Innovate Online Webcast March 7th, 2007 Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical

Innovate Online Webcast March 7th, 2007

Ten Core Principles for Designing Effective Learning Environments:Insights from Brain Research and

Pedagogical Theory

Judith V. Boettcher

Designing for Learning and University of Florida

March 7, 2007 © JudithBoettcher 2

Welcome

As we are gathering… Waking up our thinking cells Jot down a statement, question or comment

about principles for designing learning…


Overview Four Element Pedagogical framework

Five principles Plus other five principles

As we "meet" and get "reacquainted" with these principles Use for planning degree programs Link, integrate with brain research and traditional

educational principles Link to, suggest strategies for teaching and learning

4

Section 1 Pedagogical Framework

Getting our arms around it all…

Framework


Inspired by Lev Vygotsky…

LeMKE plus

Four Elements of Learning Experiences— LeMKE

Learner Faculty-Mentor Knowledge-Content-

Problem Environment-Context

Designing Programs with LeMKE Pedagogical Framework

Learners Mentors

Knowledge Environment

Studen

ts

(The

Who a

nd Why…

)

Infra

stru

cture

(Wher

e, when

, with

whom, a

nd how?)

Content and

Resources (With

what and how

accessed? )

Faculty (Designs,

directs, supports and

assesses )

Learners

Ma

na

ge

men

t

Pe

rfo

rma

nc

e G

oa

ls

Core Learning Principle: Every learning experience has four

elements with the learner at the center.

Learner

Core Learning Principle: Learners bring their own personalized mental models, skills and attitudes to

learning experiences.

framework

March 7, 2007 © JudithBoettcher 9Fish is Fish

Learners Learners bring to the learning experiences

Personalized and customized knowledge Existing mental models, skills, attitudes

Goals for learning are to grow personalized and customized knowledge store

Consider state of learners' brains — a jungle, a tundra, prairie, or small garden? How complex and intricate are the images and patterns of their

knowledge? What are their “zones of proximal developments?”

Faculty functions

Core Learning Principle: Faculty are the directors of the

learning experiences and mentors of the individual learners.

framework

March 7, 2007 © JudithBoettcher 11Ed as "assisted performance"

The Faculty Mentor (M)

Faculty mentors (M) are responsible for… Designing and structuring the course

experiences Directing and supporting learners through the

instructional events Assessing student learning outcomes

March 7, 2007 © JudithBoettcher 12Faculty summary

The Faculty Mentor (M)

But… it is the students who must do the learning! Theory of education as "assisted performance" Shift to a "task model" as the learner outcome?

Questions for us What tools can help faculty support and assist the

learners with this work? What tools and strategies can both save faculty time

and increase student learning? How do we segment out the tasks of teaching and

mentoring?

March 7, 2007 © JudithBoettcher 14Content

The "New" Faculty Roles (2)

Model of the “transmission of knowledge” is morphing and reconfiguring Faculty strives to learn what students know and

to create learning experiences for the learner to construct their own unique knowledge structures upon their existing knowledge

Telling and lecturing — giving sway to questioning, probing, confirming, and coaching

Core Learning Principle: All learners do not need to learn all

course content; all learners do need to learn the core concepts.

Core concept focus

Core Concepts and PrinciplesCore Concepts and Principles

Applying Core Concepts

Problem Analysis and Solving

Design/3 contentDesign/3 content

Types of Content Resources

Customized and Personalized


HolodeckHolodeck

Design for 3 Sources of Content

Prepackaged authoritative content (textbook) Traditionally about 30% to 40% of course Usually containing core concepts, principles and core

discipline perspectives Gradually moving to digital packaging and availability

Guided learning materials Materials produced specifically for a course by a faculty

member, syllabus, projects, feedback and mentoring

Performance content created by students Content generated in discussion boards, projects, study

materials (can also be "found" content")

Core Learning Principle: Every learning experience occurs

within a context or an environment in which the learner interacts with the

knowledge, content or problem.

holodeck

March 7, 2007 © JudithBoettcher 20Think life-style/context

Environment (E) Element

Every learning experience occurs within a context or an environment (E) in which the learner interacts with the knowledge (K), content or problem

Design for the when, where, with whom and with what resources…

Design to support a

person doing an activity in

context

Section 2b— Countdown


The Holodeck — Rapid Learning and Entertainment

Basic environmental question


More Principles …(1)

Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge

Concepts are not words; concepts are organized and intricate knowledge clusters


More Principles …(2)

Different instruction is required for different learning outcomes (Gagne, 1965)

Everything else being equal, more time on task equals more learning

We shape our tools and our tools shape us

25

Thanks…

Suggestions, questions, comments?

[email protected]@comcast.netwww.designingforlearning.info

Documents

Innovate Online Webcast March 7th, 2007 Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical