arabera Jay Roberts 8 years ago
391
Honelako gehiago
Key Principles
Think about assessment in the design itself
Fail fast, fail forward
Don't do more; do different
Just Get Started
Macro
Program level, unit level, institution-wide
Meso
An entire unit of a class; a semester project
Go bigger!
Micro
One class, one experience
Keep it simple!
Problem-Based Learning
Team Magic Bus
Integrative Learning
Mt. Holyoke College
University of Oregon Sustainable Cities Initiative
University of Virginia Bay Game
The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.
The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.
The educator and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.
Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
Throughout the educational process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
Experiences are structured to require the learner to take initiative, make decisions and be accountable for results.
Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.
Inquiry-Based Learning
Place-Based Learning
Cooperative Learning
Active Learning
Game-Based Learning
Project or Problem-Based Learning
Community-Based Learning
Service Learning
Does our current educational system prepare students to work in these kinds of contexts?
as
"We might say that the formal curriculum is being pressured from two sides. On the one side is a growing body of data about the power of experiential learning in the co‑curriculum; and on the other side is the world of informal learning and the participatory culture of the Internet. Both of those pressures are reframing what we think of as the formal curriculum. These pressures are disruptive because to this point we have funded and structured our institutions as if the formal curriculum were the center of learning, whereas we have supported the experiential co-curriculum (and a handful of anomalous courses, such as first-year seminars) largely on the margins, even as they often serve as the poster children for the institutions’ sense of mission, values, and brand. All of us in higher education need to ask ourselves: Can we continue to operate on the assumption that the formal curriculum is the center of the undergraduate experience?" (Bass, 2012)
"By “disruptive moments,” I’m not referring to students on Facebook in classrooms... By using the phrase “disrupting ourselves” in this article’s title, I am asserting that one key source of disruption in higher education is coming not from the outside but from our own practices, from the growing body of experiential modes of learning, moving from margin to center, and proving to be critical and powerful in the overall quality and meaning of the undergraduate experience. As a result, at colleges and universities we are running headlong into our own structures, into the way we do business." (Bass, 2012)
Time stress
Uncertain, unclear data
High potential for unforeseen consequences
Dispersed responsibility and power
Contested and Complex
The world is full of complex, unscripted problems where the answers are not immediately known and the consequences matter.
"Easily" solvable?
Solvable by any one discipline?
The need to produce revolutionary insights and generative technologies
The need to solve social problems
The desire to explore problems and questions that are not confined to a single discipline
Inherent complexity of nature and society
"... a radical “self-governing” operating system where there are no job titles and no managers. The term Holacracy is derived from the Greek word holon, which means a whole that’s part of a greater whole. Instead of a top-down hierarchy, there’s a flatter “holarchy” that distributes power more evenly. The company will be made up of different circles—there will be around 400 circles at Zappos once the rollout is complete in December 2014—and employees can have any number of roles within those circles. This way, there’s no hiding under titles; radical transparency is the goal." From: http://qz.com/161210/zappos-is-going-holacratic-no-job-titles-no-managers-no-hierarchy/
The credit crisis (student loan debt in US exceeds total credit card debt for first time in 2012)
"In 2009, spending by Americans for post-secondary education totaled $461 billion, an amount 42% greater than in 2000, after accounting for inflation. This $461 billion is the equivalent of 3.3% of total U.S. gross domestic product (GDP) and an amount greater than the total GDP of countries such as Sweden, Norway and Portugal." From: http://www.cnn.com/2011/12/02/opinion/vedder-college-costs/index.html
College Attendance: "In 1960, 392,000 students earned bachelor degrees. By 2007 that number had nearly quadrupled to 1.52 million."(Ferrall, 2011)
I possess a device, in my pocket, that is capable of accessing the entirety of information known to humankind.
And I use it to look at funny videos of cats
‘Place-based colleges’ are good for parties, but are becoming less crucial for learning thanks to the Internet, said the Microsoft founder Bill Gates at a conference on Friday. Five years from now on the Web for free you’ll be able to find the best lectures in the world. It will be better than any single university,” he argued at the Techonomy conference in Lake Tahoe, Calif. “College, except for the parties, needs to be less place-based.” from: http://chronicle.com/blogs/wiredcampus/bill-gates-predicts-technology-will-make-place-based-colleges-less-important-in-5-years/26092
Stanford’s Sebastian Thrun made headlines in the fall of 2011 when his on-line Artificial Intelligence course enrolled over 160,000 students. According to the New York Times (“Harvard and MIT Team Up To Offer On-Line Classes,” May 2, 2012)
Stasis
