RSA#4: Transformative Learning: Four Activities that Set the Stage

RSA#4:  Transformative Learning: Four Activities that Set the Stage

Online Resource:  http://www.facultyfocus.com/articles/online-education/transformative-learning-four-activities-that-set-the-stage/

In chapter 9, Palloff and Pratt (2007) discuss transformative learning in the online classroom.  This theory is deep learning that goes beyond content area knowledge or memorizing facts. According to Palloff and Pratt (2007), transformative learning emerged because of the work by Jack Mezirow.  It is “learning that is based on reflection and on interpretation of the experiences, ideas, and assumptions gained through prior learning” (Palloff & Pratt, 2007, p.185).  Both the online classroom environment and transformative learning reflect constructivism because of the way students use experiences, ideas, and assumptions to form meaning.

Henderson (2012) enthusiastically opens her article with a description of what it is like to witness transformative learning in her students; learning that produces a significant impact, or paradigm shift, which affects following experiences.  “I can see that the change in their ways of thinking opens their mind to new possibilities about their lives and their worlds” (Henderson, 2012, p. 1).  Henderson (2012) and Palloff and Pratt (2007), together, identify the core steps of the transformative learning process related to online learning as (1) a triggering or disorienting dilemma, (2) personal critical reflection, (3) discourse with others, and (4) action. 

Taking an online course for the first time immediately creates a disorienting dilemma for the learner.  The new medium and the ways he/she must interact with peers and the instructor is setting the scene for personal and intellectual growth (Palloff & Pratt, 2007).  Opportunities for triggering events can happen through introductory activities, online team projects, video conferencing, and watching videos followed by questions and discussion.  Any activity that exposes the learner to new ways of thinking and produces change can lead to transformative learning (Henderson, 2012).

Critical reflection is an important step in the transformative learning process.  It aids the learner in questioning the validity of his/her worldview (Palloff & Pratt, 2007).  Henderson (2012) argues that many Web 2.0 tools offer ways for the learner to reflect on course content and the impact it may have in his/her own life.  Discussion boards and personal blogs/journals allow opportunities for reflection and synthesis of thought.  Since most online discussions happen asynchronously, the learner has more time to reflect critically before responding (Henderson, 2012). 

Discourse with others is another significant part of transformative learning.  The learner may feel more comfortable presenting his/her opinions online since he/she cannot be interrupted by others.  Henderson (2012) state that discussion threads and synchronous chat rooms may help the learner to probe deeper about why he/she thinks a certain way and how he/she might be changing his/her assumptions.  Some faculty members are taking advantage of social networking sites like Facebook and Twitter.  These tools allow the learner to communicate with others in different geographic locations, 24/7 (Henderson, 2012).

Henderson (2012) states that the action of a transformed assumption is needed in order to complete the process of transformative learning.  This action may be writing a paper, joining a new professional organization or working toward new goals.  It is a fundamental change that changes the way the learner sees himself or herself and the world in which he or she lives.  This change is recognized by the learner and by others around him/her.

References

Henderson, J. (2012, January 17). Transformative learning: four activities that set the stage . Retrieved from http://www.facultyfocus.com/articles/online-education/transformative-learning-four-activities-that-set-the-stage/

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass Inc Pub. 

RSA3: Enhancing Social Presence in Online Learning

RSA3:  Enhancing Social Presence in Online Learning:  Mediation Strategies Applied to Social Networking Tools

Link to resource:  http://www.westga.edu/~distance/ojdla/winter124/joyce124.html

Module 5 focuses on community and social presence within an online learning community.  Palloff and Pratt (2008) begin by highlighting the importance of community.  Humans naturally yearn for a sense of belonging.  But how does one “belong” in a virtual world?  Because of technological advancements, communities can no longer be tied to a place, but instead should be based around issues of identity and shared values (Palloff & Pratt, 2008).  Building an effective online community, then, requires the participant to establish his/her “presence” or “identity” in the online classroom.

Brown and Joyce (2009) describe social presence as the belief that each student is communicating with a person instead of an object.  Similarly, Palloff and Pratt (2008) mention that the degree in which the participant feels as if he/she is “real” influences his/her social presence.  Establishing an online presence requires the use of some sort of media.  Creating a virtual identity within an online classroom has more to do with the participant behavior online than the medium being used.  Participant behavior, then, has a greater impact on the development of presence.  Regardless of the social networking tool used, the student is ultimately responsible for creating his/her personal space and utilizing it in a way that will connect with others (Palloff & Pratt, 2008). 

         Brown and Joyce (2009) suggest that the medium being used enhances the member’s social presence which in turns provides a sense of community.  Social software communication tools, Web 2.0 tools,  that encourage interaction and social presence should be integrated within the computer-mediated classroom.  Instructors should use already familiar tools with students to enhance or further develop relationships that encourage a sense of community.  Brown and Joyce (2009) offer 8 activities that will help to support building a strong community of online learners.  These activities are:

1. Personal discussion folder
2. Immediacy (quick responses to emails, etc.)
3. Live chat
4. Personalized emails
5. Audio/Video communication tools in-lieu of text-based content
6. Regular updates and feedback
7. Group discussions
8. Private places (separate private area for students to discuss topics apart from general class discussion).

References

Brown, A., & Joyce, K. (2009). Enhancing social presence in online learning: Mediation strategies applied to social networking tools. In Retrieved from http://www.westga.edu/~distance/ojdla/winter124/joyce124.html

Palloff, R. M., & Pratt, K. (2008). Building online learning communities: Effective strategies for the virtual classroom. (2nd ed.). San Francisco: Jossey-Bass Inc Pub.

RSA2: Writing SMART Objectives and Strategies That Fit the ROUTINE

RSA2:  Writing SMART Objectives and Strategies That Fit the ROUTINE

Link to online resource: http://www.d.umn.edu/~gniereng/documents/WritingSmartObjectives.pdf

DuFour, DuFour, Eaker, and Many (2010) reiterate that a results orientation is one of the characteristics of a Professional Learning Community.  They state that its focus should be the results of actions.  Yet many organizations do not focus on results.  One reason for this could be that schools and districts might not be in agreement about the meaning of the word goal.  Chapter 6, Learning By Doing, emphasizes that schools need to create goals that are specifically linked to district goals.  Goals should be written simply enough for any reader to understand, regardless of background knowledge.  In addition, they should include specific information about what will be accomplished, who will be involved and how the goal will be achieved.  Using the SMART acronym to clarify the meaning of a goal is suggested by the authors.  Following the acronym, five characteristics of effective goals are:

• Specific
• Measurable
• Attainable
• Results oriented
• Time bound (specifying when the goal will be achieved)

Because the SMART acronym is universal in nature, it can be applied to other circumstances; for example, students with exceptional needs.  The RSA2 article I found highlights the importance of using the SMART acronym when constructing goals and objectives specifically for IEPs.  Jung (2007) uses a modified version of the acronym to guide IEP goals and instructional plan objectives:

• Specific
• Measurable
• Attainable
• Routines-based
• Tied to functional priority

As you can see, Jung’s (2007) modification includes “Routines-based” vs “Results oriented” and “Tied to functional priority” vs “Time bound.”  Routines-based goals identify critical skills that should be learned within the context of daily activities.  A goal that is tied to functional priority helps to build the rationale portion of the statement and uses phrases such as “so that” and “in order to.”  Jung goes on to use the ROUTINE acronym to select well-developed instructional strategies.

This formula for goal setting helps ensure that all parties share the same understanding and clarity on goals set.  It can be used across the board:  District Strategic Plan, School-Improvement Plan, Grade Level or Departmental Goals, and/or Classroom Goals for Individual Students.  SMART goals allow its members to focus on data more closely which, in turn, should lead to improved achievement and success.   

References

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

Jung, L. A. (2007). Writing smart objectives and strategies that fit the routine. Teaching Exceptional Children, 39(4), 54-58. Retrieved from http://www.d.umn.edu/~gniereng/documents/WritingSmartObjectives.pdf

Helpful PLC Website

This PLC website is very helpful!  Check it out http://www.allthingsplc.info.

RSA1: Learning Communities: The starting point for professional learning is in schools and classrooms

RSA1:  Learning Communities:  The starting point for professional learning is in schools and classrooms

Link to online resource:  http://www.learningforward.org/docs/august-2011/lieberman324.pdf?sfvrsn=2

It seems the idea of improving schools by developing Professional Learning Communities is “the new black.”  One of the most important strategies to improve student achievement is to form a professional learning community (PLC).  Lieberman and Miller (2011) contend that although learning communities vary in form and context, they share some fundamental core beliefs and values.  Both resources describe what learning communities are, what they do, and how they develop.

Authors, Lieberman and Miller (2011), discuss five diversified research studies that provide evidence that professional learning communities in schools are a critical element in professional development and student achievement. Likewise, DuFour, DuFour, Eaker and Many emphasize that “teachers must work together interdependently in in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.”  In other words, a simple yet critical shift must take place--from a focus on teaching to a focus on learning. 

Learning communities develop in their own way with their own context, but should reflect some essential practices.  Lieberman and Miller (2011) generated this list of common practices that create successful communities:

1. Meet regularly and take time to build collegial relationships based on trust and openness.
2. Work hard to develop a clear purpose and collective focus on problems of practice.
3. Create routines and rituals that support honest talk and disclosure.
4. Engage in observation, problem solving, mutual support, advice giving, and peer teaching and learning.
5. Purposefully organize and focus on activities that will enhance learning for both adults and students in the school
6. Use collaborative inquiry to stimulate evidence-in-formed conversations.
7. Develop a theory of action.
8. Develop a core set of strategies for connecting their learning to student learning.

Both resources mention some challenges.  DeFour, DeFour, Eaker and Many (2010) suggest that there is a problem with the setting of traditional schools, as does Lieberman and  Miller.  It is very hard to sanction professional learning community values in a bureaucratic culture, but a necessary task.  Another challenge presented has to do with time.  Lieberman and Miller (2011) state that “there is no fast track to developing an authentic learning community.”  It takes time to learn from each other using processes of inquiry, problem solving, and reflection.

References

Lieberman, A., & Miller, L. (2011). Learning communities: the starting point for professional learning is in schools and classrooms. JSD, 32(4), 16-20. Retrieved from http://www.learningforward.org/docs/august-2011/lieberman324.pdf?sfvrsn=2

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

Welcome to my blog!

Welcome to my personal blog!  I will be posting educational technology information here on a regular basis.  Feel free to comment appropriately.  Thanks.

TechCon Conference

I attended many informative sessions today:  

• Dispelling Myths Around Google Apps for Education
• Using Google Tools in the Classroom
• From Egg to Flight:  A Guide to Twitter
• Cartography on the Cutting Edge

Looking forward to the weekend!

TechCon Conference

At TechCon Conference today in Naperville.