This fourth class of the ADL program has furthered my experience in an authentically significant learning environment.
This course asked me to do so many things I had never done before. It challenged me to think about my learning past, present, and future. The experience pushes me to share more of myself with my learning cohort. This opportunity brings awareness, understanding, and transparency into my relationships and the learning environment I create.
This adventure began by reading and reflecting on A New Culture of Learning. This book did a fantastic job of laying bare how readily available knowledge and information are in our high-speed internet, connected world. Reflecting on how much our world has changed in the last 20-25 years does beg the question about our current education model. Advising as a part of that system must also look long and hard at how I do my job and if I am doing my part to help people become lifelong learners.
A New Culture of Learning
Self-reflection continued into my research on learning theories. I discovered a love-hate relationship with research. I realized there was no possible way to determine which learning theory resonated with me until I researched and understood each. While there were short summaries of each provided in the class modules, I knew that my mind could not settle with a few bulleted facts. I began extensive research on behaviorism, cognitivism, and constructivism. I found many learning styles and approaches debated as theories, and my goal was to identify which learning theory/theories with which I most aligned. It was a quest and challenge.
Learning Philosophy
Just when I thought there was no possible way my brain could hold any more information, we began another quest (you may have to read A New Culture of Learning if you aren’t a gamer or don’t get the reference – aww come on? Think of a geographical quest then). This next learning opportunity focused on the learning outcomes we wanted our innovation environment to facilitate. As we learned in the previous components, I believe in empowering students to take control of their learning experience. Students expect and need unlimited access to information that can intrinsically equip them to claim full ownership and control of their learning.
This experience was another research rabbit hole as I struggled to determine what learning outcomes applied to my role in each learner’s journey. Ultimately, I had to switch gears and search for my goals and motives instead of figuring out how others may have tried to apply this. Reflecting on the heart of the invitation to innovate advising allowed me to use Fink’s Taxonomy of Significant Learning in my goal to bring these outcomes to my advising relationships.
Aligning Outcomes, Assessments, Activities
- Connecting the Dots
- Cultivating Dreams (Professional Organization – Coffee Chat)
- Aligning O, A, and A
- Quality Course Design
The final phase of this exercise uses the taxonomy to create a concise 3 Column Table.
The six stages (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) help to create a strong foundation for developing the learning environment. As a result of this process, I had to look beyond my immediate influence area to “dream big!” This method of developing a Big Harry Audacious Goal drives me to seek a revolution in advising for all learners. It is so exciting to think that our learners have the same opportunity we experience in the ADL program. We have to keep the focus always on learning.
The culminating project of creating significant learning environments was to read a portion of Understanding by Design and build my UbD Template based on the learning outcomes identified in the 3 column table. This content design process develops the assessments and activities that align and drive those outcomes into engaging content. I recognized and experienced several of the six facets of understanding as I worked through the process.
Understanding by Design (UbD)
Throughout the ADL Program, we are encouraged to review and revise our thinking on various topics and subjects. I am inspired to consider my innovation plan at every juncture. As more information becomes available and our understanding evolves, we will always have to revise and update our learning environment.
As one example of the lifelong learning iterative process, we reviewed additional research and information on the growth mindset. After this, we modified our initial growth mindset thoughts and actions to determine how our evolution as learners and our new understanding of the learning environment might change how we use the growth mindset message.
Final Reflections
Without a doubt, a focus on learning helps to ensure that we create learning environments that help students connect the dots in a world of unlimited access to information. We must do better to ensure our students access outcomes-based and content-based learning in the most appropriate contexts. Most importantly, we must create an environment that allows our learners to gain wisdom and understanding. Our learners take lessons and activities and then apply those to other contexts in their lives, which confirms we have done our job and truly affected learning.
Undoubtedly, the exercises and content of this Creating Significant Learning Environments course have influenced my innovation plan. I now understand the bigger picture of the project and goal. In addition to ensuring learners have a positive advising experience, we can help create a strong learning foundation that learners carry with them into their academic subjects and beyond to their lives and futures. The task that was already humbling enough is now even more so. We owe it to our learners to put in the hard work it takes to create significant learning environments.
The Advisor That Cares 