Class this week was all about backward design. A neat concept I am familiar with from my AEDT days, but a deeper dive. I continue to be amazed by the discussions that go on in tutorial My peers have some fantastic ideas and ways of thinking about things. I love it. This reinforces to me the learning impact of discussion and diversity - definitely an element I plan to incorporate into my own teaching whenever possible.
We actually covered quite a bit in class this week. We began with sharing visual images that explained backward design. Dr. Robertson continues to make a conscious effort to provide alternative ways to share ideas. Tonight it was images, other nights it is through discussions, or presentations, or academic literature. And she always reinforces what we are sharing/learning with her own experience and opinion.
With respect to the HPL framework, this class was assessment-centered. PBL and backward design were also part of tutorial. The pre-class reading was the assessment-centered environment chapter in the course text. As always, we turned theory into practice - this time by examining the rubrics for the PBL and Learning Logs. We also read a PBL paper from the Stanford newsletter, where the elements and theory of PBL environments is described. Fascinating stuff that goes beyond my AEDT knowledge of PBL.
I was in an engaging breakout group where there was a lot of challenging of ideas. What a blessing it is when people are able to challenge each others' ideas with respect - the quality of the conversation goes way up. Reminds me of this quote from Aristotle:
"It is the mark of an educated mind to be able to entertain a thought without accepting it."
So, backward design (Wiggins and McTighe). In staying with tonight's theme of digital representations, I found this image that summarizes my understanding of BD:
I came to the realization the backward design is quite common. Every time you "design with the end in mind" you are doing backward design. Check out this short video:
https://www.youtube.com/watch?v=3Xzi2cm9WTg
We looked at rubrics as an example of backward design, and discovered that rubrics are not just for assessments, they can also guide creation! I did not realize this about rubrics until this tutorial.
After BD we discussed problem-based learning (PBL). While I had some understanding of PBL, I still learned more about this approach. I knew quite a bit about the elements of PBL and how this approach is used in teaching and learning, but I did not know the theoretical basis for the student-centeredness. That was an "AH HA" moment for me.
Another AH-HA moment for me came when Lorayne mentioned "enduring understanding - or, in other words, an understanding of something that is so central to an idea that it extends beyond the classroom. Where simple concepts point to (and fit into) larger ideas. This learning log is an example of this, where my reflections align with bigger ideas - especially when viewed in aggregate.
The students in the class requested a break from tutorials next week to work on our PBL assignments. I am in a group with Kyle Chapman and Chad Mowbray. Looks like we will be doing EITHER something on really next-gen technologies (AR/VR and/or AI and ML) or something on motivation theory. Either way, it will be terrific. The three of us all seem to be on the same page - I like our chances despite being a small group of three. From a learning perspective the groups were asked to come up with a brief problem description and send it before the end of the week. Just a preliminary document for Dr. Robertson to provide feedback and confirmation of our direction. I am conscious of the scaffolding and ZPD happening here, and seeing it used so effectively is persuading me to incorporate these elements in my own teaching - especially now that I have examples of how to do so effectively!
Learning outcomes from this week:
Last but not least, I want to tie in some learning outcomes from this week. I continue to enjoy the process of rationalizing design elements of the course with the LOs. What a great way to reinforce and consolidate learning!
This week there was a strong element of LO#1, which states: "Conduct an inquiry to determine prior learning and the implications for the design of this course". I was frequently reflecting this week on what I already knew about PBL, BD, and assessment, and applying it to the course content and discussions.
LO#2 "Demonstrate a critical awareness of learning theories, their scopes and limitations, by participating in a culture of disciplined inquiry that includes independent work and collaboration." The breakout groups this week and the blogs cover this outcome nicely.
James
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