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Vision Impossible? Arts and Science approaches to learner-centred practice

Vision Impossible? Arts and Science approaches to learner-centred practice. Cyprien Lomas Joanne Nakonechny Sophia Nussbaum Ulrich Rauch University of British Columbia. The University of British Columbia. Mixed-Mode (hybrid) Projects.

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Vision Impossible? Arts and Science approaches to learner-centred practice

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  1. Vision Impossible?Arts and Science approaches tolearner-centred practice Cyprien Lomas Joanne Nakonechny Sophia Nussbaum Ulrich Rauch University of British Columbia

  2. The University of British Columbia

  3. Mixed-Mode (hybrid) Projects • Inquiry into teaching with technology to increase the effectiveness of learning outcomes • Objective: develop 2 mixed-mode courses • Arts (English 111: Approaches to Non- Fictional Prose) • Science (Chemistry 121/123: Introduction to Scientific Research (Lab course) • Projects: • High level of autonomy • Central funding: $200,000/year • Year two of a two year project

  4. Learning Mode • Deep structure vs surface structure learning: • Concepts difficult for novice learners

  5. Learning Mode Applied Chemistry: Guided Inquiry English: Guided Discovery • Concepts applied in an experimental environment • Lab > development of experimental skills and knowledge • Concepts developed in an exploratory environment • Forum/papers > development and recognition of argumentative strategies

  6. What do we need? • Development of seamless mixed-mode learning environment: • Effective technology that allows students and instructors to shape the learning experience. • Guidance to facilitate students’ deep structure learning

  7. Chem 123 Lab

  8. English 111

  9. Tools • Effective learning tools, both digital, and print technology, that allows student and instructors to shape the learning experience. • Ability of the medium to carry the ‘voices’ of participants (students & instructors) • Technology to facilitate ‘Personalized Learning’

  10. Tool Development Flexible Parameters can be completely modified shared Lab manual (malleable) Rigid parameters cannot be modified Bridging to the Lab (product) calculator (prescriptive) Customizable parameters can be partially modified Commercial or open- source VL, WebCT (container) Rigidity Continuum Author Control

  11. Tool Outcomes • pedagogical goals need to drive tool development • Combination of tools works well • Seamless integration • provide scaffolding for students to approach materials • development of seamless mixed-mode learning environment is complex and labour intensive

  12. Lessons Learned • Resources (tools): seamless, author control • Learning Environment: • author control <-->student needs • Pedagogical goals: • deep structure (conceptual) learning • Team process: Integrated teams • Institutional support: • recognition of multiple development paths

  13. Thank You • Cyprien Lomas cyprien.lomas@ubc.ca • Joanne Nakonechny jnakon@exchange.ubc.ca • Sophia Nussbaum sophian@chem.ubc.ca • Ulrich Rauch uli@arts.ubc.ca

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