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Bringing theory into practice

Bringing theory into practice. NLII Focus Session March 9, 2005. Malcolm Brown Dartmouth College malcolm.brown@dartmouth.edu. Goals. Review learning principles Identify practices Analysis method Develop connections. Just what do you think might be wrong with this particular slide?.

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Bringing theory into practice

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  1. Bringing theory into practice NLII Focus Session March 9, 2005 Malcolm Brown Dartmouth College malcolm.brown@dartmouth.edu

  2. Goals • Review learning principles • Identify practices • Analysis method • Develop connections

  3. Just what do you think might be wrong with this particular slide? • One possibility is that there is nothing wrong; after all, beauty is merely in the eye of the beholder. I designed this slide; so what could possibly be wrong with it? • I have information to convey and it is important that it be conveyed thoroughly and accurately and that not a word is to be missed by the unwashed and ignorant masses that are my audience. • This is indeed the slide from hell. The point is that technical proficiency does not guarantee good practice.

  4. “Giving professors gadgets without training can do more harm than good in the classroom” —Chron Higher Ed, Nov 12, 2004

  5. Learning theory Technology Institutional factors Generational factors T&L practice

  6. Exercise

  7. Poem 1 To be, or not to be: that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them.

  8. Poem 2 GADJI BERI BIMBA CLANDRIDI LAULI LONNI CADORI GADJAM A BIM BERI GLASSALA GLANDRIDE E GLASSALA TUFFM I ZIMBRA BIM BLASSA GALASSASA ZIMBRABIM BLASSA GLALLASSASA ZIMBRABIM

  9. Constructivism • Knowledge acquisition is construction • Act of reconciling new with the old • Information is • transformed • organized • elaborated • “scaffold-ed”

  10. How People Learn • Learning is an active process • Based on paradigms • Learner’s context is significant • Expertise = • factual extent • conceptual framework • organized for retrieval and application • Metacognitive: learning about learning

  11. Implications

  12. Learning is active • Challenging • Exploratory • Conceptual and critical • High order thinking • Peers • Experts

  13. This entails… • Debate • Research • Study abroad • Interdisciplinary study • Progressively challenging • Intense focus • Quiet deliberation • Problem solving • Assessing alternatives

  14. Learning is contextual • Learner-centric • Dialectic of content and learner context • Clear basis on • prerequisites • student context

  15. This entails… • Resources that are relevant • Application and problem solving • Progressive and cumulative • Learning roadmaps • Models, schemas, examples

  16. Learning is engaged • Options for tailoring to the learner • Multiple paths • Path choices • Involvement in the work of others • Discovery and experience • Interactive content

  17. This entails… • Explicit goals and standards • Diverse media • Choices • Opportunities for transfer • Specific feedback • Direct involvement

  18. Learning is locally owned • By faculty • By students • Learner assumes responsibilities • Independent thought • Expanding expertise

  19. This entails… • Reflective portfolio • Self-critique • Reading logs, content summaries • Public review of work • Choices about what and how to study • Formative assessments

  20. Learning issocial • Feedback and interaction • Team-based projects • Debate-driven

  21. This entails… • Mentoring • Collaborative learning • Team-based learning • Instructor participation • One-on-one interaction with instructor • Messaging

  22. Student roles Builder Listener Peer mentor Publisher Team member Writer Faculty roles Architect Consultant Expert Guide Lecturer Reviewer Roles

  23. Breakout • Repeat as time allows: • Identify practice • Identify the LCP • Identify the faculty and student roles • Identify the technology

  24. Example • Briefly describe the practice or scenario: • instructor sets up tests and mechanisms that enable students to quiz each other as a way to see if they have sufficient mastery of a topic.

  25. Example (cont) • Which learner-centered principles does it reflect? • Metacognitive: formative assessment enables students to monitor their own progress and make adjustments in their learning paths • Social: promotes interaction among all course participants

  26. Example (cont) • What roles do the faculty and students play? • Instructor: guide; consultant • Student: peer teacher and/or mentor • Which technologies? • Quizzing tool; virtual whiteboard; chat

  27. URL for survey http://nliisurvey2.notlong.com

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