LXD: Lifelong Learning Engagement Strategies
July 20 – Aug 30, 2020 with instructor Lynne Hindman, PhD – graduate faculty, College of Education, Oregon State University
Course Overview: “Effective Learning Experience Designers (LXDs) respect and capitalize on the knowledge that each participant brings to the table. They know how to assess learner needs, and then build modules that are aligned to target those areas, and meet learners where they are. They understand that when learners create and drive their own learning experiences they are more likely to engage in the process, internalize, and apply the concepts presented. Therefore, this course is aimed at preparing LXDs to serve as facilitators of knowledge creation by equipping them with a toolkit of pedagogical and andragogical principles and practices that will invite learners to play, pull, create, and explore to satisfy individual learning needs.”
Assignment Overview: Each week we had three types of assignments: individual, small-group, and whole-class discussions. Each week built upon the previous to help us build a new set of design skills. For our individual assignment, we created a learning design project of our choice. I am working on building an online community for faculty who teach online classes using Canvas. I selected the initial build of that community as the focus for my assignment. I created a working prototype and case study.
Assignment #1: Personal Statement
“A teaching philosophy is a statement of reflection and a philosophical framework of your personal approach to teaching and student learning. It explains the rationale behind what guides your practice, what factors impact on you as an educator and what values underlie your practice.”Dr. Ciara O’Farrell, Trinity College Dublin
For this assignment, we were asked to draft a personal statement about our philosophy of teaching and learning. We shared our drafts in our small groups, made edits, and submitted our final work product. It is considered to be a work-in-progress.
Assignment #2: Training Needs Assessment Plan for Murrow College Faculty Teaching Online Courses
For this assignment we were asked to create a plan for conducting a learning needs assessment for a designated group of learners.
Assignment #3: Adragogy, Lifelong Learners, and Universal Learners Quiz
For this assignment we were asked to devise an online quiz that we would administer to adults. It needed to cover the following: 1) basic andragogic principles & practices, 2) the differentiation between a facilitator and an instructor, 3) the differentiation between an adult learner and a universal learner. I chose to submit a series of online forms I created for my summer Capstone course. This was a 12-week asynchronous course where I decided to build in a synchronous component. My approach incorporated andragogic principles and practices, empowered the students to serve as facilitators of discussion, and applied universal learning practices by offering students flexibility in engagement and accessibility of the content.
Assignment #4 Design for Domains
For this assignment, we were asked to design a learning experience in a holistic fashion based on the 5e model that included elements of each of the four domains of learning – conative, cognitive, affective, and psychomotor. I used the assignment as an opportunity to revise a lesson I taught previously – customizing it for a new audience and evolving my content. I based my lesson plan on Madeline Hunter’s 8 Steps of Effective Instruction. Reference: Iowa State University. As this is a work-in-progress, I am not ready to share it publicly.
In week 5 we were asked to contribute resources to the LXD Toolkit: Lifelong Learning Engagement Strategies document curated by Lynne L. Hindman, PhD & Jonan Donaldson, PhD, and their learners.
Learning Experience Design (LXD) Certificate | Oregon State University | Professional & Continuing Education