The sessions and conversations gave me tremendous insight into future improvements for my own life and team. Agile 2011 in Salt Lake City was a ridiculous amount of fun and learning, two things that should always be synonymous.
A professional colleague of mine, Scott Marsee, and I recently presented at No Educator Left Behind hosted by Indiana Wesleyan University’s adult education division. We focused on how to facilitate online groups effectively by discovering how adult learners are motivated in group environments and subsequently employing strategies that maximizes learning.
As educators for adult learners we are passionate about providing awareness and motivation to students. We research, study, design and implement methods to improve the learning experience. The cornerstone of strategies involves adult and social learning theories, and we seek to ensure those theories stay current. Our curriculum is stellar, full of experiential learning, reflection, and tools for successful critical thinking. We pour hours of investment into faculty training. However, in our excitement for the world of andragogy, we easily … [Read More]
Agile coaching requires observant facilitation with an ability to engage learners actively. This parallels almost identically with accelerated adult learning at the university level. “Guide on the side” instead of “sage on the stage” is a common mantra necessary for all effective facilitators to embrace when motivating adult learners. There are scores of interactive instructional strategies that not only provide relevance to the learners, but also allows for quantifiable assessment of the learning growth. However, for this post, I will … [Read More]
A major challenge is finding effective strategies to stimulation social learning for online adult learners. Twitter and Facebook both have good reputations as social networking sites, but utilizing either effectively in an academic environment is more challenging. Literature provides many excellent insights to ensuring academic implications for Twitter, and explains how to differentiate educational networking from social networking. Johnson (2010) discusses that often educators desire a social environment for their students, but fall into a trap rife with potential inappropriate actions … [Read More]
My doctoral efforts on a thesis about social change has led me to the edges of the network analysis world, and how practical applications of it can be utilized to improve our understanding of social media relationships.
Despite the growth for online and asynchronous learning, there remains a very high attrition level as well. This can be attributed to a number of things, but the most commonly identified in research include low self-efficacy or self-regulation, as well as a lack of external or internal motivators. While researchers have been kind enough to identify the biggest obstacles educators have to overcome, the strategies to overcome such difficulties are not always so obvious. Hee Jun and Park (2009) developed … [Read More]
How often do we tuck ourselves in our own world with coffee cup in hand ready to meet the crisis of the week? I know in my own world, it is easy to stress about the little things. While the little things are important building blocks to address those large issues, we should often step back and examine how our work impacts the big picture. Are we arguing over semantics or making an impact? Are the semantics important to effective … [Read More]
Agile in a university setting can sometimes be an oxymoron. However, it can successfully occur within university administration, as I have personally experienced. Specifically in the context of the online education team, agile tools were bastardised to give curriculum designers increased productivity and improved motivation. This allowed the designers to provide better quality and cutting edge courses in less time. The online educational team implemented and shared a personal kanban, dropped job descriptions, and saw massive improvements throughout. Scrum was … [Read More]
Connectivism is best grasped as social learning theory rebranded for the digital age and communities of learning within that age. As a result, the theory’s principles remain steeped in social learning theory, while its application is adjusted for modern technology and the uniqueness of online communities. It is a difficult concept to truly investigate as it is still in development and there is much unknown about it. However, a guiding concept of connectivism is that it is a learning theory … [Read More]