KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS
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Presentation at the European Distance Education and E-Learning Network (EDEN) Annual Conference, Dublin, Ireland in June 2011. Co-presenter: Christopher Smith, University of Wisconsin-Stout.
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KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS
- 1. KNOWLEDGE-PULL EDUCATION: STRATEGIES TO PROMOTE STUDENT RETENTION IN E-LEARNING ENVIRONMENTS Kathleen Deery, Ph.D. Christopher Smith University of Wisconsin-Stout, USA
- 2. INFORMATION IS FREE So, why do students attend an institution of higher learning? • For the credential • To secure better employment • To meet external expectations (from family, peers & society at large)
- 3. LEARNING PROCESSES ARE THE SAME… Creating Evaluating Analyzing Applying Understanding Remembering
- 4. …BUT LEARNING SYSTEMS ARE EVOLVING
- 5. SO WE NEED TO THINK ABOUT THEM DIFFERENTLY Creating Evaluating Analyzing Applying Understanding Remembering
- 6. HOW DOES THIS IMPACT STUDENT RETENTION? We’re pushing when we need to pull
- 7. Push • The creation of goods and services in anticipation of consumer needs Pull • Consumer-driven ‘made to order’ goods and services
- 8. “PUSH” BUSINESS MODEL Product Supply & Demand Consumer
- 9. KNOWLEDGE “PULL” EDUCATION MODEL Product Stakeholder Input Emerging Technologies Learner- Guided Preferences
- 10. E-LEARNING AND PEDAGOGY • Adaptivity: – Modification of materials under pre-defined rules – Passive ‘reactor’ to learning objectives
- 11. E-LEARNING AND PEDAGOGY • Adaptability: – Personalized learning experience while meeting established learning outcomes – Active ‘leader’ in self-determined process
- 12. PULL EDUCATION….. • Facilitates creativity • Promotes individuality • Encourages guided mentorship • Supports portability of learning • Opens the door to serendipity
- 13. BUT IT IS HINDERED BY…. • Course management tools • Reluctance to shift assessment methods • Failure to accommodate on-demand learning • Need for continual data analysis • Conflicts between open source & intellectual property
- 14. SERVING TWO MASTERS • Response to External Evaluation • Educator Control vs. Learner-Driven Preferences
- 15. STRATEGIES TO PROMOTE LEARNER RETENTION
- 16. • Peer-guided Problem Solving • Communication Skill- building • Collaborative CompetitionSocial Learning Appreciative Inquiry Cross- Functional Team Building Supports Diverse Learning Styles CREATING COMMUNITIES OF PRACTICE
- 17. USING CLOUD-BASED DISTRIBUTED LEARNING • On-demand problem solving • Encourage broad use of resources – Integration of technology & text
- 18. USE PORTABLE LEARNING OBJECTS • Case Study • Discussion Board • Reflective Journal • Blog • Wiki • Tangible Products
- 19. WHO IS IN CHARGE OF LEARNING? Learner Educator Business & Industry Techies External Evaluators
- 20. In Summary….
- 21. HERE’S WHAT WE WANT YOU TO REMEMBER: 1. Knowledge builds in a cumulative manner
- 22. HERE’S WHAT WE WANT YOU TO REMEMBER: 2. Education is a commodity –the delivery format will vary
- 23. HERE’S WHAT WE WANT YOU TO REMEMBER: 3. Listen first; then act
- 24. http://www.youtube.com/watch?v=dGCJ46vyR9o HERE’S WHAT WE WANT YOU TO REMEMBER: 3. Listen first; then act. the questions “Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ‘subjects,’ ‘disciplines,’ and ‘courses.’ “Why Do I Have to Learn This? I’m Never Going to Use It!”
Editor's Notes
- from traditional forms of assessment to evidence-based outcomesProcess, product
- Portfolio, Blueprint, Report, Scale Model, etc.
- http://www.youtube.com/watch?v=dGCJ46vyR9o