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Q. How will you apply what
you have discovered about learning theories and online learning to the creation
of online resources and activities?
Our trains are complex, we have 4 series of Mark 1 trains, 2 series of
Mark 2 Trains and 1 series of Mark 3 trains. Altogether, that is 7 series of
trains that our students learn to differentiate and learn how to respond to
emergencies to the following:
- Location of equipment
- Hostler Panel functions
- Doors
- Brakes
- Batteries
- Propulsion
This specific course is tailor made for Constructivism. Boettcher and Conrad
summarized Constructivism into two key concepts:
1.
Learning as an active process, adding to
learner’s existing knowledge
·
promotes discovery and problem solving.
2. Concepts of scaffolding,
designing experiences to match learner’s state of readiness
·
encourages options and personalization,
relationship with learners. (Boettcher
& Conrad, 2016, pp. 15, Figure 1.1)
Constructivism, specifically Discovery Learning is perfect for this
course. Quick overview of the three-day course:
Day 1. Train Overview and Fault students
are building on their existing knowledge (emergency response and customer
service)
Day 2. Scaffolding, students build
on Day 1 and instructor introduces policies and procedures specific to
responding to train equipment problems.
Day 3. Using Constructivism / Discovery
Learning, students are given scenario specific problems and they problem solve using
their previous knowledge and the information given to them on Day 1 and Day 2.
This course is perfect for blended learning. 1/3 spent online learning using
constructivism theories and 2/3 spent with instructor on trains with the
instructor leading and enforcing the key concepts of the course. The flow
including online resources needed for this course would be:
Day 1. An online interactive train
overview program. 1/3 day, students would access an online course that
describes the location of equipment as well as they spend time discovering all
7 series of trains. 2/3 day, students spend time on real trains with the
instructor to help cement any concepts students are unclear about.
Day 2. Online access to policies
and procedures specific to responding to train equipment on trains. 1/3 day,
students watch tutorial videos on where to find policies and procedures to
responding to train equipment emergencies on trains. 2/3 day, students spend
time with instructor on all 7 series of trains and review Day 1 and integrate
what they have learnt on day 2.
Day 3. Online interactive train
program with online scenarios introduced to promote critical thinking. 1/3 day,
online students use the information they learnt on Day 1 and Day 2 to answer scenarios.
There will be many possible ways for students to solve the problems. 2/3 day,
students spend time with instructor on all 7 series of trains and instructor
answers any questions and introduces students to more scenarios.
A large majority of our courses would benefit from by using a
Constructivist approach. Specifically, Discovery Learning Theory. Our
instructors would to provide and guide students with examples that they can
trouble shoot and find solutions to. The students need to draw on their past
experiences, apply what they have learnt and using critical thinking come up
with a solution to the problems the course has posed. Bruner stated:
The overall goal of education is that a
teacher should guide their students so that they build their own base of
knowledge instead of being taught through rote memorization. New information
provided to the students would then be understood and classified based on the
knowledge they already have. (Bruner, 1960)
Boettcher, J., & Conrad, R.-M. (2016). The Online Teaching Survival Guide (Second ed.). San Francisco, CA, USA:
Jossey-Bass.
Bruner, J. (1960). The Process of Education.
Cambridge: Harvard University Press.
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