Sunday March 24th through Friday April 12th
In the New Economy "just in case" learning has been supplanted by the notion of "just in time learning". Two factors have contributed to this: the increasing volumes of new knowledge being created - and the consequent impossibility of possessing a complete and current body of knowledge within a domain; the decreasing half life of new knowledge.
This course explores an Expert Learner paradigm and will be of interest to those who wish to explore ways to augment their instructional toolkit. Course registrants must be enrolled in DCTE 760 Instruction Delivery Systems.
Following completion of the mini-course participants will be able to:
1. Remember the terms that arise when discussing expert learning.
2. Understand the concepts of enhancing learning expertise.
3. Apply expert learner procedures to their teaching.
4. Analyze student submissions and identify elements that lead to learning expertise.
5. Create assignments that enhance learning expertise.
The graphic below is based on the most recent revision of Bloom's Taxonomy of Learning (Anderson & Krathwohl, 2001) and is the basis for structuring the Learning Outcomes.
This is a foundational week and required readings include:
1. Expertise Enhancement and its roots:
a. Bloom's Taxonomy
e. Information literacy
f. Story Telling
Assignment Week One
Submit a posting identifying those elements of the readings that resonate with your own experience (250 Words).
Review the readings and postings from week one. Read the sample submissions below.
Assignment Week Two
Pick one of three sample exercises (above) and attempt to get "inside the writer's head" to see how the exercise impacted the way they learn both inside and outside of the classroom setting and post it to the assignment thread (250 Words).
Go back to the reading on portfolios and Prior Learning Assessment and Recognition. Graze through the Michigan State career portfolio site with an emphasis on the Self Assessment pages.
Assignment Week Three
Reflect on the power of portfolios to help learners map: what they know and
how they learn. Submit a posting to the assignment thread of the appropriateness/inappropriateness
of including portfolios as part of your teaching repertoire (250 Words).
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Abridged edition). New York: Longman.