Here is my screencast for Exercise 6.2 of the CLEA certification course.
I made a screencast of Exercise Practice 6.1
I did a model based on the Envision Guide and I shared it back out with the Story Chasers PD team via email. I sent the Guide and the LEM as an attachment. I did a conference call with them both to talk through the information. This was not the ideal scenario, but both Josh and Kim are very tech savvy and super accommodating.
During our discussion and overview of the model, they made the suggestion to include an introduction box for the lead instructor to kick off the event as well as adding an App Smackdown at the beginning of the workshop. I think those were both really great suggestions and I made those updates to the LEM.
My reflection questions:
- What did you learn from creating design models and using the Envision Guide? I learned how the questioning process works and that the deeper I go in my questioning the more the process begins to take shape.
- What surprised you? Not surprised but more of an Ah Ha about the need to be more efficient in my questioning techniques.
- What surprised your client? Both of my clients loved the model. They were thrilled to have something that they both could picture while we talked over the project. I suggested that the next time I come to one of their offices and we can use Lucid Chart with the Smartboard to talk through and manipulate the model together. They thought that sounded great. #handsonlearning
I work with a group called Story Chasers. This group supports several schools around the state through professional development and consultation. The team has an upcoming training with a school out in northeast Oklahoma. I asked if I could help facilitate the planning session of this workshop and use the Envision Guide.
The two individuals on the Google hangout are responsible for facilitating a one-day teacher workshop on the use of iPad integration, that supports reading engagement. They have been to the school on many occasions, so they were looking to try something “different” for this workshop.
During the Envision Guide process we were able to discuss their desires for the participants (teachers) during this session. They wanted them to have a choice, which is why they decided to do learning stations and let the participates self-select what station they wished to attend. This would allow the participants to rotation through different learning stations throughout the day, and the workshop would conclude with a showcase event where teachers should share/demonstrate what they learned.
I learned that often you have to ask the same question only in a different way to solicit an answer that can help foster the creation of a design.
Our task for this activity was to convene a small team of colleagues to serve as a design team. We met with the College of Education’s Advanced Professional Services Department Chair. After a brief discussion, we agreed to design the Educational Leadership program’s blended learning courses timeline.
Here is my Screencast O Matic of my design.
Our activity today was to work with a colleague or friend to design a one-hour leadership seminar using the Envision Guide. I worked with a school superintendent interested in having a one-hour seminar for all their school principals and central office personnel on “Creating and using logic models for program evaluation.”
After using the Envision Guide with the responses from that interview, I created a Learning Environment Design Model using Lucidchart to visual represent the information from the guide.
Here is my LEM and the Envision Guide:
What new insights do you have about the learning environment after using the Envision Guide? I found the guide very helpful when discussing the different option of a learning environment. At first, my client was thinking of a traditional workshop where everyone comes to get the information and demonstrate their knowledge. Because there were many types of “environments” listed on the Envision Guide, this allowed me an opportunity to talk about how those would differ, and what the learning could expect.
What did you learn from the experience? I learned that the word Envision can be powerful when working with the client. My client felt that we were “dreaming” about what this learning experience could look like and talk through the possibilities, instead of just “planning” a leadership workshop. I think Envision Guide helps foster that mindset.
How do you think this step helped enhance focus and clarity for the design? The questions in the guide itself helped bring about clarity and focus to the purpose of the meeting. When I felt like we might be trailing off topic, I found the document to be very beneficial in bringing the conversation back on topic.
Here is my Screen’OMatic artifact:
Briefly describe/review how you decided to apply and use the Understand step in the project you selected. Include how you used diagnostic model and what challenges you experienced.
I decided to use the Understand step to help me better understand the purpose of the PCT workshop and the facilitators’ expected outcomes. It allowed me to ask questions that helped identify the presence, or not, of specific learning elements in the workshop. For example, asking how students get to demonstrate what they know or practice what they have learned was an important question to address. I didn’t experience any specific challenge using this step, but I suspect that there could be some potential challenges when this step is used to diagnose a course that someone has been teaching for several years.
Next, explain the “lessons learned” you have gained from conducting the Understanding step. This might include insights about your project or the facilitation process of working with others. Be sure to describe the role you played as the architect and facilitator during the Understand step.
The Understand step allows the conversation to shift way from the “personal (instructor)” aspect of a project and fosters a focused dialog on the outcomes, activities, and learner experience. I think people are more open to conversations around student learning than conversations about what needs to change in their instruction. That discussion can come later when the redesign calls for that shift to meet the needs of the learning environment or learner outcomes. I felt like my role was to foster conversations, ask questions to gain clarification, and guide others to think more critically about what they were trying to accomplish.
A few weeks ago I performed a Discovery Datasheet for our department Principal Certification Test (PCT) Workshop. One of the ideas generated in the Discovery Datasheet feedback session included offering the workshop in a blended learning/hybrid environment. I decided to expand on this feedback and complete an Understand Guide using a diagnostic lens.
As you can see in the previous post, Discover Datasheet Results Report, the PCT workshop is set up in a traditional, “sit and get” workshop, with no personal follow-up after the students had taken the exam. Based on the feedback from the client/team members, I worked to redesign the workshop to better support the learning needs of the students.
I developed my Understand Guide for the PCT Workshop from workshop attendees interviews, personal participation/observation, and client/team feedback interviews.
Based on information from the Understand Guide, I developed a design of what is currently happening in the workshop (ver. 1.0) and a redesign of the PCT workshop (ver. 1.2) based on the conversations during the Understand phase.
I selected the course Legal Aspects of School Administration for this activity because it isn’t one of the previous learning environments I have worked on this semester. I am scheduled to redesign this course in the spring, so I thought it would be interesting to do the Understand Guide based on the information I had available.
This course is a face-to-face learning environment, with a few online opportunities, and one experiential activity built into the course.
I discovered three learning patterns in the Understand process.
- Field Experience & Reflection: In this pattern, students participate in a 10-hour field experience completed over several days during the semester. During this field experience, they write down observations, interactions, and conversations from their experience and share those with their peers during class. The instructor provides relevant information and resources to deepen their understanding of their experience. Students then post a blog/journal summary of their most recent field experience and share it with the instructor for feedback. This process is repeated weekly until the final week when the student compiles and summarizes the entire experience and submits the final in the D2L Dropbox.
- Information Analysis -Court Case: In this pattern, students review different court cases that have impacted school law and legislation. They read a court case and then come to class ready to discuss. They then apply the IRAC method, which is Issue (what is the issue), Rule (what was the outcome of this case), Application (how has this affected education law and legislation), and Conclusion (what policies, procedures, and professional development can be implemented to prevent this type of lawsuit case in your school).
- Class Presentations: Student read a relevant peer reviewed article on school law, practices, and/or legislative changes in schools. They then prepare a short presentation over their article and send to the instructor for feedback. After any necessary revisions, the student will then present their findings to the class.
Field Experience LEM Pattern
I interviewed my friend Kim about her most memorable learning experience. She shared an experience from her graduate classes, Statistical Methods in Education. I used the Understand Guide to perform my interview and create a diagnostic model based on the information.
LEM Model – Updated 12.1.16
During this process, I learned that not all memorable learning experiences are necessarily our favorites.