FINDING DEWEYBy Mary Beth Kyer

My academic journey may not have started in the toilet, but like Finding Nemo, the road has been unexpected, a little scary at times, and best shared with a cohort.

THE ASSIGNMENT

The first time I quoted Dewey was in July 2012. I'm not sure I really understood what constructivism meant. Since then, its been a voyage.

This final assignment is an examination of my own personal theories about learning and online facilitation.

THE ASSIGNMENT

I have created a series of artifacts for this project

• A Facebook page. Go to • https://www.facebook.com/#!/505Onlin

eCommunityBuilding

• Powerpoint presentation with You Tube video link

• Appendix that includes a copy of our peer review evaluations and references

THE CONSTRUCTIVISTLEARNING THEORY

“The beginning of instruction shall be made with the experience learners already have…this experience and the capacities that have been developed during its course provide the starting point for all further learning” (1938, p. 74).

While facilitators help in the learning process as they impart their knowledge, I believe it is how the learner synthesizes this information that results in learning.

Dewey, J. (1938). Experience and education. New York, NY: Macmillan.

MY TEACHING PHILOSOPHY

I believe that the quality of learning is affected by the environment in which learners are learning. I have always identified with Malcolm Knowles’ six principles of adult learning.

1. The need to know. 2. The learners' self-concept. 3. The role of the learners' experiences. 4. Readiness to learn. 5. Orientation to learning. 6. Motivation.

As a facilitator, creating an environment that addresses these principles is how I seek to approach the management of on line facilitation.

MY PHILOSOPHY OF FACILITATION REVISITED

To watch the video, click on the link

http://youtu.be/LHZLkQLCtT8

During our preparatory meetings, I enjoyed discussing with my co-facilitators how we could create an exciting learning experience. I discovered that my teaching philosophy was similar to that of my co-facilitators and fit within my understanding of adult learning theory.

In determining our training plan for the week, our goal was to strike the right balance – supporting students to guide them while allowing them to learn on their own and from each other. Learners were also asked to share their own thoughts and personal experiences.

This approach did align with Knowles’ adult learning principles and my personal theories on learning.

HOW WAS MY PHILOSOPHY REFLECTED IN THE CO- FACILITATION?

“Collaborative and cooperative learning should be encouraged to facilitate constructivist learning” (Hooper & Hannafin, 2011, p. 31).

To align our co-facilitation with our learning theory, we created a community of inquiry including:• Small group work which provided the

social interaction • Large group discussion which allowed

learners the ability to see others ideas and share their own viewpoint while challenging other learners with probing questions

• Learners were given time to reflect on their learning and how it relates to their personal experiences

HOW DID LEARNING THEORY GUIDE OUR CO-FACILITATION

“A learning community is a group of individuals engaged intentionally and collectively in the transaction or transformation of knowledge” (Schwier, 2009, p.2).

To facilitate building community, we used the following tools and techniques:• Using discussion forums, we

encouraged learners to post their views on the required readings as well as provide their own opportunity to share resources.

• Learners were placed in groups with an intended purpose to encourage further discussion.

• Each group posted their findings to a group wiki where learners could easily access and view the culmination of everyone’s efforts.

This approach supports the constructivist learning theory and teaching philosophy

WHAT WAYS DID WE FACILITATE BUILDING COMMUNITY?

WHAT WERE OUR GOALS?

WHAT ISSUES DID WE CONFRONT?

WHAT DECISIONS DID WE MAKE AND WHY?

Constructivist Learning

EnvironmentIssue 1:

Encourage learner-learner interaction

without interferring or

affecting the flow of collaboration

Resolution 1: Co-facilitators

contributed to the discussion forum when it appeared that learners had

reached an impass in the conversation

WHAT WERE OUR GOALS?

WHAT ISSUES DID WE CONFRONT?

WHAT DECISIONS DID WE MAKE AND WHY?

Adhere to Adult Learning Principles

Issue 2:Selecting an activity

that enhanced learning (posting to a Moodle wiki versus a

real wiki)

Resolution 2: We had students post

to an internal wiki. Posting to wikipedia directly would have required more time

to learn the technology and

distract learners from learning and

reflecting on the content

We asked learners to complete an evaluation. The following summarizes their comments.

STRENGTHS AND WEAKNESSES OF OUR FACILITATION AS NOTED IN THE PEER FEEDBACK

Strengths•Instructions were clear•Final wiki was well received•Facilitators were actively engaged

Weaknesses

•End of week summation could have included reflective comments about the completed wiki

I have always known that I enjoy facilitation. While this wasn’t my first time conducting online facilitation, it was the first time I looked at how I’ve been teaching and why.

When I reflect on my team online facilitation experience, the result was truly a result of our collaborative effort. Felipe Villeagas Duran, Anoop Sekhon and I worked well together. While we struggled with whether we had successfully engaged the learners, I discovered from my teammates that sometimes you need to let go of the reins and be confident in the program you have put in place.

In the future, I see that by understanding how and why I facilitate can only help me to make clearer and wiser choices for a given context.

CONCLUSION