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Mary Kyer
Mary Kyer

1) The document describes the author's experience facilitating an online course and examines how her teaching philosophy aligned with constructivist learning theory and principles of adult learning. 2) Key aspects of the facilitation included encouraging social interaction, reflection, and building community through discussion forums, small group work, and collaborative wiki projects. 3) Based on peer evaluations, strengths of the facilitation included clear instructions and an engaged facilitation team, while allowing more time for reflection could have strengthened the experience.

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FINDING DEWEY By Mary Beth Kyer My academic journey may not have started in the toilet, but like Finding Nemo, the road has been unexpected, a little scary at times, and best shared with a cohort.
THE The first time I quoted Dewey was in July 2012. I'm not ASSIGNMENT sure I really understood what constructivism meant. Since then, its been a voyage. This final assignment is an examination of my own personal theories about learning and online facilitation.
THE I have created a series of artifacts for this project ASSIGNMENT A Facebook page. Go to https://www.facebook.com/#!/505OnlineCommunityB uilding Powerpoint presentation with You Tube video link Appendix that includes a copy of our peer review evaluations and references
THE The beginning of instruction shall be made with the CONSTRUCTIVIST experience learners already havethis experience and LEARNING the capacities that have been developed during its THEORY course provide the starting point for all further learning (1938, p. 74). While facilitators help in the learning process as they impart their knowledge, I believe it is how the learner synthesizes this information that results in learning. Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
MY TEACHING I believe that the quality of learning is affected by the PHILOSOPHY environment in which learners are learning. I have always identified with Malcolm Knowles six principles of adult learning. 1. The need to know. 2. The learners' self-concept. 3. The role of the learners' experiences. 4. Readiness to learn. 5. Orientation to learning. 6. Motivation. As a facilitator, creating an environment that addresses these principles is how I seek to approach the management of on line facilitation.
MY To watch the video, click on the link PHILOSOPHY OF FACILITATION http://youtu.be/LHZLkQLCtT8 REVISITED
HOW WAS MY During our preparatory meetings, I enjoyed discussing PHILOSOPHY with my co-facilitators how we could create an exciting REFLECTED IN learning experience. I discovered that my teaching THE CO- philosophy was similar to that of my co-facilitators and FACILITATION? fit within my understanding of adult learning theory. In determining our training plan for the week, our goal was to strike the right balance supporting students to guide them while allowing them to learn on their own and from each other. Learners were also asked to share their own thoughts and personal experiences. This approach did align with Knowles adult learning principles and my personal theories on learning.
HOW DID Collaborative and cooperative learning should be LEARNING encouraged to facilitate constructivist learning THEORY (Hooper & Hannafin, 2011, p. 31). GUIDE OUR CO- To align our co-facilitation with our learning theory, we FACILITATION created a community of inquiry including: Small group work which provided the social interaction Large group discussion which allowed learners the ability to see others ideas and share their own viewpoint while challenging other learners with probing questions Learners were given time to reflect on their learning and how it relates to their personal experiences
WHAT WAYS A learning community is a group of individuals engaged DID WE intentionally and collectively in the transaction or FACILITATE transformation of knowledge (Schwier, 2009, p.2). BUILDING COMMUNITY? To facilitate building community, we used the following tools and techniques: Using discussion forums, we encouraged learners to post their views on the required readings as well as provide their own opportunity to share resources. Learners were placed in groups with an intended purpose to encourage further discussion. Each group posted their findings to a group wiki where learners could easily access and view the culmination of everyones efforts. This approach supports the constructivist learning theory and teaching philosophy
WHAT WERE OUR GOALS? Constructivist Learning WHAT ISSUES DID WE Environment CONFRONT? Issue 1: Resolution 1: WHAT DECISIONS DID Encourage learner- Co-facilitators WE MAKE AND learner interaction contributed to the WHY? without interferring or discussion forum when affecting the flow of it appeared that collaboration learners had reached an impass in the conversation
WHAT WERE OUR GOALS? Adhere to Adult WHAT ISSUES DID WE Learning Principles CONFRONT? Issue 2: Resolution 2: WHAT DECISIONS DID Selecting an activity that We had students post to WE MAKE AND enhanced learning an internal wiki. Posting WHY? (posting to a Moodle wiki to wikipedia directly versus a real wiki) would have required more time to learn the technology and distract learners from learning and reflecting on the content
STRENGTHS We asked learners to complete an evaluation. The AND following summarizes their comments. WEAKNESSES OF OUR FACILITATION Instructions were clear AS NOTED IN Final wiki was well received THE PEER FEEDBACK Strengths Facilitators were actively engaged End of week summation could have included reflective comments Weaknesses about the completed wiki
CONCLUSION I have always known that I enjoy facilitation. While this wasnt my first time conducting online facilitation, it was the first time I looked at how Ive been teaching and why. When I reflect on my team online facilitation experience, the result was truly a result of our collaborative effort. Felipe Villeagas Duran, Anoop Sekhon and I worked well together. While we struggled with whether we had successfully engaged the learners, I discovered from my teammates that sometimes you need to let go of the reins and be confident in the program you have put in place. In the future, I see that by understanding how and why I facilitate can only help me to make clearer and wiser choices for a given context.

More Related Content

Finding dewey.mb kyer.upload

  • 1. FINDING DEWEY By Mary Beth Kyer My academic journey may not have started in the toilet, but like Finding Nemo, the road has been unexpected, a little scary at times, and best shared with a cohort.
  • 2. THE The first time I quoted Dewey was in July 2012. I'm not ASSIGNMENT sure I really understood what constructivism meant. Since then, its been a voyage. This final assignment is an examination of my own personal theories about learning and online facilitation.
  • 3. THE I have created a series of artifacts for this project ASSIGNMENT A Facebook page. Go to https://www.facebook.com/#!/505OnlineCommunityB uilding Powerpoint presentation with You Tube video link Appendix that includes a copy of our peer review evaluations and references
  • 4. THE The beginning of instruction shall be made with the CONSTRUCTIVIST experience learners already havethis experience and LEARNING the capacities that have been developed during its THEORY course provide the starting point for all further learning (1938, p. 74). While facilitators help in the learning process as they impart their knowledge, I believe it is how the learner synthesizes this information that results in learning. Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
  • 5. MY TEACHING I believe that the quality of learning is affected by the PHILOSOPHY environment in which learners are learning. I have always identified with Malcolm Knowles six principles of adult learning. 1. The need to know. 2. The learners' self-concept. 3. The role of the learners' experiences. 4. Readiness to learn. 5. Orientation to learning. 6. Motivation. As a facilitator, creating an environment that addresses these principles is how I seek to approach the management of on line facilitation.
  • 6. MY To watch the video, click on the link PHILOSOPHY OF FACILITATION http://youtu.be/LHZLkQLCtT8 REVISITED
  • 7. HOW WAS MY During our preparatory meetings, I enjoyed discussing PHILOSOPHY with my co-facilitators how we could create an exciting REFLECTED IN learning experience. I discovered that my teaching THE CO- philosophy was similar to that of my co-facilitators and FACILITATION? fit within my understanding of adult learning theory. In determining our training plan for the week, our goal was to strike the right balance supporting students to guide them while allowing them to learn on their own and from each other. Learners were also asked to share their own thoughts and personal experiences. This approach did align with Knowles adult learning principles and my personal theories on learning.
  • 8. HOW DID Collaborative and cooperative learning should be LEARNING encouraged to facilitate constructivist learning THEORY (Hooper & Hannafin, 2011, p. 31). GUIDE OUR CO- To align our co-facilitation with our learning theory, we FACILITATION created a community of inquiry including: Small group work which provided the social interaction Large group discussion which allowed learners the ability to see others ideas and share their own viewpoint while challenging other learners with probing questions Learners were given time to reflect on their learning and how it relates to their personal experiences
  • 9. WHAT WAYS A learning community is a group of individuals engaged DID WE intentionally and collectively in the transaction or FACILITATE transformation of knowledge (Schwier, 2009, p.2). BUILDING COMMUNITY? To facilitate building community, we used the following tools and techniques: Using discussion forums, we encouraged learners to post their views on the required readings as well as provide their own opportunity to share resources. Learners were placed in groups with an intended purpose to encourage further discussion. Each group posted their findings to a group wiki where learners could easily access and view the culmination of everyones efforts. This approach supports the constructivist learning theory and teaching philosophy
  • 10. WHAT WERE OUR GOALS? Constructivist Learning WHAT ISSUES DID WE Environment CONFRONT? Issue 1: Resolution 1: WHAT DECISIONS DID Encourage learner- Co-facilitators WE MAKE AND learner interaction contributed to the WHY? without interferring or discussion forum when affecting the flow of it appeared that collaboration learners had reached an impass in the conversation
  • 11. WHAT WERE OUR GOALS? Adhere to Adult WHAT ISSUES DID WE Learning Principles CONFRONT? Issue 2: Resolution 2: WHAT DECISIONS DID Selecting an activity that We had students post to WE MAKE AND enhanced learning an internal wiki. Posting WHY? (posting to a Moodle wiki to wikipedia directly versus a real wiki) would have required more time to learn the technology and distract learners from learning and reflecting on the content
  • 12. STRENGTHS We asked learners to complete an evaluation. The AND following summarizes their comments. WEAKNESSES OF OUR FACILITATION Instructions were clear AS NOTED IN Final wiki was well received THE PEER FEEDBACK Strengths Facilitators were actively engaged End of week summation could have included reflective comments Weaknesses about the completed wiki
  • 13. CONCLUSION I have always known that I enjoy facilitation. While this wasnt my first time conducting online facilitation, it was the first time I looked at how Ive been teaching and why. When I reflect on my team online facilitation experience, the result was truly a result of our collaborative effort. Felipe Villeagas Duran, Anoop Sekhon and I worked well together. While we struggled with whether we had successfully engaged the learners, I discovered from my teammates that sometimes you need to let go of the reins and be confident in the program you have put in place. In the future, I see that by understanding how and why I facilitate can only help me to make clearer and wiser choices for a given context.

Editor's Notes

  1. Text to audio narration: My journey as a facilitator has had its stops and starts. At the very beginning of my teaching career, ten years ago, I was introduced to adult learning principles and while I didnt know who the author was, I immediately identified with the simplicity of Malcolm Knowles six assumptions. It was then that I understood that learning is a personal experience, and that learners need to be able to relate and apply their learning personally. Fast forward to this year, I am now able to describe my approach and that I identify mostly with constructivist learning theory. I do realize though that it is the context that will often determine how you can approach your teaching or instructional design. Doing only what you want to do doesnt always work with your students or your clients. It is a balance. Ultimately, my goal is to continue to explore and discover new ways of delivering insightful learning be it online or in the classroom. Like Nemo, I travelled to the sea in Victoria. It has been a journey with so many people to share and be influenced or distracted by. In the end, hopefully we can all find the teaching style and learning theory that best suits us and the context. Ultimately, finding the right balance will be just like making it home to your comfort zone.