Student Centered Learning: Demonstration of an eLearning Case Study

LUANN DROLC FORTUNE, PHD

LFORTUNE@SAYBROOK.EDU

SAYBROOK UNIVERSITY

ELEARNING JOURNEYS

RZESZÓW, POLAND

OCTOBER 25, 2016

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Case Report: Saybrook College of Integrative Medicine

• Demonstrate the workings of an online classroom

• Designed for a humanistically framed pedagogy directed to adult learners

• Interactive presentation will include an exploration of

• classroom architecture and functions

• engagement activities and assignments to generate interactive learning

• expectation setting via standard assessments, procedures, and policies

• how the curriculum is operationalized into an electronic medium (Canvas)

• Summarize advantages & limitations of model for other applications & settings

Saybrook Culture: Grounded in Learner’s Self-Care

• Integrative mind-body education begins with the

individual student.

• Curriculum includes training in self-care, and

cultivates self-awareness for wellness

• Learners use this knowledge and experience to

work within their professional communities to

facilitate optimal wellness and healing for others.

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Demonstration

• Classroom architecture and functions

• Based on template

• Standardized by home section and work modules

• Each course runs on predictable schedule

• Content revised each year

• Engagement activities and assignments

• constructed interactively

• formalized under a standard assessment system

• Curriculum operationalized into eLearning classroom via Canvas

Classroom Architecture

Each course is based on a detailed

syllabus & contains a standardized

Home Module:

• Syllabus

• Videoconference information

• Q&A section, Announcements

• Links to library, admin contacts

• Policies & Procedures

• Course and program resources

Syllabi Standardized to a Template

• Course Description (from catalog)

• Course Objectives

• Required Readings

• Assignments with Detailed Descriptions

• Triangulate with College Guidelines, Policies

and Best Practices

• Module by Module Instructions and Spaces for

Submissions and Interactions

Classroom Functions

Each module:

• Overview: objectives, readings, assignments, resources

• Assembled weekly or bi-weekly

• Discussion forums, content-based with choices

• Engagement Activities:

• Writings: Essays, Papers, Logs

• Videoconference Agendas

• Recordings

• Posters

Visit a Canvas Classroom

Assignments as Engagement Activities

• Academic Research Paper: Consistent academic standards,

e.g. taxonomy, APA format & style, critical thinking,

scholarly flow

• Reflection Paper: Shorter paper, often a case report

• Skill Development Posts: Written assignments that

demonstrate knowledge base or skill mastery

• Videoconference Calls: Agenda to support Module content,

include student presentations

• Log/Evaluation Entries: e.g., Coaching, Biofeedback,

Hypnosis, and Somatics Practice

• Content mastery: Quizzes, exams

• Discussion Questions: Peer engagement with content

Discussion Forums: Learning through Peer-Interaction

Discussion Questions:

• Short expository essays (250-350 words)

• One or two per module based on content

• Choices of multiple questions

• Required replies constructed to establish a

conversation thread based on question

• Standards set for grading points assignment:

accurate, well cited, clear, advances

conversation

• Faculty are to summarize the themes

generated

Curriculum to Operationalization

• Courses develop from program sequence and

competencies

• All new & revised courses begin with a concept

developed by leaders & content expert

• All course content begins in detailed syllabus &

supplements designed for online learning

• All syllabi are vetted by program directors and

Academic Review Committee (faculty & students)

• Finalized syllabus are converted to online

“masters” and then recopied for each live course

Program development & course mapping Course

development: objectives, resources, interactive

assignments, current and

relevant resources, expert

facilitator

Review by faculty/student

committee

Creation of online course master

Assessment by students &

faculty: revisions

Advantages and Limitations

ADVANTAGES

• Most of course work can be done from a distance on learner’s schedule

• Allows multiple content-expert instructors to share their practice expertise

• Course materials & classroom pre-established

• Familiarity promotes efficiency

• Optimizes learning through andragogy

LIMITATIONS

• Reduced face-to-face contact

• Added expense of traveling to residential conferences

• Demanding pace for students and faculty with few breaks

• Requires advanced technology and specialized instructional expertise

• Reduces flexibility and spontaneity in the classroom

Other Applications and Settings

• Ideal for emerging fields relying on practice-driven expertise

• Well suited to geographic, global distribution of learners and faculty

• Provides opportunities for articulation agreements and institutional

collaboration

• More appropriate for mature adult learners who are self-motivated

and disciplined

• Better matched to didactic knowledge demanding strong writing skills

and executions

Questions?

Luann Drolc Fortune, PhDSaybrook UniversityCollege of Integrative Medicine and Health Scienceslfortune@saybrook.edu