Landscape and Narrative learning insight, intention, and integration

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Landscape and Narrativelearning insight,
intention, and integration

• University of British Columbia 2006 Learning
  Conference
• At a Crossroads in Teaching
• Reflection, Innovation,
• Technology, Learning
• 12 May 2006

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The Carnegie Foundation for the Advancement of
Teaching

• Independent policy and research center
• to do and perform all things necessary to
  encourage, uphold, and dignify the profession of
  the teacher and the cause of higher education
• Sustainable, long-term educational change
• to foster deep, significant, lasting learning
  for all students to develop students
  understanding, skills and integrity

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Three Landscapes

• The canyon without a name
• Linking observation and meaning
• The education students need
• Developing skills and perspective
• The places where connections are made and
  maintained
• Taking an active role, making deliberate choices,
  and pulling it all together

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Intentional andIntegrative Learning

• Intentional learners develop self-awareness
  about the reasons for study, the learning process
  itself, and how education is used - AACU
• Integrative learning is about connecting skills
  and knowledge from multiple sources and
  experiences applying theory to practice in
  various settings utilizing diverse and even
  contradictory points of view understanding
  issues and positions contextually AACU and CF

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Intentional and Integrative Learning Experiences

• Intentional learners When and how did you
  become self-aware about your reasons for study,
  your learning process, how your education is
  used?
• Integrative learning What experiences helped
  you connect skills and knowledge from multiple
  sources apply theory to practice utilize
  diverse or contradictory points of view see
  issues and positions contextually?

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Pedagogies forIntegrative Learning

• e-Portfolios for Reflection
• Knowledge building and mapping with Bryophytes
• KEEP Toolkit Portfolios in Education
• Student voice and learning vehicle in Education
• Using Technology to Make Large Introductory
  Science Courses Smaller
• Active strategies, real world issues in Physics

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Pedagogies forIntegrative Learning

• Simulation and emergence
• Caveat ambiguity alert
• Seminars online and otherwise
• Caveat community rules
• Weblog or discussion boards
• Caveat linking strategies
• Hyperlink and progressive paper
• Caveat nested activities
• Difficulty or connection papers
• Caveat direct address

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Pedagogies forIntegrative Learning Offer

• Student empowerment
• Reaching for the ring
• Program coherence
• Aligning needs and actions
• Faculty collaboration
• Sharing what you know
• Administrative attention
• Supporting what works

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Pedagogies forIntegrative Learning Need

• Pedagogical scaffolding
• Investment in the outcomes
• Curricular alignment
• Avoiding the bait and switch
• Faculty development
• Supporting the urge to innovate
• Instructive assessment
• Testing what is being taught
• Intentional design and use

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Narratives ofIntegrative Learning

• When and how do you teach for intentional and
  integrative learning in your classes?
• In what ways might you teach for intentional and
  integrative learning in your classes?
• Turn and talk

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The Point of the Interval or,Lessons Learned
from Larry

• It is so much easier
• Seat-slammers, intervals, and curtain lines
• But I dont know why

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Narratives ofIntegrative Learning

• How do you know?
• What helps students to become intentional
  learners?
• When are students really learning the skills of
  integrative learning?

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Narratives ofIntegrative Learning

• What might serve as compelling evidence?
• That would convince you?
• That would convince others?

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Evidence ofIntegrative Learning

• Communication pre-post diversity trajectory
  surveys
• Chemistry opportunities for cross-over
  bring-backs
• Legal ethics blog issue-links
• Physiology group histories
• Architecture design portfolios
• Biology and Geology field notes

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Narrative Evidence ofIntegrative Learning

• Telling your own stories ...
• What evidence of student learning would convince
  you that integrative and intentional learning are
  taking place?
• What would convince others?
• Back to the pairs

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One Approach

• The Scholarship of Teaching and Learning
• What do you see that suggests student learning?
• Where would you look for more evidence?
• How would you begin to know?
• Who else needs to know?

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What we see, we see andseeing is changing

• The way we see and the act of seeing
• Changes how we look at learning
• Teaches us how to improve teaching
• Leads us to pedagogical scholarship
• Begins the process of change
• The way we listen to and tell the stories of
  student learning
• Makes all the difference

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Take-Away Ideas

• As you continue with the conference and beyond
  the conference think about these questions
• How does this help students become more
  intentional and integrative learners?
• How do we see it, know it, or prove it when it
  happens?

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Landscape and Narrative

• One learns a landscape finally not by knowing
  the name or identity of everything in it, but by
  perceiving the relationships in itlike that
  between the sparrow and the twig. The difference
  is the same as that between written history and
  a catalog of events.
• Everything is held together with stories
  stories and compassion.
• Barry Lopez

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Acknowledgements

• University of British Columbia
• Office of Learning Technologies
• Centre for Teaching and Academic Growth