...a shift from a focus on content to a focus on the learning experience...
Mor et al, 2015 British Journal of Educational Technology
How we access education is in a very interesting flux at the moment. Gone are the 'sage on the stage' expectations, we are in a new era of student and employer needs and values. We also have new resources to utilize to meet those needs.
Teaching is part 'art' and part 'applied science' - using learning analytics to help expose the 'art' to scrutiny will help us all become better instructors - more effective and more efficient.
Most course designers will wax lyrical over the Gagne steps for learning, or Bloom's Taxonomy or the ADDIE principles. These things are all important (I have an infographic below). However, even the flashiest, hippest, timeliest course delivered in the most accessible way possible will not benefit the adult learners unless the mechanism of change is taken into account. Unless the adult learner sees the need to learn the new material and has a tangible idea of the outcome the training course just becomes another hoop to jump through.
Change, as we all know, is incredibly difficult for many of us, just look at the graph above! Sometimes the laggards like to be called the skeptics, eschewing advancement in favor of the way 'it' has always been done. We call this a 'fixed' mindset now.
Rather than lose the wealth of knowledge of the traditionalist or force them into an uncomfortable 'new way or the highway' box, it is important to create an environment of trust and value. The way things have been done is comforting and predictable...and they often got results, albeit in ways they did not expect.
Changing up programs to become focused on learning outcomes is a change in mindset for many educators and requires careful management. The slew of technological 'resources' bombarding us and promising miracles should be filtered and measured, but when the institution or association adopts a certain tool or approach, then careful instructional design can help the skeptical laggards to learn the new skills and behaviors needed with dignity and respect.
Teaching is part 'art' and part 'applied science' - using learning analytics to help expose the 'art' to scrutiny will help us all become better instructors - more effective and more efficient.
Most course designers will wax lyrical over the Gagne steps for learning, or Bloom's Taxonomy or the ADDIE principles. These things are all important (I have an infographic below). However, even the flashiest, hippest, timeliest course delivered in the most accessible way possible will not benefit the adult learners unless the mechanism of change is taken into account. Unless the adult learner sees the need to learn the new material and has a tangible idea of the outcome the training course just becomes another hoop to jump through.
Change, as we all know, is incredibly difficult for many of us, just look at the graph above! Sometimes the laggards like to be called the skeptics, eschewing advancement in favor of the way 'it' has always been done. We call this a 'fixed' mindset now.
Rather than lose the wealth of knowledge of the traditionalist or force them into an uncomfortable 'new way or the highway' box, it is important to create an environment of trust and value. The way things have been done is comforting and predictable...and they often got results, albeit in ways they did not expect.
Changing up programs to become focused on learning outcomes is a change in mindset for many educators and requires careful management. The slew of technological 'resources' bombarding us and promising miracles should be filtered and measured, but when the institution or association adopts a certain tool or approach, then careful instructional design can help the skeptical laggards to learn the new skills and behaviors needed with dignity and respect.
Before changing 'instruction as usual' plan the change management cycle!
I remember back in my childhood, my Dad would discuss the 'Change Equation' with us at dinner - he loved to help people through this process! I can still see the paper napkin with drawings all over it, visualizing the challenges that we meet when we desire others to change.
I honestly think, that the most important factor of this equation is dissatisfaction...until someone is actively looking for change for internal reasons, we just don't see authentic, energized change.
Helping the individual see the need for change, to identify the gap, is therefore, a very important step in change management.
I honestly think, that the most important factor of this equation is dissatisfaction...until someone is actively looking for change for internal reasons, we just don't see authentic, energized change.
Helping the individual see the need for change, to identify the gap, is therefore, a very important step in change management.
Building a collaborative environment which invites innovation requires people skills and technical knowledge. But first and foremost it requires that administrators and course designers initiating change value people and build on their strengths and needs and individual outcomes.
Instructional Design
Designing a course that engenders successful learning outcomes takes careful planning and thoughtful analysis. Managing and leading the innovation takes planning and strategic oversight as well.
Blended learning. The best of eLearning and face to face classroom learning.
Learning Analytics15 minutes that help to cast vision for instructional designers - David Lindrum from Sooma Learning talking at Emory University. Spring 2015. (Southeast Education Data Symposium) - well worth the time!
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Measuring student performance and progress against SLOs.
Measuring impact of online course content and online teaching techniques. Assess teaching efficacy and compliance. Assess institutional achievement vs. goals
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