After reviewing my notes and unpacking all that I listened to this week, I was not entirely clear on what the key talking points would be for this entry because there were so many, but I kept coming back to a concept surrounding meeting students where they are (Einarson, 2022). This was the last presentation I watched, and I was surprised by how that one line sat with me because each presentation had valuable takeaways. What was it about this one?
My initial interpretation of the concept relates to the presentation where Dr Sophia Palahicky discusses understanding the needs of the learners (Royal Roads University [RRU], 2021). This was presented in adapting to student needs and approaches to change. Furthermore, considering the personal challenges, students may have and being mindful of access and ensuring that all students have access through alternative means when necessary (RRU, 2021). A focus on flexibility and access appeared to be a theme in several presentations I watched. However, as I delved deeper into the notion of meeting the students where they are (Einarson, 2022), I uncovered that it not only speaks to a learner-centered approach but to reconstructing the systems, models and practices we use in education (Rudenstine et al., 2017).
I realised that this theme was running through most of the lectures I watched, regardless of the topic. I heard themes surrounding assessment, reflection and improvement of the frameworks or tools we use and how we teach. While designing the RRU Learning, Teaching and Research Model (LRTM), it was mentioned to examine what is being done, what should be done and how learning outcomes can be achieved without being prescriptive (Hamilton & Childs, 2022). These both speak to the reconstruction of systems and focusing on the learner while reflecting on what might be done differently to improve students’ success and capacity. They also speak to the Universal Design for Learning model (UDL) that requires flexibility in curriculum design from the start of the process (Hamilton & Jiang, 2022).
The notion of designing for varying circumstances and times (Veletsianos & Childs, 2021) was a particular moment that stood out to me because it is what I have had to design in my courses from the moment I started as an educator. Teaching in multi-lingual programs in China with a translator as my first teaching experience taught me to assess and pivot on the spot and re-examine modes of assessment and delivery term over a term. Appreciative inquiry is a term I have heard before but never considered as something I practice. However, the notion of working within our systems and focusing on strengths (Gedak & Waddington, 2022) is something that I do regularly, even partway through a course when needed.
Listening to Earl discuss his pathways before his MLAT experience and realising that, similar to him, much of the theory and frameworks I learned about in the symposium are things I practice without always having a term to attach to them (Einarson, 2022). His affirmation of the MALAT positively scaffolding his prior knowledge and practice to his current scenario (Einarson, 2022) confirms to me that I am on the right path by enrolling in the program because my passion is driven by creating a learning environment that is flexible and learner-centered. I am inspired as well as grateful for the experience this past week. Thank you.
ReferencesÂ
Einarson, E. (2022, April 11–15). Designing from a place of Indigenous knowledge systems [Conference session]. MALAT 2022 Virtual Symposium, Victoria, BC, Canada.
Gedak, L., & Waddington, L. (2022, April 11–15). SOARing into educational change with appreciative inquiry. [Conference session]. MALAT Virtual Symposium 2022, Victoria, BC, Canada.
Hamilton, D., & Childs, E. (2022, April 11–15). Teaching and learning frameworks in Higher Education – what they are; why they are useful and an example of one in practice (the RRU LTRM [Conference session]. MALAT 2022 Virtual Symposium, Victoria, BC, Canada
Hamilton, D., & Jiang, M. (2022, April 11–15). Designing a blended dual language graduate program – design considerations, successes and lessons learned [Conference session]. MALAT Virtual Symposium 2022, Victoria, BC, Canada
Royal Roads University. (2021, October 6). Top trends emerging in learning and technology [Webinar]. YouTube. https://youtu.be/Hv4v9f_g7Ws
Rudenstine, A., Schaef, S., & Bacallao, D. (2017). Meeting students where they are (iNACOL- National summit on K-12 competency- based education). Aurora Institute. http://www.aurora-institute.org/wp-content/uploads/CompetencyWorks-MeetingStudentsWhereTheyAre2.pdf
Veletsianos, G., & Childs, E. (2021, April 12–16). “PowerPoint Improv” [Conference Session]. MLAT Virtual Symposium 2021, Victoria, BC, Canada
Beautifully written. I especially resonated with the idea of understanding the needs of the learners. Sure, learning should be learner-centric, but in what ways can we make sure this happens, in all phases of course development?
Thanks, Heather! I think from the initial phases of course development flexibility has to be at the centre of the design. Which is knowing that there will be changes, and a need to adapt as the course rolls out. There also needs to be a focus on the 3-ingredients Elizabeth (Veletsianos & Childs, 2021) cited when looking at the pasta maker: community, relationships and connecting, because without them students will lack the empowerment that is needed to execute a learner-driven curriculum.
When we connect with our students and form relationships with them as well as amongst each other we begin to understand their needs and can design to accommodate those needs. The learning community is essential to the design because creates a space of support, but also encourages the learners to participate.
In a more practical sense, especially if we don’t have the advantage of knowing our students upfront, incorporating low stakes tasks on the front end to get a sense of student needs and competencies. is helpful. Design with scaffolded activities that build competencies, and incorporate flexible options for assignments where students have the chance to achieve outcomes based on their own skillset. Ensure there are continual opportunities for reflection for the students but also for the instructor. Being flexible means the instructor also recognising what is working, and what is not and making adjustments where needed or adding more learning tools when necessary to facilitate learning.
References
Veletsianos, G., & Childs, E. (2021, April 12–16). “PowerPoint Improv” [Conference Session]. MLAT Virtual Symposium 2021, Victoria, BC, Canada. http://bit.ly/VeletsianosChildsVS2021
Gill, this is an excellent blog post! Your suggestion of incorporating low-stakes tasks at the outset to gauge student needs and competencies struck a chord with me. This, I believe, is an excellent way to instill a sense of security in students and to lay the groundwork for a great learning environment. I also liked your suggestion of incorporating scaffolded activities that help students develop competencies and give them the opportunity to achieve outcomes based on their unique skill set.Â
Thanks, Shazia! I am a new educator so I like to try things out and see what works but always with the goal of helping my students be better students. The subject matter they can read and learn the materials, but the core competencies they need to be set up for success, with a community of support. I find that giving low stakes tasks on the front end helps all of us. They get a sense of how I mark, and I get a sense of the activities I need to incorporate into the course, to support them. I approach every unit in my course with the BOPPS model approach using pre-assessment not only for prior knowledge but skill set.
I know you are in the medical field, how do you think you could or are you incorporating this approach into what you do? Or is it feasible?
I love the BOPPPS model. When I was a new instructor, I learned the BOPPPS model as part of my initial training. I also really liked the importance aligning learning outcomes, to the teaching materials, to the assessment (Camosun College, 2022). It’s something that many instructors do poorly and it can really make the learning process suffer.
Reference:
Camosun College. (March 4, 2022). Assessment: Aligning outcomes, assessment, and instruction. https://camosun.libguides.com/c.php?g=711496&p=5181354
It really is a great framework for lessons (noting I missed a P in the comment:)) and course design I find. Using to ensure the course learning outcomes (LOs) are being met within the lessons and that what we are teaching in class aligns with the LOs is so important. It is so easy to fall off track in lectures and create great activities, then realise they don’t actually speak to the LOs. Working with the framework keeps everything aligned.