Educational Philosophy

One of the main points we see from both Daniel Pink and George Couros is that learners experience more powerful learning if they have a sense of purpose when it comes to learning. Intrinsic value motivates us far more than most incentives. Simply providing a grade or token reward won't provide real meaning. To gain a sense of "autonomy, mastery, and purpose", learners should be allowed to choose direction and to apply their unique experiences to their learning. As a designer, I help my faculty or my trainees to find those chances to help enhance learning beyond simple regurgitation of information. For this practicum, we are having our trainees improve their ACTUAL courses they are teaching. They get actual, tangible worth form this. Most of their assignments are to build things. They are applying immediately, but choosing their content and style as they go. We are refining something that they value, that they feel proud of and will have stake in. Additionally, this course...

In the original format for the Blackboard Certification in the GUIA, there was a 3-hour, in-person guided lecture with an assessment at the end. Student could ask question throughout, but it was very traditional lecture based. Didn't make much sense for a course teaching you to use technology. In the new development, we are using technology throughout the whole orientation, and moving away from a single lecture to a lecture, followed by a semester of continued feedback and a post assessment after their term ended to see if the certification help and how.  The course starts with a survey of students. We inquire about who they are, what they want to learn, what they are teaching. Their answers guide what areas are focused on throughout the training and in the check in meetings.   Throughout the lecture videos of the online element, there are quiz questions that appear to check their reading. Additionally, there are areas throughout each section where they are told to practice in...