Responding to Wobbly Classrooms through Scaffolded, Peer-Led, Small-Group Presentations of Personal Learning Goals: The Beyond the Book Tool

2021 ◽  
pp. 0092055X2199162
Author(s):  
Greggor Mattson
Keyword(s):  
Social Movements ◽  
Small Group ◽  
Learning Objectives ◽  
Learning Goals ◽  
Collaborative Teams ◽  
Curricular Innovation ◽  
Personal Learning ◽  
Course Materials ◽  
Learning Goal ◽  
Group Presentations

Teaching topics that implicate student identities, traumas, and/or activism is challenging because students often come with very personal attachments to curricular and extracurricular topics, such as in courses on sexualities, race, gender, and/or social movements. These classes may be described as “wobbly,” responding to outside events and occasionally tipping over. Wobbly classes present an opportunity, however, to meet students where they are while achieving broader course and learning objectives. This teaching note presents a curricular innovation, Beyond the Book (BtB). BtB directs students to articulate a personal learning goal and groups students into collaborative teams to peer teach peer-reviewed scholarship on common themes in scaffolded sessions. This framework allows students to develop their personal learning goals in the context of shared course materials, fosters collaboration and trust, develops their research and presentation skills, and exposes learners to a broad range of research relevant to them.

scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

2016 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
Small Group ◽  
Learning Objectives ◽  
Course Evaluations ◽  
Massive Open Online ◽  
Group Discussions ◽  
Personal Learning ◽  
Course Objectives ◽  
Significant Difference ◽  
Small Group Discussions

Introduction: The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. Methods: A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Results: Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5 point Likert scale. Ratings show no statistically significant difference between the small group or MOOC format versions of the course (p = 1.00 for all comparisons). Discussion: Students found this elective to be an effective means of meeting their personal learning objectives when delivered in a small group discussion format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations indicate this is a change that is acceptable to the target audience. Conclusions: This study shows that learner evaluations of a fourth year medical school elective course do not significantly differ when delivered in small group discussions or via MOOC technology. This suggests that MOOCs may be a reasonable format to deliver medical school courses.

scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

2016 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
Small Group ◽  
Learning Objectives ◽  
Course Evaluations ◽  
Massive Open Online ◽  
Group Discussions ◽  
Personal Learning ◽  
Course Objectives ◽  
Significant Difference ◽  
Small Group Discussions

Introduction: The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. Methods: A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Results: Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5 point Likert scale. Ratings show no statistically significant difference between the small group or MOOC format versions of the course (p = 1.00 for all comparisons). Discussion: Students found this elective to be an effective means of meeting their personal learning objectives when delivered in a small group discussion format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations indicate this is a change that is acceptable to the target audience. Conclusions: This study shows that learner evaluations of a fourth year medical school elective course do not significantly differ when delivered in small group discussions or via MOOC technology. This suggests that MOOCs may be a reasonable format to deliver medical school courses.

scholarly journals Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Kerrie A Douglas ◽  
Mitchell W. Zielinski ◽  
Hillary Merzdorf ◽  
Heidi A Diefes-Dux ◽  
Peter Bermel
Keyword(s):  
Evaluation Criteria ◽  
Faculty Members ◽  
Traditional Classroom ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Structured Interviews ◽  
Personal Learning ◽  
Course Materials ◽  
Current State ◽  
Qualitative Feedback

Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders.  To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel would be valuable for that purpose.  We conducted semi-structured interviews with 14 faculty members from a variety of fields and research institutions who had taught STEM MOOCs on edX, Coursera, or Udacity.  Four major themes emerged related to instructors' desires: (1) to informally assess learners as an instructor might in a traditional classroom, (2) to assess learners’ attainment of personal learning goals, (3) to obtain in-depth qualitative feedback from learners, and (4) to access more detailed learner analytics regarding the use of course materials.  These four themes contribute to a broader sentiment expressed by the instructors that they have access to a wide variety of quantitative data for use in evaluation, but are largely missing the qualitative information that plays a significant role in traditional evaluation.  Finally, we provide our recommendations for MOOC evaluation criteria, based on these findings.

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

scholarly journals Helping Students Achieve

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Goal Setting ◽  
Learning Goals ◽  
Life Skill ◽  
Middle Years ◽  
Personal Learning ◽  
Middle Years Of Schooling ◽  
Teacher Librarians ◽  
Experience Difficulty ◽  
Years Of Schooling

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.

scholarly journals The Goal of the Universal Design for Learning: Development of All to Expert Learners

2021 ◽  
pp. 23-57
Author(s):  
Julita Navaitienė ◽  
Eglė Stasiūnaitienė
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Learning Goals ◽  
Learning Needs ◽  
Personal Learning ◽  
General Education Curriculum ◽  
Design For Learning ◽  
Learning Development

AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

Mindset predicts consumer variety seeking through learning goal orientation: The role of susceptibility to interpersonal influence

2021 ◽  
Vol 49 (6) ◽  
pp. 1-11
Author(s):  
Jiqiang Li ◽  
Lining Sun
Keyword(s):  
Goal Orientation ◽  
Learning Goals ◽  
Interpersonal Influence ◽  
Variety Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
The Us ◽  
Susceptibility To Interpersonal Influence ◽  
New Evidence

We examined how people's belief that human traits are either malleable or fixed—that is, mindset—can shape consumers' variety seeking through learning goal orientation. We also tested the moderating effect of susceptibility to interpersonal influence in the mindset–variety seeking relationship. Participants were 364 adults in the US, who completed a survey on mindset, variety seeking, learning goals, and susceptibility to interpersonal influence. Results show that consumers with a growth (vs. fixed) mindset were more likely to engage in variety seeking as they were more motivated by learning goals. This relationship was more evident when they cared less (vs. more) about others' approval. These findings offer new evidence for how mindset is related to consumption tendencies, provide insight into the conditions under which these relationships are stronger or weaker, and suggest that practitioners should pay more attention to mindset when they are developing marketing strategies.

A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate

2021 ◽  
pp. 18-36
Author(s):  
Hyeon-Suk Kang ◽  
Kang-Ye Na
Keyword(s):  
Goal Setting ◽  
International Baccalaureate ◽  
Evaluation Criteria ◽  
Learning Goals ◽  
Backward Design ◽  
Course Materials ◽  
Innovative System

Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.

Personal Learning Networks

2010 ◽  
pp. 226-240
Author(s):  
Teresa J. Carter ◽  
Jeffrey S. Nugent
Keyword(s):  
Digital Media ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Learning Goals ◽  
Learning Networks ◽  
Self Directed Learning ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Directed Learning ◽  
Virtual Communities Of Practice

Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners participate in the multiple virtual communities of practice that comprise a PLN, they require new skills that merit reconsideration of the role of the educator in helping learners to become self-directed in both formal and informal learning contexts.

Facilitating communication role play sessions

2017 ◽  
Author(s):  
Ruth Manna ◽  
Carma L. Bylund ◽  
Richard F. Brown ◽  
Barbara Lubrano di Ciccone ◽  
Lyuba Konopasek
Keyword(s):  
Small Group ◽  
Healthcare Professionals ◽  
Role Play ◽  
Skills Training ◽  
Clinical Encounter ◽  
Learning Goals ◽  
Group Feedback ◽  
Critical Elements ◽  
Play Session ◽  
Effective Role

Facilitating small group role play is an integral component in effective communication skills training (CST) for healthcare professionals, and requires its own training and review in order to provide replicable high-quality CST. This chapter outlines the structure and critical elements of facilitator-led role play sessions. Elements include the importance of structuring the role play; recognizing the importance of established learning goals as expressed by each learner; navigating and directing the simulated patient (SP) to partake in a realistic clinical encounter relevant to the learner; managing an effective role play session with learner and SP; and providing meaningful feedback both directly to the learner, as well as overseeing balanced group feedback provided by observing peers in the small group. This chapter also provides helpful processes in training new and sustaining competent facilitators, keeping in mind available resources for training. Finally, this chapter points to necessary areas for continued development in facilitation.

Sign in / Sign up

Export Citation Format

Share Document