Innovate - Ten Core Principles for Designing Effective Learni... - About

four elements—the Learner, the Mentor/faculty member, the Knowledge, and the Environment (Boettcher 2003).

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learner "on stage" actively learning under the direction of the mentor/faculty member using a set of resources containing the knowledge/content/skills to be learned within an environment.

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many variations of this framework

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ase of collaborative and group learning activities, for example, multiple learners may well be on stage at the same time, but every learner experiences the learning somewhat differently

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mentor/faculty member may be physically present on stage, may remain in the wings directing the learner, or may only be present implicitly by virtue of having designed the instructional event.

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third element is the knowledge

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The fourth element, the environment

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student who is at the center of the learning experience:

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very learning experience occurs within an environment in which the learner interacts with the content, knowledge, skill, or expert

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The question to be anticipated by faculty when they are designing a set of course experiences is where, when, with whom, and with what resources will any particular instructional event be likely to occur, and what are the expected outcomes?

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best combination of learning experiences available for their students

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faculty members provide a richly textured environment that can accommodate a full range of student needs and learning styles

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The environment as envisioned in these theories includes all the tools, resources, and people that are part of any particular learning experience

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Tools make a difference in any learning environment

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previous generations, the faculty member lectured, the students took notes, and the learning process unfolded within a relatively limited and discrete environment of tools and technologies

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students have discovered the community-building and networking power of instant messaging, discussion boards, online forums, blogs, and wikis while still occasionally using e-mail. These tools are dramatically changing the communication patterns and relationships between learners and the faculty.

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realignment of faculty roles and student learning activities

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ease by which students can customize their own learning experiences as the content boundaries of a course dissolve

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information access and flow in real time, enabling current events, global perspectives, and far-flung resources to be brought into immediate and fresh relief

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critical role of the mentor/faculty member

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design and structure the course experiences, direct and support learners through the instructional events, and assess the learner outcomes

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director of the learning experience, not the "sage on the stage"

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moderate discussion forums

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students, and assume greater responsibility as front line moderators for the course.

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through online forms of communication students can support other students, either formally or informally, almost 24/7

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all teaching functions no longer need to be embodied in one person but can be assumed by various members of instructional teams

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faculty will be less involved in classes, but that these new instructional options will provide faculty with more effective ways to leverage their expertise

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Most courses are designed with a set of core concepts and knowledge for the students to learn;

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The process of learning might be defined as the process of our brain finding receptor nodes for bits of new information and then arranging that information into a useful mental model.

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"The more you know, the more you can know."

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sking students about what they already know—or think they know

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currently available technological tools provide instructors with a wider range of avenues for gaining this valuable information about their students.

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When students say they are totally lost, they are probably expressing the feeling of being outside their zone

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When students sit back and obviously disengage, it means they have probably lost the link,

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What are the elements of the learning community that allow the mentor to check in with each learner on a regular basis

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embedding feedback and demonstrations from students earlier and more consistently throughout a course experience

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Concept formation is not a one-time event; rather, it is a series of intellectual operations including the centering of attention, abstracting, synthesizing, and symbolizing

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learning the vocabulary of a discipline

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isolation from an understanding of the concepts that give the words meaning

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isolated weeds and seeds

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making students' thinking visible

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Making thinking visible requires students to create, talk, write, explain, analyze, judge, report, and inquire.

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Discussion forums, blogging, journals, and small group work are all excellent strategies for allowing learners to enlarge their mental models, to clarify concepts, and to establish meaningful links and relationships. Online tools are particularly valuable in this context because they provide a public forum in which the cumulative, step-by-step process of concept formation, refinement, application, and revision is fully visible to student peers as well as their mentors.

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All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts

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This learning principle highlights the distinction between the course content that is the means of learning and the core concepts to be acquired and developed by individual students.

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The course Web sites used in blended and online learning environments enable linking to an expanded set of resources to support a wide range of problem analysis and customized experiences.

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designing a course includes providing access to a rich database of content and experiences

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Robert Gagne, widely considered as the father of the discipline of instructional design, observed in Conditions of Learning (1965) that all instruction is not equal and that different types of instruction are required for different learning outcomes.

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planning student assessments simultaneously with the planning of instructional experiences and of embedding assessments within instructional events

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If the desired outcome is for students to be great chefs, they probably need to cook

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students spend more time interacting with information and practicing skills, the more proficient, accomplished, and confident they will become.

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As matching content and practice to each student's zone of proximal development is still a very inexact science at this time, the best way of ensuring a match is for the set of course materials and course experiences to be rich and diverse.

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The more dynamic and interactive the learning experience, the more likely students will invest greater amounts of time in the learning process.

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Every Structured Learning Experience Has Four Elements with the Learner at the Center

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This framework (LeMKE) has four elements—the Learner, the Mentor/faculty member, the Knowledge, and the Environment (Boettcher 2003). This principle can be captured by envisioning a learning experience featuring the learner "on stage" actively learning under the direction of the mentor/faculty member using a set of resources containing the knowledge/content/skills to be learned within an environment.

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Whatever the scenario, it is the student who is at the center of the learning experience: The student is on stage, guided by the task design created by the faculty member, accessing whatever resources might be needed, and acquiring useful knowledge from the experience. This fundamental design framework serves as a context for the principles that follow.

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The question to be anticipated by faculty when they are designing a set of course experiences is where, when, with whom, and with what resources will any particular instructional event be likely to occur, and what are the expected outcomes?

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Tools make a difference in any learning environment.

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In an environment infused with these tools, the faculty member moves from the center of the class communication pattern—as is common in the traditional transmission mode of learning—to the periphery. In turn, the anywhere/anytime access to communication tools makes it easy for students to go outside the organized course structure and content. Another significant design impact of these tools is the ease by which students can customize their own learning experiences as the content boundaries of a course dissolve. Readily available mobile tools now support information access and flow in real time, enabling current events, global perspectives, and far-flung resources to be brought into immediate and fresh relief. Every statement by a faculty member is subject to challenge, addition, or confirmation from a student's Google search. Many teachers have been surprised by the shifts in learning dynamics and relationships created by these tools; at the same time, many teachers are now enthusiastically embracing these changes as they recognize the many benefits of learners becoming more engaged and active in their learning.

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The role of the faculty is to design and structure the course experiences, direct and support learners through the instructional events, and assess the learner outcomes.

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The process of designing learning environments includes anticipating the existing knowledge structure of the learners' brains at the outset of a course.

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A related educational principle counsels teachers to build on what students already know, and recent memory research is confirming this principle by demonstrating the impact of students' existing mental models on incoming knowledge (Damasio 1999). The process of learning might be defined as the process of our brain finding receptor nodes for bits of new information and then arranging that information into a useful mental model. When learners encounter not just one concept but a confluence of new and unfamiliar discrete items in rapid succession, they must work to attach this incoming knowledge to existing nodes and patterns. The more concepts, the more patterns, and the more interconnectedness in the brain structure, the more receptor nodes exist. For cognitive researchers as well as instructors, this principle applies: "The more you know, the more you can know."

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Vygotsky's concept of ZPD not only highlights the importance of preliminary assessments of student knowledge; it also suggests that the window of learning opportunity for any individual student may be smaller than what we might expect. When students say they are totally lost, they are probably expressing the feeling of being outside their zone. When students sit back and obviously disengage, it means they have probably lost the link, the relationship of one idea to the other.

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When faced with a new field or discipline, students typically focus on learning the vocabulary of a discipline, but this activity is often done in isolation from an understanding of the concepts that give the words meaning. Without the underlying concepts, words are akin to isolated weeds and seeds likely to be blown away by the winds of time, usually mere hours after an exam.

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A popular new teaching and learning theory advocates making students' thinking visible (Collins, Brown, and Holum 1991; Bransford, Brown, and Cocking 2000). Making thinking visible requires students to create, talk, write, explain, analyze, judge, report, and inquire. These types of activities make it clear to students themselves, to the faculty, and to fellow learners what students know or do not know, what they are puzzled about, and what they might be curious about with regard to the course material. Such activities stimulate the student's growth from concept awareness to concept acquisition, building in that series of intellectual operations that Vygotsky believes is required for concept acquisition.

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Discussion forums, blogging, journals, and small group work are all excellent strategies for allowing learners to enlarge their mental models, to clarify concepts, and to establish meaningful links and relationships. Online tools are particularly valuable in this context because they provide a public forum in which the cumulative, step-by-step process of concept formation, refinement, application, and revision is fully visible to student peers as well as their mentors. By providing a comprehensive record of how concepts take form through multiple clusters of knowledge, such media can promote more complex and lasting retention of course material among students.

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The goal for all students is mastering a slightly off-center slice of the pie that includes the whole of the core concepts.

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This simply means that as students spend more time interacting with information and practicing skills, the more proficient, accomplished, and confident they will become. Time-on-task helps students to make the knowledge their own. Learning is intrinsically rewarding and enjoyable. If we design great experiences, students will spend more time interacting with the course content and developing more complex, networked knowledge structures and efficient behaviors.

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A corollary of the time-on-task principle is that learning can be more efficient if we organize information into chunks. In today's virtual media environments, simulations, animations, and living worlds such as SimCity are powerful "learning chunkers." Chunking is just one reason games and role-playing scenarios are popular and valuable. Other valuable features of games and simulations are their unpredictability, their interactive qualities, and their infinite variety. Canned, predictable, and static learning resources such as books, preprogrammed tutorials, and linear video experiences are less interesting and less engaging. The more dynamic and interactive the learning experience, the more likely students will invest greater amounts of time in the learning process.

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