Cluster Learning Theory

1. Social interaction Past experiences Learning Self reflection Cluster Learning Theory Cluster Learning Theory Jeff Getchell ITDE 8005 10/6/06

2. Community college ~12,000 enrollment per term 25% of courses available online and growing No faculty development available on Web-based teaching styles Community college faculty continue to use teacher-centered approach (French, 2001) Student-centered approach more effective with students in higher education (Barr & Tagg, 1995) Looking for a foundation to develop a Web-based faculty development program that will recognize faculty as students Cluster Learning Theory Learning Background

3. Cluster Learning Theory Learning Cluster Learning Theory Construction of knowledge through a combination of social interactions, past experiences, and self-reflection. Cluster learning theory

4. Adult learning is a product of the adult environment Prior experiences Social interactions Reflection Adults learn by blending these three elements. Combining these elements creates a clustering effect which has a synergistic effect on learning. Cluster Learning Theory Learning Conceptual framework Conceptual framework

5. Cluster Learning Theory Social interaction Learning Past experiences Learning Self reflection Theory diagram

6. Cluster Learning Theory Learning Theoretical basis: Bruner Theoretical basis • Constructivism: Bruner • Three modes of representing understanding • Knowledge comes through individual experiences • Need to know about the learner’s prior knowledge • Emphasize “discovery learning” • Contributes significantly to intellectual development • Emphasize problem solving

7. Cluster Learning Theory Learning Theoretical basis:Vygotsky Theoretical basis • Constructivism: Vygotsky • Developmental method • Knowledge comes from an interpretation of situations • Maximize the opportunity for students to engage in activities • Create problems that go beyond current knowledge and skills

8. Cluster Learning Theory Learning Theoretical basis: Zimmerman Theoretical basis • Motivation and self-regulation: Zimmerman • Allow learners to set goals • Allow ample opportunity to monitor and control learning outcomes • Students observe personal performance • Students compare performance to a standard • Students react to any perceived difference

9. Cluster Learning Theory Learning Theoretical basis: Knowles Theoretical basis • Andragogy: Knowles • The need to know • Responsible for decisions and direction • Life experiences • Need for knowledge that is applicable to their environment • Ready to learn what they need to know

10. Cluster Learning Theory Social interaction Learning Past experiences Learning Self reflection Theory Theory

11. Cluster Learning Theory Learning Application Application Interaction with peers and instructor Present content based on past experience Learning Self reflection

12. Cluster Learning Theory Learning CD implications Curriculum development implications • Curriculum is focused on faculty as adult learners • Must clearly state outcomes and how faculty can use the information in their classrooms • Must allow ample time for completion of program requirements • Electronic portfolios for compiling projects and reflections

13. Cluster Learning Theory Learning ID implications Instructional design implications • Incorporate methods for determining prior experiences • Design multiple methods of interaction throughout all workshops • Multiple methods for self-reflection • Set up blogs early in each workshop • Set up assignments for private reflections sent directly to the facilitator.

14. Cluster Learning Theory Learning Theory Matrix Theory matrix (Driscoll, 2005)

15. Cluster Learning Theory Learning Resources Resources Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25. Retrieved on 8-19-06 at http://critical.tamucc.edu/~blalock/readings/tch2learn.htm Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press. Driscoll, Marcy P. (2005). Psychology of learning for instruction. (3rd ed.). Needham, MA: Allyn & Bacon. French, C. L. (2001). Change from an instructor-centered to a learner- centered instructional strategy: A study of faculty at a community college. (Unpublished dissertation, The University of Oklahoma, Oklahoma). ProQuest Direct Dissertation and Theses database (UMI No. 3005140). Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.