“ A Fact is not what is: a fact for any person is what he believes is so.” Arthur Combs

1. “ A Fact is not what is: a fact for any person is what he believes is so.” Arthur Combs

2. "Most people think that anyone can teach. All you have to do is stand at the head of the classroom, throw out crumbs of information in an automated lecture, and the students will eagerly peck away and nourish their minds. I call that schooling, not education; lecturing, not teaching. Our graduate schools train scholars and researchers who are thrown into classrooms without guidance. It's little wonder that most of us evolve into classroom presenters." – Louis Schmier, a professor at Valdosta State University

3. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." In fact, educators should not ask, "Is this student smart?" but rather "How is this student smart?"

4. “Learning methods that are embedded in authentic situations are not merely useful; they are essential.” - Brown, Collins & Duguid. 1989

5. "Bentov’s Law - When one acquires a bit of new information, there are many new questions that are generated by it, and each new piece of information breeds five-to-ten new questions. These questions pile up at a much faster rate than does accumulated knowledge."

6. "Unlike information, knowledge is less tangible and depends on human cognition and awareness. There are several types of knowledge - 'knowing' a fact is little different from 'information', but 'knowing' a skill, or 'knowing' that something might affect market conditions is something, that despite attempts of knowledge engineers to codify such knowledge, has an important human dimension… Measuring the knowledge asset, therefore, means putting a value on people, both as individuals and more importantly on their collective capability.” - Dr. David Skyrme

7. “Instruction begins when you the teacher, learn from the learner: put yourself in his place so that you may understand what he learns and the way he understands it…” - Kierkegaard

8. Learning is what most adults will do for a living in the 21st century - Perelman  

9. Solipsism – The attitude of projecting our own personal world view on everyone else. The expectation that other people perceive and think in the same way as I perceive and think.

10. ‘If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.” – Henry David Thoreau

11. The more we design the core of our instruction around the needs of the LEARNER; the more likely we are to design a course where our students are successful.

12. Learning Styles & Online Environment Is It Possible in Sakai? Susan Roig, Director Academic Computing Claremont Graduate University X. Melissa Zhuo, Instructional Technology Specialist (Level III), Claremont McKenna College Presented at Sakai Conference June 10- 14 Amsterdam, Netherlands CLAREMONT GRDUATE UNIVERSITY CLAREMONT McKENNA COLLEGE

13. Will Look at: • Learning Styles - learning environments that meets various learning styles • Pedagogy - Making online courses student-centered, not technology centered-What makes a high quality course • Let’s try it in Sakai…

14. Learning Styles • The concept of learning styles is rooted in the classification of psychological types • as the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently

15. Learning Styles generally classified as: • Concrete and abstract perceivers— • Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. • Abstract perceivers, however, take in information through analysis, observation, and thinking. Traditional schooling tends to favor abstract perceiving and reflective processing • Active and reflective processors— • Active processors make sense of an experience by immediately using the new information. • Reflective processors make sense of an experience by reflecting on and thinking about it.

16. How the Learning Styles Theory Impacts Education • Curriculum--Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. • Instruction--Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking. • Assessment--Teachers should employ a variety of assessment techniques, focusing on the development of "whole brain" capacity and each of the different learning styles.

17. Learning Pyramid National Training Laboratories, Bethel, Maine

18. Dale’s Cone Dale's Cone Diagrams Effectiveness of learning according to the media involved in Learning experiences. Edgar Dale, Educational Media, 1960

19. Control Theory Dr. William Glasser • We always choose to do what is most satisfying to us at the time • What is most satisfying is that which helps us meet our basic needs: for love and belonging, power, fun, freedom • create learning environment that are needs satisfying, then learning is optimized • Belonging • Freedom • Power • Fun

20. Belonging • Holding an on site meeting • Introduce yourself online • Personalize your distance-learning classroom • Use Cooperative learning • Be invitational • Use e-mail • Be approachable, be personable

21. Freedom Easily accomplished on-line • Can make a choice of when and how they will complete an assignment • Pace themselves to go faster or slower than others taking the course • Choose, through links, whether or not to explore a topic of particular interest in more depth • Instructor can provide projects of the student’s choice or options for completing assignments

22. Power • Learning on line combines the satisfaction of mastering the use of a powerful tool (technology) with taking charge of one’s own learning – Knowledge is power • Design learning experiences that are self-directed or that involve discovery learning • Create a variety of interactive learning experiences that allow students to share personal experiences related to the topic

23. Fun • Provide opportunities for tutorials, second chances and enough time to master • The material – Feeling success is fun • Create interactive discussion and group work • Open up opportunities to use their creative juices • Post a joke • Use announcement sections • Create competition

24. Additional Hints • First teach how to get around or navigate course • Have student support system • Design your first assignment to be technologically simple

25. On-line learning becomes an empowering option for the student who is unwilling to take part in class Online learning evens out the playing field

26. PLANNING ON-LINE ACTIVITIES AND RESOURCES • Howard Gardner describes eight intelligences and suggests there are many more yet to be identified. • The defining question when asking about intelligences is “nothow smart are you, but rather, how are you smart?”

27. Eight Intelligences • Linguistic- this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles. • Logical/Mathematical - logical intelligence are interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments. • Spatial - think in images and pictures. They may be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building with Lego's or daydreaming. • Body-Kinesthetic - process knowledge through bodily sensations. They are often athletic, dancers or good at crafts. • Musical - always singing or drumming to themselves. They are usually quite aware of sounds others may miss. These students are often discriminating listeners. • Interpersonal - leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence. • Intrapersonal - may be shy. They are very aware of their own feelings and are self-motivated • Naturalist - attunement to the environment, its flora and fauna • Proposes - spiritual or existential - knowledge of transcendental and cosmic matters

28. "If we ignore the differences [in how people acquire and represent knowledge], we are destined to perpetuate a system that caters to an eliteAtypically those who learn best in a... linguistic or logical-mathematical manner." Howard Gardner

29. When Designing in Online Learning Environment The more we design the core of our instruction around the needs of the LEARNER; The more likely we are to design a course where our students are successful.

30. What Do Learners Say about CMS • LMS Student Survey, Claremont Colleges, May 2007

31. Which of the following course management tools do you use? (select as many as apply)

32. Which of the following CMS tools do you find most useful in your courses? (Select as many as apply)

33. I prefer courses that use a course management system to organize course materials and communications:

34. What are some benefits of courses that use CMS? • central location for all information for a course • I have everything available to me so I can't lose papers, etc • being able to lessen the amount of emails profs get being able to have out of class discussion having your syllabi online • You can see your peers' comments on assignments. • Students can access needed materials on their own time and at their convenience • easy access and organization of course resources such as readings, presentations made in class and syllabus. • Ability to continue class discussion outside of class, connect with other students.

35. What are some drawbacks of courses that use CMS? • navigation in Sakai can be clunky, e.g. having to click "back to list" instead of the browser's back button • Sakai is ridiculously hard to manage and the online html interface is very hard to use. It is slow and is non intuitive. An ambitious professor can achieve the same results as sakai just from useing an organized system of folders on a remote folder. The network folder interface does not work that well with Mac OS X and often has hang ups and wont connect. Sakai is like looking through a window into the world and it bottlenecks the workflow of courses. Teachers don't know how to use it, students don't know how to use it, which makes for horrible times. • Sakai is poorly organized, so it's difficult to find what I want. I think there are too many categories, because homework assignments could be in assignments, gradebook, or resources, and classes aren't consistent on which section is used for what. • sakai is awful to navigate, actually makes webct look good (and i thought i hated webct) • Many of the instructors are not proficient enough with how to operate the systems, and often make mistakes/are inconsistent in their postings.

36. If you could change one feature in CMS, what would that be? Why? • standardize one for all the classes so we don't have to learn six different programs. pick the best one and stick to it, then people will slowly become more proficient instead of just hating the course. • either make all professors use it, or none. at least as far a posting syllabi, and course readings etc. maybe not intensively, but all classes should have the basic stuff on sakai. • Sakai has got to be one of the most poorly designed interfaces. Menus are not intuitive. Navigation is difficult. • I would improve the graphical interface to make it more intuitive. I would use a more advanced system so that pages do not have to reload to so often. • Get a new one. Sakai is horrible, hard to navigate, and frustrating. • It would be incredibly straightforward and easy to use. • easier navigation through levels of folders and materials- its also confusing to add classes, etc. • Student-oriented over instructor-oriented nature of the CMS.

37. Please provide any additional comments that you would like to share about using course management systems: • Schools' emphasis on these programs encourages a bias against traditional professors who are talented with teaching but not skilled with technology. • I wish my professors utilized the CMS more. Especially if they were to publish your grades, that way I could be sure that my professor and I are on the same page. I also really like the discussion board feature and wish that students and professors used it more. • I teach courses using BlackBoard and have found it to be infinitely better than Sakai. I don't use WebCT, but I've heard it's also better than Sakai. Digging a dirt hole and throwing a letter into it would be better than Sakai. • It takes way too many clicks to get to a page in Sakai. If you could directly access a page, with just a login between, it would be great. But you have to go to Sakai, then login, then find your course and then find the homework page every single time. It's annoying. I'd much rather just have the homework page bookmarked like my classes that don't use CMS allow.

38. What does a high quality online course look like? • Making online courses student-centered, not technology centered • Apply Glasser’s theories • Understand Gardner’s theories of multiple intelligences' • Apply Instructional Design principals

39. Online Learning Environment • Online Learning Environment Rubrics • Instructional Design Principles • Instructional Design and Delivery Techniques • Learning objectives and learning activities • Assessments • Promote interaction in the learning community • Faculty Use of Student Feedback • Online Organization and Design • Course navigability and organization • Written materials • Universal accessibility • Aesthetic design • Analysis of Technology / Tool Use in Your Class

40. Is It Possible in Sakai? • Eye Anatomy - Lesson Builder - SoftChalk • Online Course – US History 101

41. Is It Possible in Sakai • Your Turn • Group discussion • A copy of the Online Learning Environment Rubrics will be provided to each group. Please discuss in groups and check the ones that professors/instructional designers can accomplish in Sakai • Present filled checklist/rubrics to the audience at the end of the discussion • Let’s continue discussion on line .

42. Is It Possible in Sakai • Questions? • Contact information • Susan.roig@cgu.edu • Melissa.zhou@cmc.edu

43. Howard Gardner: Theory of Multiple Intelligences • 7 Kinds of Smart - by James Collins • Adult Multiple Intelligences project (AMI) - Project Zero • Different Ways of Learning - Judith C. Reiff • Different Ways of Learning : a nice list of "what to do" for parents • Education World: Multiple Intelligences -- A Theory for Everyone from Education World • Eric Digest: Gardner's Multiple Intelligences • Gardner - Overview - Daniel B. Stockstill • Gardner - Summary - by Carla Lane • Multimedia & Multiple Intelligences - by Shirley Veenema and Howard Gardner • Multiple Intelligences - About.com • Multiple Intelligences - metasite • Multiple Intelligences: Gardner's Theory - by Amy C. Brualdi • New Dimensions of Learning: Exploring Multiple Intelligences - sponsored by New Dimensions of Learning

44. References • Howard Gardner Web Site http://www.howardgardner.com/MI/mi.html • howard gardner, multiple intelligences and education http://www.infed.org/thinkers/gardner.htm • People remember 10%, 20%...Oh Really? http://www.willatworklearning.com/2006/05/people_remember.html • William Glasser http://www.everything2.com/index.pl?node_id=1222239 • Articles on Brain based Educationhttp://www.brains.org/classroom_management.htm • Bernice McCarthy, The 4-MAT System: Teaching to Learning Styles with Right/Left Mode Techniques. • David Kolb, Experiential Learning: Experience as the Source of Learning and Development. • Carl Jung, Psychological Types. • Gordon Lawrence, People Types and Tiger Stripes: A Practical Guide to Learning Styles.