Introduction
These pages represent part of the requirements for the Instructional Technology Masters Program at the University of Northern Iowa. The required artifacts and reflections are available in the subpages of Matrix and Artifacts. The Matrix and Artifacts page contains matrices that describe how different artifacts I have created match educational communications and instructional technologies (ECIT) standards. The Literature Review is the final research paper I wrote about using the flipped classroom to improve engineering education. The ECIT standards are more defined under the ECIT Reflections section, and the Comprehensive Reflection is a final reflection that synthesizes what I have learned during this educational experience.
My educational philosophy is based around three related elements:
1) Content
2) 21st Century Skills
3) Learner-Centered Teaching
As a teacher and instructional designer, I begin creating a lesson by identifying the concepts and skills students need to master. In Failure to Connect: How computers affect our children’s minds – for better and worse, Jane Healy emphasizes the need to focus on the content before choosing the technology with which to teach the content (1998). Communicating specific, measurable objectives to students provides the purpose for activities and projects we complete.
21st century student outcomes are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. These include mastery of the core subjects; learning and innovation skills; information, media and technology skills, and life and career skills. The Framework for 21st Century Skills provides a holistic view of learning (Framework for 21st Century Learning, 2011). Instead of focusing on rote memorization of math skills, implementing a 21st Century Skill approach emphasizes the application of math in everyday life.
Learning is not an automatic response to teaching. Students bring different attitudes, beliefs and prior knowledge to the classroom and a one size fits all lecture approach fails to meet many students’ needs. Learner-centered teaching utilizes principles similar to those of Universal Design for Learning and Differentiated Instruction, but whatever you call it, it puts students in control of their learning (Blumberg, 2008). The goal of learner-centered teaching is to equip students with learning skills that motivate them to set their own learning goals and objectives, making them life-long learners (Weimer, 2002).
My educational philosophy is based around three related elements:
1) Content
2) 21st Century Skills
3) Learner-Centered Teaching
As a teacher and instructional designer, I begin creating a lesson by identifying the concepts and skills students need to master. In Failure to Connect: How computers affect our children’s minds – for better and worse, Jane Healy emphasizes the need to focus on the content before choosing the technology with which to teach the content (1998). Communicating specific, measurable objectives to students provides the purpose for activities and projects we complete.
21st century student outcomes are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. These include mastery of the core subjects; learning and innovation skills; information, media and technology skills, and life and career skills. The Framework for 21st Century Skills provides a holistic view of learning (Framework for 21st Century Learning, 2011). Instead of focusing on rote memorization of math skills, implementing a 21st Century Skill approach emphasizes the application of math in everyday life.
Learning is not an automatic response to teaching. Students bring different attitudes, beliefs and prior knowledge to the classroom and a one size fits all lecture approach fails to meet many students’ needs. Learner-centered teaching utilizes principles similar to those of Universal Design for Learning and Differentiated Instruction, but whatever you call it, it puts students in control of their learning (Blumberg, 2008). The goal of learner-centered teaching is to equip students with learning skills that motivate them to set their own learning goals and objectives, making them life-long learners (Weimer, 2002).
I created this Xtranormal animated movie as an introduction for my Coordinating Technology in an Educational Setting class. In it, I describe an idea from Rethinking Education in the Age of Technology. Collins and Halverson propose a system of national credentials. The credentials would guarantee a learner's mastery of specific skills. They also propose we spend more time preparing students for careers and higher education by providing students with opportunities to explore their interests (2009). An extension of this idea is the Open Badge system. I recently achieved four badges using the system; you can see them here.
I believe Content, 21st Century Skills, and Learner-Centered Teaching are all ideals reflected in this new model described by Collins and Halverson. Whether or not Collins and Halverson have defined the best solution, we need to work toward a new model of education so students aren't focused on a diploma, but are instead focused on mastering fundamentals, finding their passion, and learning to love learning, which will serve them for the rest of their lives.
I believe Content, 21st Century Skills, and Learner-Centered Teaching are all ideals reflected in this new model described by Collins and Halverson. Whether or not Collins and Halverson have defined the best solution, we need to work toward a new model of education so students aren't focused on a diploma, but are instead focused on mastering fundamentals, finding their passion, and learning to love learning, which will serve them for the rest of their lives.
Resources:
Blumberg, P. (2008). University of the sciences. Retrieved from http://www.usciences.edu/teaching/Learner-Centered/
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology, the digital revolution and schooling in
America. New York, NY: Teachers College Press
Framework for 21st century learning. (2011). Retrieved from http://www.p21.org/overview/skills-framework
Healy, J. (1998). Failure to Connect: How computers affect our children’s minds – for better and worse [Kindle Version]. Retrieved from Amazon.com
Weimer, M. (2002). Learner-centered teaching. San Francisco: Jossey-Bass. Retrieved from: http://blogs.unpad.ac.id/harypsy/files/2010/02/Learner-Centered-Teaching1.pdf
Blumberg, P. (2008). University of the sciences. Retrieved from http://www.usciences.edu/teaching/Learner-Centered/
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology, the digital revolution and schooling in
America. New York, NY: Teachers College Press
Framework for 21st century learning. (2011). Retrieved from http://www.p21.org/overview/skills-framework
Healy, J. (1998). Failure to Connect: How computers affect our children’s minds – for better and worse [Kindle Version]. Retrieved from Amazon.com
Weimer, M. (2002). Learner-centered teaching. San Francisco: Jossey-Bass. Retrieved from: http://blogs.unpad.ac.id/harypsy/files/2010/02/Learner-Centered-Teaching1.pdf