EDUC 4150 Theory Q & A

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“I never teach my pupils, I only provide the conditions in which they can learn”

Albert Einstein 

1879-1955

Constructivism is deeply imbedded in my personal philosophy. At work, I use a combination of connectivism, behaviorism, humanism and constructivism when instructing our students. I was unaware that I was instinctually using a blend of Discovery Learning and Scenario Based Learning. Integrating Constructivism, specifically in an eLearning form, is an exiting upcoming adventure for our department.  

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.

EDUC 4150 10 Best Practices for Teaching Online

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Best practice 1            Be Present at the course site.

Example:                     Connect with students at the beginning of the course (Skype, What’s app, phone). Give students several ways to contact you. Be present by checking daily, contributing to forums and let students know when I am away (holidays, family emergencies, etc.). Have students write 6 words that describe what they believe they will accomplish by the end of the course.

Best practice 2            Create a supportive online course community

Example:                     Create activities to promote student to student dialogue. Create an assignment with leading questions that requires students to contribute (post and reply) to a forum.

Best practice 3            Develop a set of expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week.

Example:                     Set a schedule that outlines the time it takes for an average student to complete the course. Give students a “Plan A and Plan B” for contacting me if they have an issue. Post the schedule on the course.

Best practice 4            Use a variety of large groups, small group, and individual work experiences.

Example:                     Have at least 1 of the following in each course. Individual assignments, reflective journal. Small group, scenario based learning, have students respond to emergencies (online scenario) and working in small groups, problem solve collaboratively. Large group, have students create presentations on different equipment on a train, however, they must figure out who will present first and how it all fits together.

Best practice 5            Use synchronous and asynchronous activities.

Example:                     The projects listed in Best Practice 4 is synchronous. However, self-study, reflective work and some assignments would be asynchronous.

Best practice 6            Ask for informal feedback early in the term.

Example:                     Ask students to complete informal feedback at week the end of each week. Change what can be changed and acknowledge what cannot be changed. This will let students know they are listened to.

Best practice 7            Prepare discussion posts that invite responses, questions, discussions, and reflections.

Example:                     I would post stories that involved common work place procedures, problems and interactions with customers. I would then prompt students to use online forums to discuss, ask questions of each other. I would encourage students to source the policies and procedures and answer their peer questions.

Best practice 8            Search out and use content resources that are available in digital format.

Example:                     Policies, procedures, manuals and other supporting material would be made available to students in digital format. They would be able to study in any location.

Best practice 9            Combine core concepts learning with customized and personalized learning.

Example:                     A large part of my training is scenario based learning. I would make the content digital. Create scenario’s that have core concepts infused with problems. Students could then discus, or write short essays or work in groups to solve the problems.

Best practice 10          Plan a good closing and wrap activity for the course.

Example:                     How far have we come? At the end of the course, each student can reflect on what they thought they would learn and what they actually learnt. Then they would write “how far they have come” on an online “white board” where all students in the course could reflect on each other’s learning.

From The Online Teaching Survival Guide 2nd Edition, Boetcher & Conrad (2016), Simple and Practical Pedagogical Tips, pg 44-57

Online Learning Readiness Student Self-Assessment

Vicki Williams created an Online Learning Readiness Student Self-Assessment. It can be found on The University of North Carolina at Chapel Hill's web site. The questionnaire asks the participant many questions which vary from students computer abilities, awareness of their personal learning as well as having the proper computer. The Self-Assessment states:

"Before enrolling in an online course, you should first assess your readiness for stepping into      the online learning environment. Your answers to the following questions will help you determine what you need to do to succeed at online learning. Post-survey feedback will also provide you with information on what you can expect from an online course." (Williams 2010)

Want to take the Self-Assessment?

Snail Discussion

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EDUC 4150 Q & A - The Power of Belief

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• What are the challenges for you as an online student?

A majority of courses I have taken have been face to face or blended learning. I am currently facing two challenges as an online student. (1) I am a procrastinator who does well with specific direction from an instructor. Without specific deadlines during a 3-month course, I find it difficult to motivate myself to complete assignments. (2) Work / sick balance combined with not wanting to negatively affect students created problems with the time I set aside to complete assignments. I became sick mid way during a 7-week course. Due to circumstances beyond my control I was the only person in the company available to teach the course. It affected my study time. I would go home and sleep instead of study.

• How are you going to deal with these challenges?

Challenge (1) has been mitigated / dealt by having a motivating conversation with my instructor. By the end of our discussion, I was given a specific deadline to complete course material. This deadline motivated me! I have studied 2 hours each night since the conversation. In the future, I will need to set specific goals at the beginning of the course to help me achieve specific deadlines. What I learned with challenge (2) is I need to contact my instructors when I encounter problems that could affect my ability to complete a course.

• What has been your most important learning to date?

I have been reluctant to utilize technology for work and in my personal life. I believed that due to being raised without electricity and computers, I was a luddite and computers, blogging, the internet and even eLearning was all beyond my abilities. I was introduced to Carol Dweck’s Fixed Mindset vs. Growth Mindset in the Provincial Instructor Diploma Program (PIDP). Carol Dweck found

"Effort is key for students’ achievement, but it’s not the only thing. Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort—to learn and improve (Dweck, 2015)" 

Based on her writing, I chose to challenge my beliefs. My most important learning to date has been about how humans have the ability to change their beliefs. For me, it was a gradual and sometimes painful experience. However, there was success in the end, by spending time learning the basics of computers, the internet and our work place LMS. In 2016 it took 20 hours to create a blog. Unlike my preconceived idea that a blog was a waste of time, this blog became a creative outlet that gave me the venue to express my passion. I no longer believe I am a luddite and now find myself wanting to explore technology!

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The Power of Belief

The way we understand our intelligence and abilities deeply impacts our success.

Works Cited

Dweck, C. (2015). Carol Dweck Revisits the "Growth Mindset" (Vol. 35). Education Week.

This Piece of Paper Could Save Your Life

I have spent a large part of January 2018 ticking off boxes on a checklist. This checklist is an instructor resource I created to ensure crucial steps are not missed when preparing for our 7 week class. At the end of 7 weeks, students have learned all the necessary skills on how to drive trains, trouble shoot equipment faults on trains and respond to train specific emergencies. To prepare for this course, the list is 4 pages long. It was inspired by a mentor, Norm who would often say "A course starts weeks before you meet your students. Imagine showing up and you don't have a train to teach your students to drive?"

In this Tedx UBCO talk, Paramedic Andrew Mills explains how attempting to multitask can kill, and how delegation and team management can save time and lives. All it takes? Taking time to slow things down and utilizing checklists. 

We show this video with our students and prompt a classroom discussions. Covering the spirit and intent of the Tedx UBCO talk which is slowing down and utilizing the lists we provide for them. 

This Monday morning did not start off well for two reasons. (1) I am not a morning person and a 6:30 a.m. start is difficult. (2) After making a cup of coffee, I checked my emails and then reached for my list, the list that has everything on it. It was gone! It was not on the desk where I had left it on Friday! 

If I had taken a moment and "slowed things down" and followed the advice from the video, I would have noticed my checklist had slipped off my desk and was lying between my desk and plant. Instead I spent 15 minutes trying to retrace Friday's steps. In the end, it was found, but had I "slowed things down" I would not have lost those 15 minutes...