Cluster Learning Theory

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Cluster Learning Theory
Cluster Learning Theory
Jeff Getchell ITDE 8005 10/6/06
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Background

• 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

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Cluster Learning Theory

• Construction of knowledge through a combination
  of social interactions, past experiences, and
  self-reflection.

Cluster learning theory
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Conceptual framework
Conceptual framework

• 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.

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Theory diagram
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Theoretical basis Bruner
Theoretical basis

• Constructivism Bruner
• Three modes of representing understanding
• Knowledge comes through individual experiences
• Need to know about the learners prior knowledge
• Emphasize discovery learning
• Contributes significantly to intellectual
  development
• Emphasize problem solving

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Theoretical basisVygotsky
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

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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

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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

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

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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.

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Theory matrix
Theory Matrix
Theory Prominent theorists Learning outcomes Role of the learner Role of the instructor Inputs or preconditions to learning Process of learning
Cluster learning theory Bruner (Constructivism) Vygotsky (Constructivism) Zimmerman (Motivation and self-regulation) Knowles (Andragogy) Setting of personal goals and outcomes. Modeling of behaviors. Thinking reflectively Open to new ideas and information Interaction with peers, instructor, and environment. Determine current learning style and modify to achieve student-centered style. Use problem-based approaches. Allow ample time for interactions. Require self-reflections throughout activities, both public and private. Allow learners to set personal goals, methods, and self-assessments Volunteering for workshops Past experience as an instructor Ability to work in a collaborative environment. Predisposition towards being self-directed Basic computer skills A circuitous processing of knowledge that includes prior experiences, interaction with peers, instructor, and the environment, and mindful reflection.
(Driscoll, 2005)
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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/rea
dings/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.