Final Demonstration

FINAL DEMONSTRATION

Group Members	Roles	Commented On
Allison	Set up Zoom meeting Secured volunteers for video shoot Submitted reflections for video 1 Created and shot video 2 Provided references	Group 2
Byron	Called team together, created Doodle for scheduling, and set agenda for meeting Created google doc for responses and scripts Submitted reflections for video 1 Combined responses to create Script 1 Added information to website and Facebook	Group 3
Casey	Submitted reflections for video 1 Shot video 1 Edited all video Created embed codes for videos	Group 3
Joe	Submitted reflections for video 1 Wrote Script for video 2 Created Prezi for final demonstration	Group 1

VIDEO I

YouTube version: https://youtu.be/F9f8Yv-Up90

What did you learn from this course?

We learned a great deal about different learning styles and how best to reach students based on that information

Our group project was focused on the earning process in a very general sense, and that helped us understand the cycle of learning in much greater depth.

It was also noted we were able to gain more understanding in how people design and work through course development. When considering the many aspects of what makes for a great learning experience (emotions, learning styles, or the learning process as a whole), the amount of effort and care that goes into each course is far more than what you might originally think.

We also developed a better understanding of the learning process and all that is entailed with adult learning.  Weaving together pieces that influence learning such as emotions, relationships, learning styles, educators can support learners in reaching their goals.  

What did you like or dislike about our online discussions, group project and this course in general?

Online discussions were seen as a great opportunity to take greater control of the learning while broadening our understanding of the topic. They forced us to pay greater attention to the material. Since our classmates come from a number of diverse backgrounds, it was also enjoyable seeing how each would apply the information depending on previous experiences or anticipated uses in the future. Online discussion became more rewarding, especially during opportunities to question, even challenge, different opinions in the open setting. It would be nice if the unit assignments were more integrated within blackboard so the notices and reminders could be viewed within blackboard reminders. There was often confusion when certain assignments were due.

When discussing our group efforts, it must first be noted that our team was a collection of rock stars who made accomplishing projects easier than in previous group experiences. We were blessed this semester by our teammates who allowed for us to truly learn the material as individuals and as a group. It was a great experience and one of the most learning-filled projects we’ve tackled. However, all of us noted our struggle with the broad nature of the topic of the learning process. A lot of time was devoted to understanding the specifics of the literature and knowing the appropriate steps to take to complete projects. Standards were, at times, difficult to determine.It was noted that understanding improved whenever more guidance was provided.

How do you think the project was able to help you understand the practical field and the theories?

While the responses to all the other questions have been combined, we thought it best to let the individual answers stay that way. Each of these has a unique message.

Casey: My program is a certificate in college and university teaching. Having the opportunity to create a syllabus and a course from scratch and have it evaluated by an instructor will be a big help in the future.

Byron: While I have been training and teaching in both community and adult workshops, I must work harder to be even more intentional concerning every part of working with adult learners. I must say, I didn’t think much learning was taking place until working on the syllabus project. I
made the preparation more intentional.

Joe: With this broad topic, I had to look at learning as a whole. I usually pick out certain aspects that seem to help me (like reflection or a challenging/disorienting situation). With this project, I have to understand learning as a whole and to be able to place different theories within this larger framework. It made my picture of learning more complete.

Allison: Creating the syllabus was a benefit that can be very applicable.  In my work, I would have to modify the syllabus, as we created one that is very formal.  I am currently looking at reworking a syllabus for a class that is taught to adult learners in a non-formal setting.  

Use examples to tell us how the various learning resources in weekly discussions help you understand the theories and how to apply theories to practice?

The textbooks provided great information that helped us understand most of the concepts. But the videos were both enjoyable and informative to provide supplemental resources to the literature. We need to have some verbal/auditory input to support learning as well as the readings.  They help us to become more conscientious to provide multiple formats to the adult learners we currently or will serve. The video explanation was just helpful.

What do you suggest to better support your learning? What are your suggestions for future students?

Having to learn so many platforms can be a bit overwhelming for some in our group. Whether it’s researching, determining, and utilizing the applications, extensive time was necessary to properly utilize them. For some Blackboard was a new experience. Throw in blogging and online communication platforms, this was awfully time intensive. Suggestions to help this is to provide more guidance concerning applications which could even include an exploration assignment..

Better integrating assignments into Blackboard so they show on upcoming assignments in that system. It would be nice to see them as upcoming items due with their due date. It probably wouldn’t take much more effort to add them there than the unit categories and probably improve the efficiency in grading. There were a few notes concerning confusion about due dates.

It would be beneficial if you were able to secure Dr. Bo Chang as a video presenter for some of the topics. We know she has an extremely busy schedule, but if she could provide her own instruction, the students would be greatly helped. Some have suggested an introduction for each unit or major assignment.

It would also be nice to further encourage journal submission by actually assigning a submission instead of making it extra credit.  We understand this is an option for us but to actually make students participate in this would help develop them professionally and work through that process.

For future students, it is important to stay on top of deadlines. Take extra efforts to understand the assignment calendar. APA is extremely important when submitting assignments. Make sure to utilize resources (online, Writing Center, etc.) for help.

VIDEO II

FINAL DEMONSTRATION

Prezi Version http://prezi.com/8mrv9ryhapl0/?utm_campaign=share&utm_medium=copy

Below are the resources used throughout this group project over the course of the semester.

REFERENCES

Beach, L. R. (1968). The learning process in self-directed groups. Improving College and University Teaching, 16(2), 93-95.

Boulton-Lewis, G. M., Wilss, L., & Mutch, S. (1996). Teachers as adult learners: Their knowledge of their own learning and teaching. Higher Education, 32(1), 89-106.

Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult and Continuing Education, 2015(148), 27-38.

Criss, E. (2008). The Natural Learning Process.  Music Educators Journal, 42-46. doi: 10.1177/0027432108325071 

De Ciantis, S. M., & Kirton, M. J. (1996). A psychometric reexamination of Kolb's experiential learning cycle construct: A separation of level, style, and process. Educational and Psychological Measurement, 56(5), 809-820. doi:10.1177/0013164496056005007

Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011, March).  A Learning Cycle
            for All Students. The Science Teacher, pp.  56-60. Retrieved from
            http://web.b.ebscohost.com.proxy.bsu.edu/ehost/detail/detail?vid=9&sid=76f725a
            7-3053-4d58-bcbc-a8226c29c5c6%40sessionmgr103&bdata=JnNpdGU9ZWhvc3
            QtbG12ZSZzY29wZT1zaXRl#AN=59777985&db=aph

Felder, R. (n.d.). Index of learning styles questionnaire. Retrieved from https://www.webtools.ncsu.edu/learningstyles/

Gagne, R. M., L. Briggs, and W. Wager. 1988. Principles of instructional design. New York: Holt, Rinehart, and Winston.

Heery, E., & Noon, M. (2008). Kolb's learning cycle. In A dictionary of human resource management (2nd ed.). Retrieved from http://www.oxfordreference.com/view/10.1093/acref/9780199298761.001.0001/acref-9780199298761-e-681

Hunter, M. 1984. Knowing, teaching and supervising. In Using what we know about teaching, edited by P. L. Hosford. Alexandria, Va.: ASCD.

Jarvis, P. (1987). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult Education Quarterly, 37(3), 164-172. doi:10.1177/0001848187037003004

Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.

Joyce, B., and M. Weil. 1980. Models of teaching. 2d ed. Englewood Cliffs, N.J.: Prentice-Hall.

Kelvin, A. (1993). Increasing student participation in the learning process. Higher Education, 26(4), 449-470.

Knowles, K.G. (1990). The Adult Learner: A Neglected Species. Houston, Texas: Gulf Publishing.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.

Kolb, D. A. (1976). Management and the Learning Process. California Management Review, 18(3), 21-31. doi:10.2307/41164649

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Korthagen F. Inconvenient truths about teacher learning: towards professional development 3.0. Teachers & Teaching [serial online]. May 2017;23(4):387-405. Available from: Academic Search Premier, Ipswich, MA. Accessed October 1, 2017.

MacKeracher, D. (2004). Making Sense of Adult Learning (2^nd ed.).  Toronto, Canada: University of Toronto Press.

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi:10.1016/j.edurev.2015.02.003

Rosenshine, B. 1983. Teaching functions in instructional programs. Elementary School Journal 83(4): 335-51.

Russell, S. S. (2006). An Overview of Adult-Learning Processes. Urologic Nursing, 26(5), 349-370.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 1-8. Retrieved from http://er.dut.ac.za/handle/123456789/69

Wang, J. C. (2016).  The Learning Process.  Global Spine Journal, 523.  doi: 10.1055/s-0036-1592123

Woods, H. B. (2012). Know your RO from your AE? Learning styles in practice. Health Information & Libraries Journal, 29(2), 172-176. doi:10.1111/j.1471-1842.2012.00983.x

Syllabus Design

Group Members	Roles	Commented On
Byron Ballard	Determine Rationale, Syllabus Design, BSU Legal Aspects	Group 3
Allison Hillis	Determine Rationale, Introduction, Resources, Note Taking	Freshmen First Year: Emotions and Learning Strategies Workshop, Group 1 Learning Styles: Group 2
Casey Schultz	Determine Rationale, Reflection, Resources, Foundational Ideas
Joe DeGraaf	Group Leader, Determine Rationale, Syllabus Design, Tables, Posting to blog	Group 1

Introduction

Learning Process 101 is a five-week course for adults who are returning to formal education after some time away.  The goal of this course is to provide both classroom and online experiences to reintroduce the learner to the routine and work of formal education.  The participants will engage in reflection as they evaluate their independent learning experiences, process, and preferred style.  The course is designed around the five parts to the Basic Learning Process: participation, making sense of experience, decision making, implementing action plans and receiving feedback (MacKeracher, 2004).

Rationale

            Learning Process 101 is a five-week course designed for adult students who are either returning to the college or university classroom after an extended period away or are entering the college or university classroom for the first time. The assignments for the course are designed to help students become better acquainted with the learning process as a whole, identify their individual learning style, and begin to reflect on their experiences and what they have learned.

            MacKeracher (2004) describes Kolb’s Experiential Learning Cycle as being a continuous circle with four different categories. Kolb’s cycle begins with a Concrete Experience, where the learner is actually a part of an activity. After completing the activity, the learner moves into Reflective Observation to look back on what has been done from different viewpoints. The next step is to give those experiences meaning using either personal experiences that easily tie into the task at hand or by using theories and models that have been created by others in a process called Abstract Conceptualization. The final stage in Kolb’s cycle is Active Experimentation wherein students use their conceptualizations to guide them in their choices as they plan out new actions that will eventually become new Concrete Experiences, thus continuing the cycle.

            This course will not only teach students about the learning process in general, but will do so through activities that fit into that cycle as well. Because it is a continuous cycle, we have chosen to have our first assignment fall into the Reflective Observation stage. Students will reflect on the last time they were in a formal educational setting. They will be asked to describe that setting and what they liked and would have improved about their experience. Finally, they will be asked why they decided to return to the college or university setting. Students will be asked to discuss their motivations and experiences with the rest of the class. Not only giving students a chance to get to know each other, but also allowing for them to get used to speaking in front of a group once again.

            Our second assignment, the self-reflective learning styles inventory, falls into the Concrete Experience stage as students are actually completing the inventory, and then back into the Reflective Observation as students share their results in class. By identifying their personal learning style, the hope is that students will be better prepared to seek out materials that pertain specifically to them when moving forward in the course to additional assignments. Students will be asked to read a chapter in MacKeracher (2004) regarding learning styles to prepare them for the inventory they will complete. This will give them a basic understanding of learning styles as a whole and will help them use more Abstract Conceptualization as they are discovering their personal learning style and what that may mean for them as they study for class in the future and prepare for exams, papers, and other assignments.

            The third week of the course is where students learn more about the learning process in general. Now that they know their individual learning styles, the hope would be that they are able to figure out how they would best learn in each of Kolb’s stages and apply that to their future studies. Student will also be asked to create a visual diagram of the learning process as they understand it. This takes them through the Active Experimentation stage as they plan out their diagram and make it fit with their personal goals as they then move into another Concrete Experience by completing their diagram and presenting it to the class. At this point, the instructors will have a strong idea of just how well students understand the learning process in general as well as their own personal learning styles. The instructors will still have time remaining in the course to adjust should students clearly not be understanding the materials and ideas of the course.

            The fourth week of the course gives students an opportunity to demonstrate their research skills and prepare for an activity that will be fairly standard in their classes moving forward. Students will be asked to summarize articles relating to the learning process or cycle. They will need to use APA citations and formatting in their summaries. While this will help students better understand the learning process in general, it also prepares them for many assignments that they will complete during the course of their college or university studies. It may have been a decent amount of time since students in this particular course have had to find scholarly journal articles and cited them in proper APA format. These miniature literature reviews will ease students back into the process.

            The final week of the course allows for more Reflective Observation, Abstract Conceptualization, and Active Experimentation. Students will be asked to look back on their experience in the course and explain what they enjoyed, what challenged them, what they might change, and what they learned that may help them in future courses. Students will be asked about their confidence moving on to additional courses in the college and university setting. They will then create a “Survival Memo” for future students in the course that allows them to apply what they have learned and turn it into suggestions for students who may be in their same position in later semesters.

            Each week, in addition to all of the previously mentioned assignments, students will be asked to complete “Critical Incidents in Learning” reports. These reports are designed for students to reflect on their experiences in the learning process and express how these experiences affected them as a learner. This activity starts out as a Reflective Observation and then moves into the Abstract Conceptualization category as students begin to connect what they are learning about the learning process in class to their personal experiences. The first couple Critical Incidents in Learning reports will likely be underdeveloped as students are still getting used to the idea of the learning process in general. However, by the fifth submission, they should feel very comfortable using terms applying to the learning process and identifying their participation in individual stages.

            From the content on the syllabus, students may view this course as simply a course about the learning process. However, the assignments are designed to help students better understand not only how the learning process works, but how they individually prefer to learn. Ideally, this will also help them identify the best way for them to study. They will also complete assignments that will ease them back into a classroom environment. They will be expected to participate in classroom discussions, submit assignments electronically and in person, design a presentation, reflect on their experiences, and practice researching using scholarly sources. As the course progresses, they should become confident, capable learners ready to move into a college or university program.

Learning Process 101 Syllabus

Fall Semester, 2018

Course Location

Ball State, TC 205

Class Dates and Time

August 20 – September 22 (five weeks),

Trust the Process (Group 4)

Instructors

Joe DeGraaf Byron Ballard Allison Hillis Casey Schultz

General Information

Description

Learning Process 101 is an introductory course that seeks to prepare adult learners for an academic environment by helping them understand the learning process; discover or rediscover how to learn through study; and engage with various forms of teaching.

Course Objectives

At the end of this course you should:

•        Be prepared to join a formal education setting and adapt to its rigors
•        Understand how to study and facilitate your own learning process
•        Understand the learning process in order to achieve educational outcomes
•        Know your preferred learning style and how it affects the learning process

Course Materials

Required Materials and Texts

o    MacKeracher, D. (2004). Making Sense of Adult Learning. Toronto: University of Toronto Press.

o    Felder, R. (n.d.). Index of learning styles questionnaire. Retrieved from https://www.webtools.ncsu.edu/learningstyles/

o    Woods, H. B. (2012). Know your RO from your AE? Learning styles in practice. Health Information & Libraries Journal, 29(2), 172-176. doi:10.1111/j.1471-1842.2012.00983.x

o    Russell, S. S. (2006). An Overview of Adult-Learning Processes. Urologic Nursing, 26(5), 349-370.

Course Schedule

Week	Topic		Assignments
8/20 – 8/26	Participation		·         Reflection on last educational experience ·         CIL by Sunday @ Midnight
8/27 – 9/2	Making Sense of Experience		·         Self-reflective learning style inventory ·         CIL by Sunday @ Midnight
9/3 – 9/9	Decision Making		·         Diagram of the Basic Learning process ·         CIL by Sunday @ Midnight
9/10 – 9/16	Implementing Action Plans		·         Article Summaries ·         CIL by Sunday @ Midnight
9/17 – 9/23	Receiving Feedback		·         Final reflection paper and survival memo ·         CIL by Sunday @ Midnight

Assignments and Grading

Grading Scale

Students will be evaluated on a credit/no credit system based on class participation and completion of assigned materials. Students are expected to be active participants in on-campus and online discussions and activities. Failure to meet these expectations, to complete assignments, or to engage in academically honest work may result in an incomplete for this course.

Course Policies

•          Attendance: You are expected to attend each of the on-campus class sessions for each of the five weeks.
•        Absences and Tardiness: You are expected to be on time for all classes and assignments. It is your responsibility to notify your instructor for any extenuating circumstances. It is up to the instructor’s discretion to grant credit for attendance when absent or tardy.
•          Late Assignments: All assignments and readings should be completed by the posted due date and time. Late assignments may not be given credit based on the instructor’s discretion.

Assignments

Due Date	Assignment		Reading
8/23 8/26	Reflection on last educational experience CIL (by midnight)		Read Syllabus
8/30 9/2	Self-reflective learning style inventory CIL (by midnight)		MacKeracher Ch. 4
9/6 9/9	Diagram of the basic learning process CIL (by midnight)		MacKeracher Ch. 3
9/13 9/16	Article Summaries CIL (by midnight)		None
9/20 9/23	Final reflection paper and survival memo CIL (by midnight)		None

Assignments

8/23/18 – Reflection on Last Educational Experience

Think back on your most recent learning experiences (formal education, occupational trainings, study groups, etc.). Briefly summarize your main thoughts and reactions to these experiences. Answer the following questions and be prepared to discuss them in class.

•        What was your last educational experience?
•        What was the setting?
•        What was the best part of that learning experience?
•        What would have made the learning experience better or more useful?
•        What has brought you to this current educational experience (this course)?

8/30/18 – Self-Reflective Learning Styles Inventory

Complete the following learning styles questionnaire. Read through the descriptions for what each of the different learning styles mean for you. Be prepared to discuss your results in class.

https://www.webtools.ncsu.edu/learningstyles/

9/6/18 – Diagram of Learning Cycle

Read MacKeracher Chapter 3 and review the Basic Learning Process, Kolb’s Learning Process, and Taylor’s Learning Cycle. Create your own visual diagram of the learning process. Be prepared to discuss your diagram and how you see it fitting into your our experiences.

9/13/18 – Article Summaries

Find and review three independent, scholarly articles on the learning process or the learning cycle. Briefly summarize each article. Each article summary should use APA citations and formatting and total ½ to 1 ½ pages double spaced.

You may utilize Ball State’s search program for scholarly articles:

http://www.bsu.edu/libraries/svl/index.php?tab=OneSearch

9/20/16 – Final Reflection and Survival Memo

Think back on this five-week course. Write a 1-2 page reflection paper on your experiences in this course. This reflection should answer the following questions:

1.         What was the best part of the learning experience?
2.         What was the most challenging part of this learning experience?
3.         What is one thing that this class taught you that may help you in future courses?
4.         What could be changed about this course?
5.          How confident do you feel moving forward to other courses?

As a part of your reflection paper, include a final section that addresses tips and suggestions you would like to offer to future participants in this course. These could include notes about organization, research, resources, etc.

 

CIL

The CIL is a weekly reflection on the learning process as it affects you as a learner. CIL stands for Critical Incidents in Learning. These posts are due by Sunday at midnight at the end of each week. Students are required to post answers to each question on BlackBoard in reflection for that week’s activities and discussions.

1.      When did you feel most engaged in the learning process?
2.      When did you feel most disengaged from the learning process?
3.      What action or comments did someone make that you found most helpful, affirming, or encouraging?
4.      What action or comments did someone make that you found most confusing or troubling?
5.      What was new for you in this week’s class, materials, or discussions? Was any of it surprising? Confusing? Challenging? 

Assignments

All written assignments should be submitted using Blackboard. Links will be provided in the Course Content folder. They should be completed according to APA guidelines.  Purdue OWL is considered the online standard students use for guidance https://owl.english.purdue.edu/owl/resource/560/01/ .

Ball State’s policies and statements

Ball State University's Statement on the Importance of Diversity and Inclusion:

Ball State University aspires to be a university that attracts and retains a diverse faculty, staff and student body. We are committed to ensuring that all members of the campus community are welcome through our practice of valuing the various experiences and world views of those we serve. We promote a culture of respect and civil discourse as evident in our Beneficence Pledge. For Bias Incident Response service information, go to bsu.edu/multicultural center/bias or e-mail mc2@bsu.edu.

Academic Integrity:

Academic integrity is expected of all students. Cheating and/or plagiarism may include: using unauthorized assistance on any in-class or take-home examination, paper, or project; presenting the work of someone else as yours without acknowledging the source; taking exams or course material from an instructor or student; or submitting the same academic work for credit more than once without consent. Please refer to the University's Student Academic Ethics Policy for further clarification.

Accessibility Services

If you need course adaptations or accommodations because of a disability, please contact me as soon as possible. Ball State's Disability Services office coordinates services for students with disabilities; documentation of a disability needs to be on file in that office before any accommodations can be provided. Disability Services can be contacted at 765-285-5293 or dsd@bsu.edu.

Students Rights and Responsibilities:

Honesty, trust, and personal responsibility are fundamental attributes of the University community. Academic dishonesty and other forms of academic misconduct threatens the foundation of an institution dedicated to the pursuit of knowledge and will not be tolerated. To maintain its credibility and reputation, and to equitably assign evaluations of scholastic and creative performance, Ball State University is committed to maintaining a climate that upholds and values the highest standards of academic integrity.

To view the complete Student Ethics Policy go to: http://cms.bsu.edu/about/administrativeoffices/studentrights/policiesandprocedures/studentcode/viiethicspolicy

Technical Assistance:

If you are in need of technical assistance, including issues with Blackboard, BSU’s Help Desk is available to help. They can be contacted https://bsu.service-now.com/helpdesk, helpdesk@bsu.edu, or by calling 765-285-1517 (Toll-Free 1-866-771-3276).

Unified Technology Support can also assist to ensure you are using the current and best technology solutions including discounts available to BSU students. http://cms.bsu.edu/about/administrativeoffices/uts/studentinfo

Writing Assistance:

The BSU Writing Center offers free one-on-one assistance at any stage of a writing or presentation assignment. Visit their website for available times and services at: http://cms.bsu.edu/academics/centersandinstitutes/writingcenter

Counseling Services:

Every year, hundreds of students, faculty, and staff members use the services of the Counseling Center. This comprehensive services office provides free and confidential psychological and career resources to students. The primary mission of the agency is to assist students in reaching their educational goals, as well as to improve their quality of life. The staff is diverse, professional, warm, and receptive to students who seek services.  To make your first appointment with the Counseling Center, call our office at (765) 285-1736 or stop in to Lucina Hall, Room 320.

In-Class Resources

1.     Participate

a.     https://www.youtube.com/watch?v=3pFv0qM6vmI It’s Never Too Late to Chase your Dreams

b.     https://www.youtube.com/watch?v=eQq1-0eveuc The Invisible Invincibles: Nontraditional Students (first 4 minutes only)

c.     https://www.youtube.com/watch?v=H9DVAvgWE6E Despite the Odds: No Excuses, No Fear, No Regrets

2.     Make Sense

a.     https://www.youtube.com/watch?v=ka8L1YMR88U Kathryn Schulz: Don't Regret Regret (16:43)

3.     Make Decisions

a.     https://www.youtube.com/watch?v=542qgGgL1s4 The Power of Decision-Making | Benedikt Ahlfeld (17:26)

4.     Implement Action Plans

a.     https://www.youtube.com/watch?v=DRBjaFB16EI Top Tips for Writing an Action Plan

5.     Receive Feedback

a.     https://www.youtube.com/watch?v=b0bS4xJiEU8 Run, Hide, or Say Thank You: When Faced with Feedback, What Do You Do?" Joy Mayer

https://www.youtube.com/watch?v=UE7jS8bfScI FEAR - Motivational video 2014 (5:10)

The Learning Process

Reflection

The uniqueness of creating the syllabus brought a true beginning to see how information gathered can and will translate into opportunities to benefit learners in a substantial way. Another highlight of this assignment was the first actual conversation together as a team. While previous communication existed through email, the opportunity for more evenly distributed participation was meted out to members through discussion. Though it mostly followed the original group plan, more specifics with some adjustments were worked out in those thirty minutes in direct communication.

The process for “The Process” team began with the leader, Joe, calling members together to discuss the details of accomplishing this task. Allison facilitated the creation of this meeting by coordinating the time, agenda (based on Joe’s suggestions), and the application for communicating. Zoom was the application used where at least two members of the team were unfamiliar, but could use it with ease. Allison distributed the meeting notes reflecting responsibilities. Joe then created the core of the syllabus followed by Casey submitting the rationale and exercises for class. Allison developed the introduction, submitted additional articles, and the core CIL assignment information. Byron, added more details to the syllabus related to legal and campus issues, found related videos for each session, and wrote the reflection. Joe finalized the syllabus including tables. This was a well-oiled machine under Joe’s leadership and the cooperation of the team.

Aims you wish to achieve in your design	Main theoretical ideas	Main activities in your syllabus	Main methods/tools/strategies in your syllabus
Provide a simple and straightforward understanding of the learning process	There are various interpretations of the learning process that contain similar aspects	Reflection on last educational experience	Discussions will be highly utilized in coursework to broaden students’ minds and introduce them to differing opinions or ways of thinking.
Provide resources and experiences for new and returning learners	The learning process consists of five main stages: participation, make sense of experience, make decisions, implement action plans, receive feedback	Self-reflective learning style inventory	Consistent reflective exercises will make the most out of each experience.
Provide activities, assignments, and resources that develop the learner and allow them to understand their own learning	Learners do best with an understanding of the learning process and their own individual learning style	Personalized diagram of the learning process	The use of both collaborative discussions and individualized work allows for the learner to utilize all of their skillsets as a student
Provide a syllabus/course that teaches the learning process while simultaneously using the learning process to define its design	Students who are given several kinds of resources have a better opportunity to progress through the learning process	Article Summaries	Utilizing visual aids (diagram and video resources), verbal communication (class discussions), and readings allows for each learner to learn in their own preferred environment
Provide avenues for reflection on the class material and process	Reflection is a vital part of the learning process that leads to further progress and experiences	Final reflection paper and survival memo	Reflection on past experiences and application of material