Embedded Files
Access all presentations at go.uis.edu/Cook_COLRS
Access all presentations at go.uis.edu/Cook_COLRS
Mode-Neutral April 2015 Midwest Association for Graduate Studies Conference
Mode-Neutral April 2015 Midwest Association for Graduate Studies Conference
Visit this site again! http://go.uis.edu/mags2015
Pedagogy - Andragogy - Heutagogy
Pedagogy - Andragogy - Heutagogy
(http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy)
(http://www.teachthought.com/learning/a-primer-in-heutagogy-and-self-directed-learning/)
Heutagogy as an approach to teaching through learning technologies
Mode Neutral Learning
Mode Neutral Learning
A teaching and theory that encompasses these principles (first discussed 2008):
Changing the locus of control from an externally perceived entity to internal for the learner (Rotter 1966).
Create a convergence among the constellation of mode of delivery to one of mode of learning.
Ensure the learning is context-centric foster situated learning and student generated learning.
Mode Neutral and the Need to Transform Teaching (JSTOR article).
Experiment began in Spring 2010
Teaching innovation = problem solving!
Sample Mode Neutral Course Weekly Calendar
Technologies
Keep them simple and flexible
Web Conferencing to bring optional synchronous element and RECORD
Heavy use of discussion board
Groups tool in LMS for collaborative research and case studies
Quizzing tool for objective self-assessment
Registration and Fees
Students registered for the section in which they were classified (online or on campus)
Current Research
Current Research
Faculty on the University of Illinois, Urbana campus, are beginning to explore “dual-mode” classes that allow face-to-face students on campus to be joined simultaneously by online students located anywhere in the world for the same course.
This emerging area raises a number of pedagogical questions. The following questions will serve as the baseline for this exploratory (pilot) study on learning outcomes in “dual-mode” classes.
How can the online students engage well with the students in residence during class time?
What technical considerations are critical to ensuring all the students have a similar “class” experience?
How, if at all, do “dual-mode” courses impact students learning?
How are students engaging with the professor depending on if they are online or physically in the classroom?
How are they engaging with other students in the class across delivery modes?
How are they engaging with the course content?
Summary:
The interest of this study is on differences, if any, in learning outcomes if the students are attending the course “online” or “in person” keeping in mind they are both in the same class at the same time.
Contact:
Faye Lesht flesht@illinois.edu
Online or In-Person? One College Lets Students Switch Back and Forth
Are students more likely to succeed if they can attend class in-person or online?
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning
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