Hello Everyone,
I started this blog during my PIDP journey and am now enrolled in the PIDP 3240 - Media Enhanced Learning class. So I'll be journalling my trials and tribulations of this course as it progresses!

First off though, I'd like to send a Shout Out for the book that we are using for this class. Teaching Naked by Jose Antonio Bowen. He has some wonderful ideas on how to improve student learning by taking technology OUT of the classroom (grin). And no, we're not talking about more lecture time, or additional airtime for our sage-on-the-stage!

Thanks for visiting,
Robin

Media - Simulations

We have a particularly challenging concept when describing three phase motors. How to generate the Synchronous Field. While we draw it on the board, it is hard to take a static drawing and describe a fluid process.

This article that I have come across "Using Simulations to help students learn" has helped me to understand the value in the simulation. As well as the benefit.

I have found a simulation that shows the synchronous field, and showed it to some students yesterday. They found the visual process easier to understand. An additional benefit was that I could start and stop the simulation and we could talk about it as the simulation progressed.

This is particularly helpful with electrical concepts, since electricity is invisible and a simulation can help to visualize what is taking place within the electrical circuit.

Instructional Processes / Strategies

I was thinking about how I develop a connection with our apprentices and the material that we are covering. I believe that comes from the Bridge-In that takes place at the beginning of the class.

This is a very interesting article on wikipedia regarding this as well. The article describes the BOPPS Model for Planning Lessons.

In the article they describe the intent of the bridge in and offer several examples that resonated with me: 

1)  Referring to something in the learners realm of experience

2) Linking current topic to material already studied or to future learning

I often look for a link to previous material already covered, or to a comment that an apprentice has made to help me bridge in the new material.

Now I understand the benefit of this type of bridge in and how it improves the buy in. This provides them with a justification or motivation to learn the new material being presented. 

Motivational Techniques

I've just finished reading a really interesting article on 9 different strategies to spark Adult Students Motivation.

I was drawn to this article because they help to identify the differences between extrinsic and intrinsic motivation within learners.

Often I find with apprentices their motivation is viewed as extrinsic; "I need the raise", or "I have to complete my apprenticeship". And while it is true that the government or their employer may be setting that expectation, really at the end of the day, it is the apprentice who will benefit from the learning and growth of their skills.

This piece has really helped me to identify the differences between intrinsic and extrinsic learning and how to help my students see the value in their learning rather than satisfying an outside source.

They list the following:

Encourage students to draw on past experiences and facilitate a dialogue of discussion with regular active participation.

Encourage students to share their own learning expectations and goals related to the course content

Provide announcements and emails with information about the resources available for struggling students (i.e., mentorships, coaching, or counseling services).

Provide real life applications through simulations, case studies, and role playing activities.

Provide visual aids or even field trips that enhance the students learning and application of learning outcomes.

Invite guest speakers that are experts in the field. Experts can pique students’ interests and highlight relevance of the learning concepts being taught.

Talk with students about how the class assignments are relevant to future careers.

Teach students to reflect and take control over their own learning by using weekly reflections (anonymously, if you like) to solicit feedback about their own performance and where they need to improve.

Empower students by teaching them where to find materials and how to use resources in an online college platform that will help them in areas where improvement is needed

Creating a Positive Learning Environment

I was surfing the web and found a like to an article written at the University of Saskatchewan. It's nice to be able to refer to Canadian content (grin!).
The article url is: http://www.usask.ca/gmcte/resources/teaching/environment

What I found most interesting is the first point that they brought up;
"Work Hard to Learn Students names".
With the apprenticeship program being 8 weeks in length, I get to learn 30 new names 5 times a year. And I consider this time well spent, I appreciate people calling me by name, and want to do the same for my students.

Much of what the web page refers to centers around mutual respect and I wholeheartedly agree with that. I can turn many of the points listed into questions to ask myself, to see what I can do to improve the positive learning environment in my class.

Characteristics of Adult Learners

I have found a very interesting resource to help identify distinct characteristics of an adult learner. In this web article, (Billington, D, Seven Characteristics of Highly Effective Adult Learning Programs).  Dorothy describes 7 key factors.

1) "An environment where students feel safe and supported, where individual needs and uniqueness are honored, where abilities and life achievements are acknowledged and respected"

2) "An environment that fosters intellectual freedom and encourages experimentation and creativity"

3) "An environment where faculty treats adult students as peers -- accepted and respected as intelligent experienced adults whose opinions are listened to, honoured, appreciated. Such faculty member often comment that they learn as much from their students as the students learn from them.

4) "Self-directed learning, where students take responsibility for their own learning"

5) Pacing or intellectual challenge"

6) Active involvement in learning, as opposed to passively listening to lectures"

7) Regular feedback mechanisms for students to tell faculty what works best for them and what they want and need to learn"

These points make sense to me and I would like to find many similarities with them in the classroom already.

I believe that these 7 factors can help to provide me with check-in points during my classroom time. By this I mean that I can ask myself; "Is this lecture paced correctly, and is it providing the intelectual challenge appropriate for these apprentices"? Or, "Do I need to lecture this point, or can we use the lab to reinforce this through active learning"?

Inside the Psychologist's Studio with Albert Bandura