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Bo Adams

The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning

assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards

shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
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  • How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?
  • The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.
  • In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.
  • Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.
  • People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.
  • The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.
  • The combination of structured and incidental learning can give us intentional learning.
  • The key to solidifying this learning is reflection.
  • David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.
  • Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.
  • integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.
Jim Tiffin Jr

Meaningful Making: Projects and Inspirations for FabLabs and Makerspaces | FabLearn Fel... - 0 views

fablearn.stanford.edu/...meaningful-making-book

MakerEd makerspaces ebook FabLab projects learning experiential learning

shared by Jim Tiffin Jr on 30 Jan 16 - No Cached
  • Jim Tiffin Jr on 30 Jan 16
     
    "Project ideas, articles, best practices, and assessment strategies from educators at the forefront of making and experiential education."
Bo Adams

Four Design Parameters for Rethinking Professional Learning | GOA - 0 views

globalonlineacademy.org/...thinking-professional-learning

professional learning professional development professional_development professionaldevelopment

shared by Bo Adams on 24 Mar 19 - No Cached
  • At its best, professional learning can be networked, collaborative, growth-oriented and focused on what learning science tell us about how humans learn best: through relevant, job-embedded, applied, and experiential learning
Meghan Cureton

"Will this be on the test?" - The Startup - Medium - 1 views

medium.com/...is-be-on-the-test-237ae9cc53b4

learning online learning schoolreform idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
  • Students are on this bus because they want to be.
  • Experiences are at the heart of change. We change when we do something, when we interact with the world.
  • The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.
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  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
  • deep syllabus of materials (some required, some optional,
  • All of the final work product is in public. A lot like real life.
  • Every student reviews and then comments on several of the other students’ assignments.
  • takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
  • Everything iterates, again and again.
  • every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
  • our students are getting generous and direct feedback for the first time
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
Bo Adams

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist - 1 views

www.ascd.org/...rage-to-Be-Constructivist.aspx

constructivism #mvifishares

shared by Bo Adams on 01 Oct 17 - Cached
  • The search for understanding motivates students to learn. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.
  • First, constructivist teachers seek and value students' points of view. Knowing what students think about concepts helps teachers formulate classroom lessons and differentiate instruction on the basis of students' needs and interests
  • Second, constructivist teachers structure lessons to challenge students' suppositions. All students, whether they are 6 or 16 or 60, come to the classroom with life experiences that shape their views about how their worlds work. When educators permit students to construct knowledge that challenges their current suppositions, learning occurs. Only through asking students what they think they know and why they think they know it are we and they able to confront their suppositions
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  • Third, constructivist teachers recognize that students must attach relevance to the curriculum. As students see relevance in their daily activities, their interest in learning grows.
  • Fourth, constructivist teachers structure lessons around big ideas, not small bits of information. Exposing students to wholes first helps them determine the relevant parts as they refine their understandings of the wholes.
  • Finally, constructivist teachers assess student learning in the context of daily classroom investigations, not as separate events. Students demonstrate their knowledge every day in a variety of ways. Defining understanding as only that which is capable of being measured by paper-and-pencil assessments administered under strict security perpetuates false and counterproductive myths about academia, intelligence, creativity, accountability, and knowledge.
  • Organizing a constructivist classroom is difficult work for the teacher and requires the rigorous intellectual commitment and perseverance of students. Constructivist teachers recognize that students bring their prior experiences with them to each school activity and that it is crucial to connect lessons to their students' experiential repertoires. Initial relevance and interest are largely a function of the learner's experiences, not of the teacher's planning. Therefore, it is educationally counterproductive to ignore students' suppositions and points of view.
  • Constructivist classrooms demand far more from teachers and students than lockstep obeisance to prepackaged lessons.
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