16 4pm HST Barbara Lauridsen, MBA Adjunct Faculty, National University Learner, PhD Information Technology Education, Capella University [email_address] www.barbaralauridsen.com TCC Online Conference April 20-22, 2010 Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
  • 2. Session Abstract
    • The session is for educators, program administrators and PhD Learners intending to teach. This participatory session focuses on What is known about how adults learn and are motivated to participate in online learning to advance their career?
    • The session shares my own professional practice as a learning facilitator, in the context of exploring how to be effective in an online environment and explores the lenses through which educators view their own practice to support learners to become self directed.
  • 3. Agenda
    • Tip # 1 Become Story Centered
    • Tip # 2 Open evaluation of learning experience increases awareness/trust
    • Tip # 3 Teach Around the Circle
    • Tip # 4 Build upon a problem-oriented approach
    • Tip # 5 Encourage goal orientation
    • Tip # 6 Build upon prior knowledge
    • Tip # 7 Follow a path from teacher to moderator to facilitator to mentor
    • Tip # 8 Evaluate our own teaching
    • Tip # 9 Evaluate the shared learning experience
    • Tip #10 Cultivate a holistic approach
    • Tip #11 Coach, Motivate, Delegate, Moderate, Facilitate
    • Tip #12 Participate in shifting the paradigm
  • 4. ST#1 Story Telling and Narratives . storying the curriculum
  • 5. ST#2 Scenarios provide an understanding, so, when a solution is drafted, it reflects a clear understanding of the problem.
  • 6. ST#3 Bell weather of climate change.
  • 7. T#1a Tip #1 a Become Story Centered Stories hold the interest of people especially when to provide meaningful insights. Stories help make the unknown lose its uncertainty and ambiguity.
  • 8. T#1b Tip #1 b Become Story Centered 1. What happened? 2. 3.
  • 9. T#1c Tip #1 c Become Story Centered 1. What happened? 2. How do we know? 3.
  • 10. T#1d Tip #1 d Become Story Centered 1. What happened? 2. How do we know? 3. What does it mean?
  • 11. T#1e Tip #1 e Become Story Centered 1. What happened? 2. How do we know? 3. What does it mean? Heo, H. (2004) Story telling and retelling as narrative inquiry in cyber learning environments. Department of Computer Education Sunchon National University
  • 12. T#1j Tip #1 j Become Story Centered
  • 13. T#1k Tip #1 k Become Story Centered
  • 14. T#1q Tip #1 q Become Story Centered
  • 15. T#1r Tip #1 r Become Story Centered
  • 16. T#1s Tip #1 s Become Story Centered
  • 17. T#1u Tip #1 u Become Story Centered
  • 18. Which Story to Tell? millennium-project.org effective.leadershipdevelopment.edu.au www.geojan.com
  • 19. News narrativesnews? or only an interpretation of a story?
    • individual and collective stories
    • scape-goating or blame
    • passages which discuss how the crisis might have been prevented
    • imagined futures
    • reflections
    Crisis Storytelling: Fishers Narrative Paradigm and News Reporting American Communication Journal
  • 20. The Great Learning a
    • The non-western way of thinking contributes to effective online communications for diverse teams in peer-to-peer collaboration.
    • A well-known philosopher expressed the insight that the cultivation of the person depends on the rectifying of the mind (Confucius, 500 B.C.E) which can be understood as expressing meaning in reasoning
  • 21. The Great Learning b
    • The non-western way of thinking contributes to effective online communications for diverse teams in peer-to-peer collaboration.
    • A well-known philosopher expressed the insight that the cultivation of the person depends on the rectifying of the mind (Confucius, 500 B.C.E) which can be understood as expressing meaning in reasoning that is integrated with observations.
  • 22. The Great Learning c
    • While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
    • Stories bring teams together.
  • 23. The Great Learning d
    • While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
    • Stories bring teams together.
  • 24. The Great Learning e
    • While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony.
    • Stories bring teams together.
  • 25. Visionary Performance Indicators a
    • The ISTE National Educational Technology Standards (NETSA) and Performance Indicators for Administrators:
        • Visionary Leadership
        • Digital-Age Learning Culture
        • Excellence in Professional Practice
        • Systemic Improvement
        • Digital Citizenship
  • 26. Visionary Performance Indicators b
    • The ISTE National Educational Technology Standards (NETSA) and Performance Indicators for Administrators:
        • Visionary Leadership
        • Digital-Age Learning Culture
        • Excellence in Professional Practice
        • Systemic Improvement
        • Digital Citizenship
    A successful program is designed to cultivate ways of knowing .
  • 27. Visionary Performance Indicators c A successful program is designed to cultivate ways of knowing .
  • 28. Visionary Performance Indicators d
        • 1. Visionary Leadership
        • 2. Digital-Age Learning Culture
        • 3. Excellence in Professional Practice
        • 4. Systemic Improvement
        • 5. Digital Citizenship
  • 29. Tip #2 Open evaluation of learning experience increases awareness and trust
    • A successful program is designed to cultivate ways of knowing .
    • inspires and facilitates stakeholders toward a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders (ISTE, 2009).
  • 30. Visualization / Mind Mapping
  • 31. Kolbs Learning Styles e Accomodator Diverger Converger Assimilator

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