Integrative Learning Report
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Transcript of Integrative Learning Report
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INTEGRATIVELEARNINGSaniya G AbirinDiscussant
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Integrated and integrative are synonymous
Integrated [adjective] formed or united into a whole
Integrative[adjective] tending to combine and coordinate
diverse elements into a whole.
To integrate[verb]
to bring together or incorporate (parts) into a whole
to make up, combine, or complete to produce a whole or a larger unit
to unite or combine.
to combine that which was previously separateinto one unifiedsystem
Meanings of
Integrative/Integrated learning
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WHAT IS INTEGRATIVE
LEARNING?
is the process of making
connections among conceptsand experiences so that
information and skills can be
applied to novel and complex
issues or challenges.
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WHY INTEGRATIVE LEARNING?
- Integrate knowledge from different
courses
- Identifying & connecting both tacit &
explicit knowledge
- Applying knowledge gained from one
place to a new situation- Connecting learning experiences to their
own sense of purpose, identity and
sources of engagement and curiosity
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CHARACTERISTICS OF
LIFELONG LEARNERS
adapt to changing conditions,
emergent knowledge and newinformation
reflect on & learn from life
experiences identify their own limitations
Know when to seek feedbak
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Integrative learning is an understanding and a
disposition that a student builds
across the curriculum and co-curriculum, from making simple
connections among ideas and
experiences to synthesizing andtransferring learning to new,
complex situations within and
beyond the campus. (AACU 2009)
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The Statement on Integrative
Learning (AACU 2009)
Four areas of Integration
connecting skills and knowledge from multiplesources and experiences;
applying theory to practice in various settings;
Utilizing diverse and even contradictory points ofview; and
understanding issues and positions contextually.
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ntegrative learning concept map
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Integratinglearning from allaspects of life
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CHALLENGES TO
INTEGRATIVE LEARNING
Problematic assumptions about
knowledge, learning & humandevelopment
Fragmented Curriculum
Faculty training
Hundreds of years of traditions
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CHALLENGES TO LIFELONG
LEARNINGInstitutional Needs VS.Need to provide evidence that students areachieving specific & distinct competencies
Students NeedsNeed to reflect on learning, connect
separate experiences & integrateknowledge with their own identities
CHALLENGES TO INTEGRATIVE & LIFELONG
LEARNING
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A capacity learned or demonstrated in one place
does not automatically translate to other
contexts; adaptation must be facilitated!
CHALLENGES TO INTEGRATIVE &
LIFELONG LEARNING
http://images.google.com/imgres?imgurl=http://www.csulb.edu/about/images/lyt_225px_h_classroom.jpg&imgrefurl=http://www.csulb.edu/about/faculty/&usg=__Ywf1rgxYVdmKzHRPhDrJ5L83-z0=&h=225&w=225&sz=18&hl=en&start=7&tbnid=6gqGAATRaCQB_M:&tbnh=108&tbnw=108&prev=/images?q=students+in+classroom&gbv=2&hl=enhttp://images.google.com/imgres?imgurl=http://www.csulb.edu/about/images/lyt_225px_h_classroom.jpg&imgrefurl=http://www.csulb.edu/about/faculty/&usg=__Ywf1rgxYVdmKzHRPhDrJ5L83-z0=&h=225&w=225&sz=18&hl=en&start=7&tbnid=6gqGAATRaCQB_M:&tbnh=108&tbnw=108&prev=/images?q=students+in+classroom&gbv=2&hl=en -
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#1. Real learning primarily occursthrough cognitive understanding of
expert knowledge that is combined
with self-awareness
Problematic Assumptions
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Students do not naturally
integrate their learning &higher education institutions
do not address this need
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The key to integration & learning:
Understanding
that we are dynamicself-organizing systems
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Nature creates infinite complexity
from a few simple elements or
ordering parameters
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Connection: when basic elements or
ordering parameters interact with the
new information new connectionsemerge
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Connections give rise to patterns that express
new forms of coordinated intelligence
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ImplicationsChange and learning are the most
natural thing we do
We are not aware of most of the
learning that takes place within us
In order for a dynamic self-organizing
system to learn, grow and evolve itmust develop and maintain a coherent
center capable of coordinating and
synthesizing new information
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Questions to consider
Who in your institution is *charged*
with helping students connect,synthesize and demonstrate their
knowledge and learning?
How are students supported inmaking sense of their learning?
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2002-2006: Action researchidentifying gaps developingsolutions
What does all this social-justice stuff mean? How do I translate what Ivelearned to the real world?
We need FAR LESS CONTENT& much more time to connect,
reflect, integrate to put allthe pieces together
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There are Many different levels of knowledge
The Discovery of Generative Knowledge
Interviewing
Explicit & Formal knowledge
Cognitive
IntuitiveTacit & embodied
Knowledge
Experiential
Affective
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THE STEPS OF THE
INTEGRATIVEKNOWLEDGE
PORTFOLIO PROCESS
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1. Ident ify & Organize Key Learn ing Exper iences
from bo th academic & real-l i fe experiences
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2. Organize Key Learning Experiences into
Know ledge/Ski l l Categories for Portfol io
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INTEGRATIVEEXAMPLE OFWORK PAGE
What did I learn &why was it
important? Whatwere the a-ha
moments?
What knowledge,skills &/or
capacities did Igain ordemonstrate?
How does itrelate to other
contexts orexperiences? How does it relate
to my owninterests, passionor goals?
How might I usethis knowledgein the future?
3. Write 1-2 page reflections using Integrative Knowledge
questions; these reflections become a portfolio pages
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FROM IMPACT OF WORK:
Our research work prompted churches and theirmembers to consider the importance and impactof integrating education, prevention and copingstrategies for mental health into the black churchand community.
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FROM SKILLS GAINED:
From this course, I refined my ability toprecisely pinpoint the ways in which Ichoose to use language. When given aquotationI would originally focus on myown feelings. My excitement over all of theinterrelated but irrelevant ideasassociated with a text passage woulddistract me.
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4. Identi fy v alues & create Phi loso phy Statement:
Articulate strengths values & commitments
Demonstrate how these shape actions decisions & goals
Over 85% of
students say thatcreating a philosophystatement is themost difficult yet
rewarding aspect ofthe Integrative
Portfolio Experience
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My passion evolves from my desire to alleviate social,Cultural, economic and spiritual povertyI was born
into training as a social activist..the poverty line wasmy tent. I went to a failing public schoolsIn college,I have thought deeply about differences..preparednessfor college, family structure, support systemsmental
Wholeness. I have become a knowledge producer,activist and change agent..
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Research on Mportfolio
Students need
5. Connect Portfo l io Pages to
inst i tut ional outc omesAfter creating Examples of Work,
Students reflect on how the work
Illustrates different learning
outcomes
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RESOURCES
Peet M., The Integrative KnowledgePortfolio Process: A Program Guide
for Educating Reflective
Practitioners and Lifelong Learners.
MedEdPORTAL, 2010A showcase of students Portfolios
http://mportfolio.umich.edu
Upcoming Summer SummitGenerative Knowledge Institute
http://generativeknowledge.org
http://mportfolio.umich.edu/http://mportfolio.umich.edu/http://generativeknowledge.org/http://generativeknowledge.org/http://mportfolio.umich.edu/http://mportfolio.umich.edu/http://mportfolio.umich.edu/ -
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Integrative LearningShort clip
http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4