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Applying Learning Theories

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Module in e learning on a DIT post grad 3rd Level Learning & Teaching course ... Comfortable with Microsoft Office applications but no experience creating web pages ... – PowerPoint PPT presentation

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Title: Applying Learning Theories


1
Applying Learning Theories
  • Nuala Harding, Alex Keys,
  • Paul Marah, Terry OReilly

2
Where we came from
  • Module in e learning on a DIT post grad 3rd Level
    Learning Teaching course
  • Practising lecturers
  • Aware of learning theories
  • Comfortable with Microsoft Office applications
    but no experience creating web pages

3
Knowledge of Computers
4
What was expected
  • Develop an e learning course and launch it on the
    DIT intranet within 8 weeks
  • Produce a group report justifying the e
    learning course from an educational point of view

5
Theories of Learning Timeline
6
Starting point
  • Pick a traditional course module (Computer
    studies for 1st year Engineering students)
  • Brainstorm the new Rationale and Course
    Philosophy
  • Finalise the Module Descriptor

7
Proposed Course Outline
  • Existing module consists of two semesters of a
    classroom based computer course
  • The first semester is to remain untouched but the
    second semester will now be provided by e
    learning
  • The rationale is to develop the students
    computer skills while pursuing Professional
    Development skills

8
Keeping the focus
  • The student

The course rationale
The course philosophy
The student
The module descriptor
9
Behaviourism
  • The module has to have learning outcomes for the
    student, the lecturer and the overall course
    structure.
  • These include demonstrating teamwork skills,
    collaboration using on-line communications and
    developing independent learning skills
  • These are listed on the course Introduction/Module
    Description web page

10
Humanism
  • One of the weekly tasks required of the student
    on-line is to research and champion an engineer
    from their locality
  • This would develope self learning skills, provide
    self motivation and could lead to belongingness
    and peer esteem (Maslows Hierarchy of Needs)

11
Cognitivism
  • Dingbats are juxtaposition text images
  • Students are required on-line and in small groups
    to interpret these and develop new dingbats
  • This will stimulate mental imagery while aiding
    problem solving and decision making
  • It allows reorganisation of the cognitive
    structures which humans use to process and store
    information (Good Brophy, 1990)

12
Sample Dingbats
Man ---------- Board
  • Ground
  • --------
  • Feet
  • Feet
  • Feet
  • Feet
  • Feet
  • Feet

13
Social Learning
  • The earlier task of championing a local engineer
    is followed by group discussions about the role
    of the engineer in society. The emphases is in
    the students perception of the role and their
    reason for choosing this career path.
  • This group interaction links the students and
    society and involves interaction and mutual
    influence (Jarvis, 2003)

14
Constructivism
  • Learning is a process of making meaning
  • What is learnt will depend on the students
    interests and whether the process....is primary
    individual or social (Merriam Cafarella 1999)
  • The students are encouraged to direct the weekly
    tasks and reflect on their effectiveness

15
Home Page
16
Introduction Page
17
Communications
18
Resources Page
19
Learning not Technology
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