Artifact: Positive Youth Development Seminar
EDUC 5005G Social and Cultural Context of Education
Description
For this seminar assignment I was responsible for presenting the content of the article by Schusler and Kransy entitled “Environmental action as context for youth development”. I had to function as an expert on its content, and act as a discussion facilitator. For my presentation, I showed the video to the right as an example of environmental action (EA), and then highlighted key aspects of the article using PowerPoint. |
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Reflection & Research
Key Ideas: Making connections, prior knowledge
Though the Social and Cultural Context of Education course did not specifically focus on technology, the main themes of this assignment present significant insight into its use in education by investigating an example of how the medium can impact the message. Because my seminar topic focused on students, it belongs in this section of my portfolio. Using technology in education can create opportunities for student learning through pedagogy not possible without its use, in the same way that environmental action was able to facilitate Positive Youth Development (PYD).
PYD represents a paradigm shift in traditional approaches to youth education because it takes an “asset-based approach” which recognizes youth potential, and acknowledges that the absence of social problems does not mean students are well prepared for adulthood. PYD advocates viewing a person as a whole rather than taking behaviour in a certain context as an indicator of the person as a whole.
Systems thinking, or looking at the "big picture", is something I have become better at through completing the M.Ed.(I learned specifically about systems thinking in Leadership and Technology). I recall feeling overwhelmed in my first courses (Online Technology in Ed and The Adult Learner in a Digital Age) because I had nothing to connect my learning to. I lacked context. I privately emailed Dr. Desjardins and asked him what online technology was because I was embarrassed by my confusion, and felt like I was missing something in class discussions. The research for this portfolio has mentioned multiple times that constructing new knowledge requires acknowledgement and investigation of prior learning, preconceptions about content, and about learning (Hughes' cognitive constructivist learning perspectives, Bransford et al. How People Learn, constructivism, andragogy). As I continued on with my courses and adjusted to Adobe Connect, I got to know my fellow students, and became comfortable in my role as student.
Key Ideas: Making connections, prior knowledge
Though the Social and Cultural Context of Education course did not specifically focus on technology, the main themes of this assignment present significant insight into its use in education by investigating an example of how the medium can impact the message. Because my seminar topic focused on students, it belongs in this section of my portfolio. Using technology in education can create opportunities for student learning through pedagogy not possible without its use, in the same way that environmental action was able to facilitate Positive Youth Development (PYD).
PYD represents a paradigm shift in traditional approaches to youth education because it takes an “asset-based approach” which recognizes youth potential, and acknowledges that the absence of social problems does not mean students are well prepared for adulthood. PYD advocates viewing a person as a whole rather than taking behaviour in a certain context as an indicator of the person as a whole.
Systems thinking, or looking at the "big picture", is something I have become better at through completing the M.Ed.(I learned specifically about systems thinking in Leadership and Technology). I recall feeling overwhelmed in my first courses (Online Technology in Ed and The Adult Learner in a Digital Age) because I had nothing to connect my learning to. I lacked context. I privately emailed Dr. Desjardins and asked him what online technology was because I was embarrassed by my confusion, and felt like I was missing something in class discussions. The research for this portfolio has mentioned multiple times that constructing new knowledge requires acknowledgement and investigation of prior learning, preconceptions about content, and about learning (Hughes' cognitive constructivist learning perspectives, Bransford et al. How People Learn, constructivism, andragogy). As I continued on with my courses and adjusted to Adobe Connect, I got to know my fellow students, and became comfortable in my role as student.
How People Learn
In my Technology and the Curriculum course with Robin Kay we often referred to chapter two (Key Findings) in the book How People Learn, Brain, Mind, Experience, and School by Bransford, J., Brown, A. L., & Cocking, R. R. (2000). I have included an overview of the key points from this resource in my portfolio because it has been an influential source in my approach to students and technology, and has much to offer on the subject. The book provides a broad overview of research so that the findings might be incorporated into practice.
In my Technology and the Curriculum course with Robin Kay we often referred to chapter two (Key Findings) in the book How People Learn, Brain, Mind, Experience, and School by Bransford, J., Brown, A. L., & Cocking, R. R. (2000). I have included an overview of the key points from this resource in my portfolio because it has been an influential source in my approach to students and technology, and has much to offer on the subject. The book provides a broad overview of research so that the findings might be incorporated into practice.
Three core learning principles:
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Implications for teaching:
Initially, the format of the courses in the M.Ed program was confusing which might be explained by Cognitive Theory of Multimedia.
Cognitive Theory of Multimedia Learning (Mayer)
This theory starts with the “multiple principle”, which states that “people learn more deeply from words and pictures than from words alone” (Mayer). The goal of this approach to instructional media is to combine the two in an effective way. The theory is based on three assumptions:
1. There are two separate channels for processing information (auditory and visual)
2. There is limited channel capacity
3. Learning is an active process of filtering, selecting, organizing, and integrating information
From http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html
In comparison to my Human Resources Management and AQ course work (all online asynchronous, Moodle or Blackboard based courses), I found the back channels and multimedia sharing made possible by Adobe Connect created a stimulating environment that was challenging and thrilling. I looked forward to class each night even if I didn't speak or participate much at first. Using multiple forms of media at the same time enhanced the learning experience and nurtured my multitasking and filtering skills. Now I have no issue keeping up with simultaneous audio, video, text chat, and image presentation in Adobe Connect. The ability to do so improved my learning experience.
As per the ARCS model, my attention was gained by open ended questions, whole class and break out discussions and debates, but especially by the social aspect of the course. Dr. Desjardins class had a lot of big personalities and everyone let their sense of humor show. The content of this course, and that of the Adult Learner course I took in the same term, were timely and relevant for me: I was supply teaching, and taking courses online. Once I got a few weeks under my belt I felt more confident, and the ability to apply my learning in the classroom was very rewarding.
ARCS Model of Motivational Design (John Keller)
According to this theory, there are four steps for promoting and sustaining student motivation throughout the learning process:
Attention – use these strategies to gain attention
Relevance – use these strategies to increase motivation
Confidence – use these strategies to convince students that they can succeed
Satisfaction – use these strategies to reward achievement
From: http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
- Teachers must find out and work with student preconceptions: a) Teachers must inquire into students thinking and use their initial conceptions as the foundation on which more formal understanding is built (p. 15). b) Formative assessment should be used frequently to make students’ thinking visible to themselves (p. 15). c) Teachers need opportunity to learn to recognize predictable student preconceptions that make subject matter challenging; to draw out hidden preconceptions; and to work with preconceptions (p. 16).
- Teachers must teach subject matter in depth, and provide many examples: a) Fewer topics are covered in more depth (p. 16). b) Teacher must have in-depth study experience with the subject areas. They must have a grasp of the growth and development of students’ thinking (p. 16). c) Assessment must test deep understanding rather than surface knowledge (p. 16).
- Teaching of metacognitive skills should be integrated into the curriculum in a variety of subject matters: a) Enhance student achievement and develop ability to learn independently (p. 17). b) Helping students develop strong metacognitive strategies should be part of teacher training (p. 17)
Initially, the format of the courses in the M.Ed program was confusing which might be explained by Cognitive Theory of Multimedia.
Cognitive Theory of Multimedia Learning (Mayer)
This theory starts with the “multiple principle”, which states that “people learn more deeply from words and pictures than from words alone” (Mayer). The goal of this approach to instructional media is to combine the two in an effective way. The theory is based on three assumptions:
1. There are two separate channels for processing information (auditory and visual)
2. There is limited channel capacity
3. Learning is an active process of filtering, selecting, organizing, and integrating information
From http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html
In comparison to my Human Resources Management and AQ course work (all online asynchronous, Moodle or Blackboard based courses), I found the back channels and multimedia sharing made possible by Adobe Connect created a stimulating environment that was challenging and thrilling. I looked forward to class each night even if I didn't speak or participate much at first. Using multiple forms of media at the same time enhanced the learning experience and nurtured my multitasking and filtering skills. Now I have no issue keeping up with simultaneous audio, video, text chat, and image presentation in Adobe Connect. The ability to do so improved my learning experience.
As per the ARCS model, my attention was gained by open ended questions, whole class and break out discussions and debates, but especially by the social aspect of the course. Dr. Desjardins class had a lot of big personalities and everyone let their sense of humor show. The content of this course, and that of the Adult Learner course I took in the same term, were timely and relevant for me: I was supply teaching, and taking courses online. Once I got a few weeks under my belt I felt more confident, and the ability to apply my learning in the classroom was very rewarding.
ARCS Model of Motivational Design (John Keller)
According to this theory, there are four steps for promoting and sustaining student motivation throughout the learning process:
Attention – use these strategies to gain attention
- Perceptual arousal (surprising or uncertain events)
- Inquiry arousal (posing questions or problems to be solved)
- Active participation ( games, role-play, hands-on learning)
- Variability (reinforce material in different ways and accommodate learning styles)
- Humor
- Conflict (consider different opinions)
- Specific examples
- Inquiry (pose and solve questions, brainstorm)
Relevance – use these strategies to increase motivation
- Use familiar concrete language and examples
- Experience (how will new learning use existing skills)
- Present Worth (how can learning be used today)
- Future Usefulness (how can learning be used tomorrow)
- Needs Matching (take advantage of risk taking, power, and affiliation)
- Modeling (real people set examples)
- Choice (learners choose types of assignments or pathways)
Confidence – use these strategies to convince students that they can succeed
- Provide objectives and prerequisites (ensure learners are aware of performance requirements and evaluation criteria)
- Meaningful success
- Grow the Learners
- Feedback
- Learner Control (Learners should believe their success if a direct result of the amount of effort they put forth)
Satisfaction – use these strategies to reward achievement
- Praise from a higher-up
- Provide opportunities to use new knowledge in a real setting
- Provide feedback and reinforcement
- Do not patronize by over-rewarding easy tasks
From: http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html