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Transferring learning accountability to the student by means of a Virtual Learning Community (VLC) will be discussed in this session. The challenge of creating a quality learner-centred approach with limited resources are ones that we all struggle with. The Sheridan Experiential Learning Forum (S.E.L.F.) guides the learning process with content exploration, collaboration, reflection, evaluation and 21st Century Skill development. This VLC embraces digital tools to support real time student needs, evaluate employer expectations and provide social media showcases for learners. Achievements have led to curriculum that has evolved into a passage of self -managed work integrated learning.
Jenny has over 15 years’ experience supporting students as they prepare to transition from school to work. As a Cooperative Education Student Advisor with Sheridan, Jenny is always seeking innovative ways to integrate technology, learning styles and experiential learning into curriculum that engages students. She has experience using both synchronous (webinars and online chats) and asynchronous information communications technologies to motivate students resulting in the development of S.E.L.F.. Jenny is a graduate from the Masters of Education in Educational Leadership Studies at Memorial University.
Jean has been with Sheridan College in a variety of employment advisement capacities. Jean has worked professionally in Human Resources, Learning, Career Transitions, and Organizational Development for over fifteen years. She was nominated for a “Premier’s Award for Teaching Excellence”. Jean holds a Bachelor of Arts in Sociology from University of Waterloo, a Diploma in Adult Learning with O.I.S.E., University of Toronto, certified in Career Education, Myers-Briggs Type Indicator® instrument, and True Colours. In addition, Jean has designed curriculum for Employment Preparation Training for International Students, High Performing Culturally Diverse Teams, and Online Career Management.
Sheridan Experiential Learning Forum (S.E.L.F.) Online work term curriculum with deliverables Goal: to increase professionalism and interpersonal awareness while providing ongoing supports to students Private and public submissions 9 modules synchronous chat rooms asynchronous discussion forums and email Outcome: encourage reflection-in-action during a work term
less formal opportunity to become part of a learning circle peer assessment and support; include opportunities within the course that support collaboration and self-regulation
Future: Challenges - resources and time needed for instructors to provide regular and meaningful feedback over the course of a work term Expertise in curriculum design, instructional technology and educational practice Reflective practice must be taught prior Formal structure for reflection during the work term
Take a minute and post your choice for the final portion of the workshop in our TodaysMeet room: Talk about challenges and considerations with the technologies and strategies presented. See more specific examples of strategies and assessment tools. Discuss and create list of additional strategies people are using.
Twitter benefits useful in creating a dialogue between students to help refine and clarify problems anytime, anywhere access creates flexibility personalized content from expansive resources; students interacting with content thinking is visible; student voice is heard; connection with professor co-construction of knowledge across disciplines with transfer to other courses and contexts
Twitter challenges overwhelming and demanding in volume and frequency blurs the lines of academic and social some inappropriate content requires students to create on-line account content is publically available
Kolb's Experiential Learning Theory presents a cycle of four elementsConcrete Experience Reflective Observation Abstract Conceptualization Active Experimentation
'What?', 'So What?' and 'Now What?' were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an experiential learning cycle.
According to Kolb, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: - the learner must be willing to be actively involved in the experience; - the learner must be able to reflect on the experience; - the learner must possess and use analytical skills to conceptualize the experience; and the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
What? What happened? What did you observe? What was your role at the community site? What were your initial expectations? Why does this organization exist?
So What? Did you learn a new skill or clarify an interest? Was there anything that surprised you? How is your experience different from what you expected? What impacts the way you view the situation/experience? (What lens are you viewing from?) What did you like/dislike about the experience? How did the experience relate to your coursework?
Now What? What seem to be the root causes of the issue addressed? What other work is currently happening to address the issue? What learning occurred for you in this experience? How can you apply this learning? What would you like to learn more about, related to this project or issue? What follow-up is needed to address any challenges or difficulties? If you could do the project again, what would you do differently? Have your career options been expanded by your experience?
Social Constructivist Theory Learning is an active, social process (http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism)
Digital technology supports self-regulated, collaborative construction of knowledge (Bates, n.d.; Mueller et al., 2012)
Authentic assessment engages learners and promotes transfer of knowledge (Dochy, 2001; Mueller, 2013)
Cacee2015 thriving in a changing landscape final (1)
Thriving In a Changing Landscape – Optimizing a Digitally Influenced
Work Integrated Learning Model
What is changing us?
• Learning - an active, social process
• Digital technology - support self-regulated,
collaborative construction of knowledge
• Authentic assessment - engage learners and
promote transfer of knowledge
Collaborative learning with formative
assessment and feedback from peers,
instructors, external audience
Learners interact and
communicate with each other
Learners connect and interact
with their instructor
21st Century Learning
BRIDGING THE GAP “What”
Student Digital Showcase
• peer assessment
• timely and specific feedback
Exploring Digital Resources
Kolb’s Experiential Education
Driscoll’s What? Model of Structured Reflection
Bates, A. W. (2014). Teaching in a Digital Age. Retrieved from
Lopes, V., & Dion, N. (2015). Pitfalls and Potential: Lessons from HEQCO-Funded Research
on Technology-Enhanced Instruction. Toronto: Higher Education Quality Council of
Ontario. Retrieved from
Mueller, J., Wood, E., De Pasquale, D., & Cruikshank, R. (2012). Examining mobile
technology in higher education: Handheld devices in and out of the
classroom International Journal of Higher Education, DOI: 10.5430/ijhe.v1n2p43.
Savickas, M. (2012). Life Design: A paradigm for career intervention in the 21st
century. Journal of Counseling and Development, 90(1), 13-19.
Waldman, J., & Smith, C. E. (2013). Hybrid Learning in a Canadian College Environment.
Toronto: Higher Education Quality Council of Ontario.