Transforming learning environments: Co-constructionism in HE classrooms
Download as PPTX, PDF0 likes86 views
This document discusses the experiences of an instructor and doctoral student with participatory course design in a graduate education course. They utilized a co-constructionist approach where students helped design curriculum and activities. Initial assignments involved students co-designing learning goals, topics, and activities. While this generated excitement, it also caused confusion for new students. Throughout the course, the instructor and students engaged in ongoing negotiation and redesign of course elements. Key lessons were to emphasize collaboration, maintain a fluid course structure, and build on strategies for shared power and co-creation in course design.
Transforming learning environments: Co-constructionism in HE classrooms
- 1. Transforming learning environments: Co-constructionism in higher education classrooms Dr. Julia Parra & SusanW. Bontly New Mexico State University, College of Education, LDT Program
- 2. Introduction Shared knowledge construction, co-constructionism Insights from instructor & doctoral student Alternating autoethnographic voices (instructor, student)
- 3. Context Most recent iteration of Learning Design &Technology course for Masters & PhD students Develop skills to effectively apply basic as well as emerging and potentially transformative instructional design models to a variety of learning environments HyFlex (Beatty, 2007), Canvas, variety of tech tools Participatory course design framework = Co-creation of curriculum & activities Shared power (Brubaker, 2011)
- 4. Experiences with Participatory Course Design Initial Assignment FirstClass • Email to students • Co-design goals, LOs, key questions & topics • Co-design learning activities, assessments & schedule • Overwhelming response • Discussion of shared power & co-creation • Team creation & time for discussion without instructor present • Develop 5 class goals/team • Identify activities & assessments • Excitement • Concern about how new students would view initial assignment • Confirmed by f2f conversation with new student • Confusion & frustration from new students • Effective motivator • Identified 6 activities/assessments
- 5. Experiences with Participatory Course Design SecondClass SucceedingAssignments • First draft of curriculum • 2 standout projects • Podcasts • Class book • Need to create method to scaffold publishing process • Let go of perfectionism • Key activity – “15 Minutes of Fame” • Discussion & negotiation • Empowerment • Apprehension at complexity • ‘Buy-in’?? • ‘The Class Book’ • “15 Minutes of Fame” presentation • Continuous discussion of format & content • Some re-negotiation of schedule • CoPs & emerging scholars (Monaghan, 2011; Kriner et al, 2015)
- 6. Lessons Learned Instructor: Keep initial online discussion activity prior to start of class. Continue to build uponAbdelmalak’s (2013) 5 strategies. Student: Emphasize collaboration & discussion. Keep fluidness of course structure.
- 7. References cited Abdelmalak, M. M. M. (2013). Students' active participation in curriculum design and implementation:A case of a graduate education course (Doctoral dissertation). Retrieved from ProQuest. (1517862342) Beatty, B. J. (2007). Hybrid classes with flexible participation options–If you build it, how will they come? Paper presented at the 2007 AnnualConvention of the Association for EducationalCommunications andTechnology.Anaheim,CA. Brubaker, N. D. (2012). Negotiating authority through jointly constructing the course curriculum. Teachers andTeaching, 18(2), 159-180. Monaghan,C. H. (2011).Communities of practice: A learning strategy for professional development. Journal of Management Education, 35, 428-453. Kriner, B. A., Coffman, K.A., Adkisson, A. C., Putnam, P. G., & Monaghan,C. H. (2015). From students to scholars:The transformative power of Communities of Practice. Adult Learning, (26)2, 73-80.
- 8. Contact information Instructor: Dr. Julia Parra Associate Professor, Learning Design &Technology juparra@nmsu.edu @desertjul Student: SusanW. Bontly PhD student, Learning Design &Technology susanbnm@nmsu.edu @SusanBNM