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3e's Learning Theory in Online Learning Environment, Background, "…

- - - - Develop meaning or understanding
        
        "This theory connects to the one I previously know..."
      - Maintain attention to something interesting
        
        "Asana is such an interesting tool, I want to use it!"
    - - Imitate positive models
        
        "Emily is good at speed-reading and I want to do the same..."
      - Be a part of group
        
        "We are all part of the HUDK 4011 family!"
    - - Meet individually developed/selected goals
        
        "I want to master this skill sets after the class"
      - Take control of one's life
        
        "I know I can do this..."
  - - - Reward: "I would get a bonus point if I do this reading..."
    - - Punishment: "I won't pass the quiz if I sleep during the class..."
- - - - Provide clear guidelines for studnets but with flexibility to choose my own topics and learning objectives.
      - Collaborative learning is facilitated and guided by the teacher. Group work is encouraged.
  - - - Thinkers may also be described as people who tend observe and reflect.
      - Doers are likely people who "get things done". Doers usually prefer a practical approach to learning, typically prefer to have clear direction and will benefit by asking for clarification when needed. Doers may benefit by taking a more patient and thoughtful approach to projects, rather than rushing to get them done.
      - Talkers typically have a high need for social interaction and learn a lot through discussion with others. Online or in person discussion or study groups are great resources for talkers. Talkers may also benefit by practicing listening and observation skills as well. Good teachers and facilitators require these skills as well.
  - - - students learn deeper knowledge when they engage in activities that are similar to the everyday activities of professionals who work in a discipline (Sawyer, intro to the new science of learning).
    - - the opportunity to reflect on our experiences is vital to the learning process. By encouraging learners to reflect on the activities they have participated in, they are no longer just focused on the ‘how’ of their task or activity but also exploring why they are doing it.
    - - when learners externalize and articulate their developing knowledge, they learn more effectively(Sawyer, intro to the new science of learning). The best learning takes place when learners articulate their unformed and still developing understanding and continue to articulate it throughout the process of learning.
    - - Doing something new or doing the same thing in a more sophisticated way based on our learning (Active Experimentation).
  - - - Imitative Learning
        
        One possibility is that even a simple act of imitation is connected with perspective-taking and therefore is more of a social and collaborative activity than it first appears
      - Peer network
- - - - Presentations of learning
        
        Beyond about, beyond "the thing" we made
        
        Product, process, and learning
        
        Involve audience
        
        Expand individual learning to the group
      - Process
        
        Team members share/show artifact
        
        Audience/teacher feedback on product
        
        Critiques
        
        Free of value judgments
        
        Specific, personal, directed at one's work
        
        Founded on trust from someone respected
        
        Immediate enough to be useful
        
        Questions
        
        What did you think about while viewing the presentation?
        
        How did the product/idea/design engage you?
        
        Why did it engage you?
        
        How could it be revised?
        
        How could it be extended?
        
        Team members share/show learning
        
        Content
        
        Subject matter content
        
        Process (individual)
        
        Process (team)
        
        Managing/implementing a project
        
        How they learn
        
        How their group functioned
        
        How they work in a group
        
        Prompt with questions
        
        What would you do differently if you could start over/
        
        What will you do differently during the next project?
        
        What would change/add if you had more time?
        
        Integrate reflection
        
        What did you learn that we won't see in the presentation of learning
        
        How did you contribute to your team's success?
        
        What was your biggest obstacle? How did you overcome it?
        
        What is the most important thing you learned? Knowledge? Skills?
      - Habits for success
        
        Listen
        
        Ask open-ended questions
        
        Respect and believe
      - Presentation of learning
        
        Celebrate growth
        
        Praise effort
        
        Share your insight
        
        Expand learning
    - - "Teachback"
        
        Learners teaches another what they have learned
      - Conversations can be conducted at a number of different levels
        
        Natural language (general discussion)
        
        Object languages (for discussing the subject matter)
        
        Metalanguages (for talking about learning/language)
      - Main principles
        
        To learn a subject matter, students must learn the relationships among the concepts
        
        Explicit explanation or manipulation of the subject matter facilitates understanding (e.g., use of teachback technique)
        
        Individual's differ in their preferred manner of learning relationships (serialists vs holists)
        
        Holists: look for higher order relations
        
        Serialists: progress through a structure in a sequential fashion
  - - - Literacy skills
        
        Focus on how students can discern facts, publishing outlets, and the technology behind them
        
        Information literacy
        
        Understanding the facts, figures, statistics, and data
        
        Media literacy
        
        Understanding the methods and outlets in which information is published
        
        Help students understand facts, especially data points, that they will encounter online
        
        Practice of identifying publishing methods, outlets, and sources while distinguishing between the ones that are credible and the ones that aren't
        
        Technology literacy
        
        Understanding the machines that make the Information Age possible
        
        Give students the basic information they need to understand what gadgets perform what tasks and why
        
        Computers, cloud programming, mobile devices
      - Life skills
        
        Look at intangible elements of a student’s everyday life
        
        Flexibility
        
        Deviating from plans as needed
        
        Knowing when to change, how to change, and how to react to change
        
        Leadership
        
        Motivating a team to accomplish a goal
        
        Setting goals, walking a team through the steps required, and achieving those goals collaboratively
        
        Taking initiative and be self-starters
        
        Working on projects outside of regular working hours
        
        Initiative
        
        Starting projects, strategies, and plans on one's own
        
        Productivity
        
        Maintaining efficiency in an age of distractions
        
        Complete work in an appropriate amount of time
        
        Social skills
        
        Meeting and networking with others for mutual benefit
      - Learning skills
        
        Teach students about the mental processes required to adapt and improve upon a modern work environment
        
        Critical thinking
        
        Finding solutions to problems
        
        Help students figure stuff out for themselves when they don't have a teacher at their disposal
        
        Creativity
        
        Thinking outside the box
        
        Empower students to see concepts in a different light, which leads to innovation
        
        Collaboration
        
        Working with others
        
        Get students to work together, achieve compromises, and get the best possible results from solving a problem
        
        Communication
        
        Talking to others
        
        Effectively convey ideas among different personality type
  - - - Voluntary
      - Self-motivated
      - Self-initiated
      - Doesn't always require a cost
      - Motivation is out of personal interest or personal development
    - - Developing a new skill
        
        Sewing
        
        Cooking
        
        Programming
        
        Public speaking
      - Self-taught study
        
        Learning a new language
        
        Subscribing to a podcast
      - Learning a new sport or activity
        
        Joining martial arts
        
        Learning to ski
      - Learning to use a new technology
        
        Smart devices
        
        New software application
      - Acquiring new knowledge
        
        Taking a self-interest course via online education or classroom-based course
    - - Renewed self-motivation
      - Recognition of personal interests and goals
      - Improvement in other personal and professional skills
      - Improved self-confidence
        
        Satisfaction of devoting time and effort to learning and improving
        
        Giving use a sense of accomplishment
        
        Feeling of trust we have in our knowledge and the ability to apply what we've learned