Identity Validation – The Adult Learning Design Approach

Meg.Benke@esc.edu, Dean, Center for Distance Learning

Empire State College, State University of New York

Identity Validation – The Adult Learning Approach

Individualization Grounded in Culture

Course Design Principles and Training

Student Expectations

Teaching Expectations and Training

Student Service Philosophy

Identity Validation – The Adult Learning Approach

Promoting authentic learning experiencesPromoting student agency of their own learningLearning ContractsRubrics linked to assessments and grading, narrative evaluations

Strong instructor and social presenceUse of telephoneUse of WIMBA, Second Life, Blogs/Wiki’s other Social Networking ToolsCo-Created Learning Objects (GIS, Citizen Science

Assessment

Exemplary Discussion

Working Backwards from Targets and Assessments

Adult Learners

Pedagogical Approaches

Comparison of Classroom and Online Instruction

Best Practices in Online Learning

Goal Course #1 Marine Biology

Promote relevancy through creating authentic learning experiences:

Use real-life learning experiences to minimize math anxiety or to otherwise connect learners more directly to the subject matter. Avoid a study of abstract concepts or theory alone. Emphasize personal, social and work connections.

Level of Emphasis: High In collaboration with the Maritime

Aquarium science and education team, infuse the course with TMA related activities presenting the Long Island Sound as a living ecosystem.

Emphasize scientific discovery as a methodology with opportunities to “play” using simulations. Engage a variety of learning styles including audio, visual and text modes.

Level of Emphasis: High Scientific observation and hypothesis development, supported by data and field studies presented in multiple modes, including virtual laboratory experiments, video feeds, and live web cams.

Goal Course #1 Marine Biology

Promote active experimentation through virtual laboratories.

Level of Emphasis: High Include virtual representation of the

following seasonal activities, providing opportunities for observation via either video feed and/or web cams.

The learner will interact with the Maritime Aquarium scientists, subjects, and data collection for a virtual field study experience.

Emphasize problem-based learning. Integrate case studies and problem-based exercises to promote learning.

Level of Emphasis: High Larger Case Study:

Long Island Sound as a living ecosystem.

Smaller Case Studies: Short videos (jellyfish; squid dissection; horseshoe crabs; fish tank) incorporating data gathering and sampling techniques as a foundation of the scientific method.

Emphasize the analysis of data using technology tools. Create opportunities to visualize data for better understanding and analysis.

Level of Emphasis: Medium Introduce students to the scientific

method and field studies/laboratory techniques using customized video segments, supported by actual scientist driven data gathering and water sampling, with web posting of findings to support technology enhanced analysis of raw numeric data.

Emphasize literacy through communicating (writing and discussing) math and science concepts.

Level of Emphasis: High Extensive discussion of research

studies and a reliance on graphs and raw numeric data that invite and encourage students to weigh and measure results, discuss competing hypotheses, and frame new questions.

Consistent reliance on original research articles will integrate with the text material.

Critical thinking will be emphasized as well as the ability to read, discuss and reason through scientific and technical studies. Students will do critical analyses of scientific articles on topics relevant to marine biology and will complete an extensive final project.

Field/Practical Activities

Citizen Science

Ethnobotany MapBlog

Concrete Learning Experiences Examples of ‘concrete learning experiences’ were many and varied, with the majority being positive as illustrated by the comments: Major Themes % Sample Comments

Students provided examples from learning which took place using practical or experimental teaching methods.

31 “I learned a lot from the group project to analyze which cookie brands have the most chips”

“We had to construct a solar model …” “By building a Lego machine, I

understood the concept better” Students perceived the course provided constructivist education; for example opportunities to build on existing knowledge and/or skills.

22 “Basic drills helped me recall old math skills” “The course helped me overcome math anxiety” “This course raised my awareness of marine life and issues facing it” “I re-evaluated how to read statistics in media articles”

The opportunity to gain new knowledge on a subject or topic was reported by many students as being significant.

21 “I learned about the effects of global warming” “The importance and methods of recycling are something I can go on using” “I realized math can be fun!” “Using regression analysis and understanding bell curves was new to me”

Transferal of Knowledge or Skills Students reported a variety of ways in which they used information or skills learned in the math/science course in other areas of their lives: Major Themes % Sample Comments

Students reported using skills or knowledge at work; others stated that they hoped to do so in the future

44 “MS Excel is used in math course I am taking currently” “I use software, such as Excel, at work now” “I hope to start my own business and what I learned from this course will help me”

Students reported ways in which information was useful in other courses

22 “Statistics helps me in my business course” “It is much easier to understand issues now” “The environmental course I am now taking builds on this knowledge”

Opportunities to use the skills and knowledge gained via the course in everyday life were reported.

15 I have shared the information with my friends” “It has made me appreciate the world around me better” “The information has a variety of uses for me …”

Students perceived the skills and knowledge gained in the course were useful in helping their children.

13 I help my son with math homework” “I use patterns in the world to teach my daughter things like counting” “I can use technology to help my children learn”