Activity+Six

Abstract Research demonstrates that the nature and definition of meaningful learning experiences are similar whether the delivery is face-to-face in a traditional classroom or delivered through the Internet. The guiding principles of faculty-student contact, cooperative learning environment, active learning techniques, prompt feedback, time on task, high expectations, and respect of diverse learning styles transcend the physical and virtual classrooms.

Learning experiences, while often times are formal scheduled events, can take place almost anywhere and anytime. There are several criteria used to evaluate educational learning events. The first would be if the event is actually focused on the learner and not the presenter. Many presenters are quite entertaining and keep your attention, but the TAV (Take Away Value) is minimal (other than having had a good time). Secondly, what is the TAV from the event? There must be something practical, or a connection made with the practical, for the event to be a rich learning experience. If the event is online, there must be a place for learners to communicate and exchange ideas as in a breakout session in the tradition seminar. The facilitator needs to be available to demonstrate the learning activity if needed for visual and tactile learners. This requires more technological prowess on the part of the facilitator if the learning experience is online. Finally, in order for learners to know if they have accurately comprehended the material presented, there must be some sort of assessment. Before one can accurately apply a principle in their own domain, they need to know how it is done correctly in the original domain before extracting it to a new application. Personal application is a desired result of professional development, and this author is aware that this calls for there to be a “right” way of demonstrating comprehension. Before one can “think out of the box,” one does need to know the definition and dimension of “the box.” This author has a unique blend of preferred learning. A demonstration of the concept would be the first in the order of the learning experience. Demonstration offers two important points: 1) It brings to life the concept or skill being learned (gets it in the eyes and ears of the learner), and 2) Establishes credibility of the learning facilitator. Secondly, there should be discussion of the demonstration with the ability to ask questions, and verbally try out the learning activity. The discussion helps to broaden the understanding of the material and gives the opportunity for the learner to benefit from other learner’s understanding of the demonstration. Following the discussion should be a practicum. This should be a simple activity in which the learner will begin to assimilate their understanding of the skill or concept in a practical way. This is first of two recommended practicum activities which should have a generous amount of facilitator input and feedback if necessary. Following the practicum should be some type of literature and more in-depth study of the concept. From this learner’s preferred style of learning, after having been exposed to the process and tried it out, then the reading and conceptual understanding is much deeper because of having a familiar framework to use for scaffolding. Concluding the learning experience would be a more substantial project in which the learner takes the lead. This would require research in how others may have applied the material to a similar teaching environment. The second practicum would also serve as an assessment and provide the TAV needed for successful professional development. Combining this process together created a wonderfully rich learning experience for this author when taking a two semester course in teaching improvement. The instructor demonstrated the various models, provided ample opportunity for discussion, and then divided the class into small teams to develop group teaching presentation for presentation to the class. The second semester was a second practicum where each student found or used their existing classroom and created a learning exercise using each of the teaching models. The class met periodically, to review each of the learner’s recorded presentations. There is similar thought in academia regarding rich learning experiences. Some have suggested that the “e” in eLearning is more about the “Engagement of the learner; enhancement of the learning; experience of exploration; ease of use; empowerment of the learner to control the learning schedule; and execution of the learning programme (Bach, et all. 2006).” A common misconception of online teaching is that the instructor is a “silent partner” who provides the learning and grades. It is important to note that quality engagement between course facilitators and students is developed through quality feedback throughout the course (Bach, et all. 2006). A similar strategy for determining quality learning was put forth by the American Association of Higher Education in March of 1987 when they issued Seven Principles for Good Practice in Undergraduate Education (Anderson, 2008). An update of these appears on the TLT (Teaching, Learning, and Technology) Group’s website. One can easily make connections to technology usage within the updated version. The list is as follows and the reader will recognize themes already describe as element of the a rich learning experience: 1) Good practice encourages contacts between students and faculty; 2) Good practice develops reciprocity and cooperation among students; 3) Good practices uses active learning techniques; 4) Good practice gives prompt feedback; 5) Good practice emphasizes time on task; 6) Good practice communicates high expectations; and 7) Good practice respects diverse talents and ways of learning (Chickering & Ehrmann, 2008). Providing outside “voices” from content experts is an important feature to enrich the learning experience. “Guest speakers” can come in the form of podcasts, synchronous presentations using web conferencing software, and even a discussion forum where the guest content expert is posting and interacting with the learners (Farruggio, 2011). This is a part of encouraging engagement. There are many ways to enhance contacts between students and faculty in an online setting. Synchronous presentations, when the faculty has honed and practiced the skill, can eliminate the argument that there can be no face-to-face interaction or one-on-one assistance from the instructor in an online class (MacDonald, 2006). In conclusion, research demonstrates that online learning experiences are judged by the same criteria as traditional learning experiences. The struggle is really centered in a paradigm shift among educators. The needed shift is partly hindered by technophobia and the other by fear of replacement. Technology delivery systems will never replace the role of the instructor in providing meaningful learning experiences. What will change is the nature and composition of the instructor’s role.

References Anderson, T. (2008). The theory and practice of online learning. Edmonton, AB: Athabasca University Press. Bach, S., Haynes, P., Lewis-Smith, J. (2006). Online learning and teaching in higher education. Buckingham, GBR. Open University Press Chickering, A., & Ehrmann, S. (2008). Implementing the seven principles: technology as lever. Retireved from http://www.tltgroup.org/programs/seven.html Farruggio, P. (2011). The effect of a virtual guest speaker in expanding the consciousness of bilingual education teachers preservice during an online discussion. International Journal of Instructional Media, 38(2), 169-175. Retrieved from EBSCOhost. MacDonald, J. (2006). Blended Learning and Online Tutoring : A Good Practice Guide. Abingdon, Oxon, GBR: Ashgate Publishing Group