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					Technology and Andragogy:
Oil and Water or Peanut Butter and Jelly?

Rick Froman rfroman@jbu.edu

Technology and Andragogy:
Or…Maybe it’s that kind of refrigerated peanut butter where the oil separates from the peanuts?

As Adult Learners Mature, they…
• move from a self-concept dependent on a teacher to being a self-directed learner • acquire a larger base of experience as a foundation for learning • are more ready to learn in an environment of applied learning • change orientation from delayed contentfocus to immediate problem-focus • internalize their motivation for learning

How could this workshop be tailored to adult learners? (arent’ we all?)
• Presentation on the evils of lecturing –In a lecture format (that is evil) • Presentation on the importance of rightbrain learning –in a wordy lecture format • How could this presentation be changed (with and without technology) to make it more accessible to adult learners?

How could this workshop be tailored to adult learners? • From dependence on lecturer/presenter to being a self-directed learner –Taking questions to guide topics –Choice of concurrent workshops –Small groups –Discussion –Others?

How could this workshop be tailored to adult learners? • Tying the topic into the learner’s experience –Tell me about your experience teaching adults –Illustrate the concepts with examples from my teaching –Others?

How could this workshop be tailored to adult learners? Application of the topic presentation –Talk about how these principles can be used –Ask for everyone to share applications –Develop ideas for a syllabus –Others?

How could this workshop be tailored to adult learners? • Reorient presentation from delayed content-focus to immediate problem-focus –Move from what is known to what to do –Spend less time on what is known and more time on what to do –Discuss issues you have in teaching adults –Others?

How could this workshop be tailored to adult learners? • Capitalize on internal motivation for learning –Not the same as “penalize” for internal motivation –You wanted to be here; let’s keep it that way (other things to do in Branson?) –Self-directed, experiential application relevant to immediate problems –Others?

The Hybrid Format
• Positives: –Flexibility and Self-direction –Matches Format to Objectives –Flip Model for Appropriate Format –From dependency to self-direction –Less wasted time in class • Instead of going around discussing individual work, do it in workgroups

The Hybrid Format
• Negatives: –Losing sight of time saved from class –Finding an appropriate schedule –Getting over the idea that you aren’t doing anything (do something relevant!) –Getting out of “contact time” mindset

Hybrid “Contact” Hours (50 contact hours for the class)
• Assignments (HW?) best done in class –11 three hr. F2F sessions • Assignments best done out of class (reflection, flex schedule, less coordination loss, one-on-one feedback) –8 one hr online quizzes –a one hr virtual chat brainstorming –4 one hr online stats peer tutoring –4 one hr online writing workshops

Seven Principles of Good Practice with Undergrads (all applicable to adults)
1. Encourages student-faculty contact? 2. Develops cooperation among students? 3. Uses active learning? 4. Gives prompt feedback? 5. Emphasizes time on task? 6. Communicates high expectations? 7. Respects diverse talents?

Encourages Contacts Between Students and Faculty
 Traditional approach?  Office hours  Out of class contact  Small class sizes  Advising/mentoring

Encourages Contacts Between Students and Faculty
 How can technology enhance contact?  E-mail  Discussion Boards  Chat  Instant Messaging

Develops Reciprocity and Cooperation Among Students
 Traditional approach?  Group assignments  Peer tutoring

Develops Reciprocity and Cooperation Among Students
 How can technology enhance cooperation?  Group sites  Discussion Boards  Online Peer Tutoring  Online Critiques

Uses Active Learning Techniques
 Traditional approach?  Research projects  Internships  Students assisting faculty research

Uses Active Learning Techniques
 How can technology enhance active learning?  Simulation software  Research databases  Interactive internet tutorials

Gives Prompt Feedback
 Traditional approach?  Quickly returning graded papers/tests  Midterm grades

Gives Prompt Feedback
 How can technology enhance feedback?  Personal e-mail  Posting of grades  Autoscoring of tests  Pre-class/post-class comparison on discussion board

Emphasizes Time on Task
 Traditional approach?  Cutting projects into manageable pieces  Syllabus scheduling

Emphasizes Time on Task
 How can technology encourage time on task?  Allows work to be scheduled flexibly  Allows you to give students opportunity to think about topics outside of class context

Communicates High Expectations
 Traditional approach?  Syllabus  Grading assessments  Modeling

Communicates High Expectations
 How can technology be used to communicate high expectations?  Peer evaluation in groups  Personal e-mails to students

Respects Diverse Talents and Ways of Learning
 Traditional approach?  Choice of program of study  Using exercises that emphasize various modalities

Respects Diverse Talents and Ways of Learning
 How can technology be used to diversify teaching methods?  Interactive Internet Tutorials  Online search for useful sites

Differences in the Use of Technology with Adult Learners
• Adult learners need flexibility and personal control to maximize learning • Adult learners have the maturity to schedule their learning opportunities • Adult learners who have never used technology can be more resistant • Technology can sometimes be used as an excuse for difficulty with content

Adult Learning and Technology:
Oil and Water or Peanut Butter and Jelly?

Rick Froman rfroman@jbu.edu


				
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posted:10/25/2009
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