Artefact 2

Description and significance of this artefact

In this assignment, I described my understanding of my developing Theory of Practice for teaching. This reflection paper was based on studying teaching systems, learning theories, and motivational approaches both within MDDE 603, and also based on my studies in the Adult Education program at Brock University.

In these early days in my studies in the program, I was keen to demonstrate my “progress” as a teacher with a learner-centric view of teaching. I had already discovered the downside of using a primarily “behaviorist” approach when teaching technical courses with a great deal of content. I had seen the results in (often) disengaged learners and body language leading me to believe that students were having difficulty converting the information into usable knowledge.

I now looked to be a more responsive teacher using techniques better oriented to the learner’s needs for skills development and understanding, rather than simply being a source of content. This paper provided me with an opportunity to describe where I felt I had moved to in developing both a “teaching philosophy” and a set of practical tools – based on established learning theory – that would guide me forward.

But I also wanted a better understanding of just what my “paradigm of learning” is, and how I can relate better to the learners I seek to help. I looked for guidance in the following paragraph.

“Great teachers think strategically and act with commitment. When we watch teachers we can see, and admire, their grasp of teaching technique. But these teachers have more than skill: they also think and act at a number of levels. Such teachers have a deep understanding of themselves and their students, and of the organizational contexts in which they work. They ‘think on their feet’, and take a long-term view of their work. Their work is underpinned by a passionate commitment to particular values.”

Nesbit, Leach, & Foley, G. (2004, p. 409).

As I now reflect back on that initial enthusiasm for a new approach, with increased knowledge and experience, this seemed like the perfect artefact on which to reflect and see how I view my original description from 2008, and just what changes I would make today to this Theory of Practice to reflect my new context for teaching and my exposure to new ideas.

In order to develop and present my personal Theory of Practice about teaching and learning, I had to synthesize what I learned of the different learning theories and their significance to me (those that I embraced and those that I rejected) into a set of learning principles (1.4, 1.5).

In the course of selecting learning principles, I had to engage in problem identification and determining how I would address those problems (1.1, 1.2).

Each principle had to be supported by one or more theorists, as evidenced by quotes from their work or reviews of their theoretical approach by others (1.7, 1.8).

I then had to relate the learning principles to my teaching context, demonstrating how the learning principle will lead to meaningful learning for the set of learners I will be assisting (1.10, 1.11).

I had to develop instructional strategies based on these principles that would prove practical in the particular situation of my teaching – providing and supporting online learning to small business owners through a series of related workshops (2.2, 2.3).

In addition to the learning theories that supported my learning principles, I had also taken the Teaching Perspectives Inventory (TPI) that reflected that I was favouring the “apprenticeship”, “developmental”, and “nurturing” perspectives towards my teaching practice. Thus the learning principles and strategies proposed needed to be consistent with these emerging perspectives supporting my “constructivist” approach to supporting my target audience (2.1).

I had to support my choice of activities to support the learning principles (e.g., for “Learning Principle 4 – Learners should be provided with flexibility and optionality, where feasible, in assigned activities and approaches to doing the work,” my solution proposed providing alternatives and optionality (2.7). This activity also had some facets of core skill 2.4. “Describe the activities of the instructional design process and the advantages and disadvantages of using them in distance education context.”

On reflection I determined that, although touched on within the activities to develop this artefact, my learnings related to core skill 2.6. “Critically analyze and discuss the common criticisms and controversies relating to the use of traditional and emerging instructional design models in distance education” are better demonstrated in Artefact three – MDDE 604 – Presenting and discussing a Unit of Instruction using Moodle.

As a personal journey of discovery, this artefact did not engage me in any collaborative work but, in reviewing my plans to develop online training courses for business owners, I was looking at “the current and future climate of the distance education and distance learning industry,” and I did “formulate strategies to respond to that climate” (6.1).

In selecting the platform on which my partner and I would be implementing these online courses, I also addressed the following core skill “Make considered recommendations regarding the selection of appropriate learning technologies and assure that these selections meet organizational needs” (6.3). Although this was not addressed in the assignment, it was addressed in our business plan (planned as a Moodle implementation). Since this information was not shared within this artefact, I will revisit it again in artefact three.

Above all, this was an exercise in clear communication of my emergent Theory of Practice together with the instructional strategies that would inform the development of the specific learning objects (4.1). From the positive feedback from the instructor, I feel that this was a very successful activity.

http://team1cognitiveapproachestolearning.pbworks.com/f/1317425281/inovativelearning.com.jpg

In rereading the assignment three paper from MDDE 603, I can revisit the summer of 2008 when I was excited to have started working with my new business partner Glen on creating a training company. I had expectations that my new career as a developer of online training courses was underway. I looked forward to learning more on developing learning objects in MDDE 604 (my next course).

I had great confidence that Glen and I could find clients in the business community that would be attracted to our workshop offerings and who would help us to build a meaningful business. Unfortunately, we underestimated the difficulty of attracting clients and our business plan (with limited funding from our own resources) fizzled out like a damp firework! However, it was a great learning experience and, in retrospect, I believe that we had to make the effort or we would never have known if it was viable (no regrets).

I believe that the theory of practice and implementation strategies presented were appropriate to the context I was operating in at that time however, in her feedback on this assignment, the professor did advise me to revisit my theory of practice regularly to see if it is still appropriate for my planned target audience. Circumstances have changed significantly and my philosophy of teaching has developed from exposure to new ideas and a new sense of what I am here to do. There have been a series of epiphanies that have appeared through examining recent life experiences, developed through other studies, discussion with my classmates, family and friends, and through reflecting on my experiences over the last 10 years (as I have been doing throughout MDDE 694). 

I have included my results from the Teaching Practice Inventory (TPI) as it provides a representation of significant movement in my personal approach to teaching, and my perspective when I re-took the survey – nearly 10 years later – with my focus firmly on the learning needs of my new target group of learners (those facing barriers to learning and in need of significant support).

When reviewing the changes from my responses to the TPI in 2008 and in early 2018, several things are apparent:

1. My new target group of learners requires a different kind of teaching from the business owners previously targeted (note how “Nurturing” has now emerged as my dominant perspective).
2. Through “critical theory,” I have discovered the importance of learning as a tool for emancipation and improved life outcomes. This is reflected in the increased importance of “Social Reform” in my blend of perspectives.
3. My view of the purpose for teaching has changed (I am no longer seeking business opportunities, as such, but attempting to fill a void and assist those whom I see as lacking support for their personal learning journeys).

In their “Summary of Five Perspectives on 'Good Teaching’,” Pratt & Collins (2002, page 5) provide the following advice on what constitutes “nurturing” teaching “People become motivated and productive learners when they are working on issues or problems without fear of failure. Learners are nurtured in knowing that (a) they can succeed at learning if they give it a good try; (b) their achievement is a product of their own effort and ability, rather than the benevolence of a teacher; and (c) their learning efforts will be supported by both teacher and peers.”

This is the kind of learning that I wish to see in seniors, and others that I assist, in their learning projects. The “social reform” learning perspective also comes into play if I look to develop initiatives to assist these learners through group programs (e.g., the “technology club” initiative proposed to assist residents in long-term care with issues in using their technology) with the intention of making them more aware of the possibilities available to them and ways in which they may be able to advocate better for attention to their issues.

Pratt & Collins (2002, page 1) also pointed out the difference between beliefs, intention, and actions, and their impact on my philosophy of teaching, as described below.

“In your profile sheet you also have sub-scores for Beliefs (B), Intention (I), and Actions (A) within each perspective. These sub-scores will further help to identify your philosophy of teaching by highlighting whether your views within a perspective are grounded (differentially or equally) in what you believe, what you intend to accomplish, or what educational actions you undertake in your teaching settings.”

My sub-scores for “nurturing” appear to reflect my situation appropriately: B:13, I:14, A:11. As described above, I have taken note that my educational actions are not as prominent as my beliefs and intention. I understand this as a reflection of my current status as a planner of meaningful support to learners rather than being an active participant at this time. I will look to what actions I can take at this point, and what must still wait on other preconditions being met (e.g., getting mobile on my wheelchair again, being able to go outside the hospital premises, being accepted as a volunteer at the Brant Centre long-term care home).