My Learning Journal - Active Learning

My first learning journal as an online facilitator was completed during an online foundations of facilitation course, in which participants were required to reflect on readings and discussion activities, and compare them to their general approaches to teaching. I was also required to discuss what I see myself doing now that facilitates interactive, student-centered learning and identify areas that I could enhance.  Furthermore, I discussed how I have tried to improve my teaching throughout my professional life.

According to Prince (2004) active learning involves any instructional method that engages students in the learning process in contrast to passively receiving information. My present approach to teaching courses involves active learning and can be considered lecture-centered with some elements of student-centered learning.

My general approach to training adults in particular and preparing for an interactive training session usually requires in-depth research and preparation prior to the star of the course. My research is usually regarding the subject matter, particularly examples learners should be able to relate to. In addition, before the start of the course I usually enquire about the number and types of learners, for example - age, gender, relevant experience, expectations and preferred time of day to participate in the session. I also try to find out about the learners' activity preferences, for instance presentation of course information via videos, PowerPoint, role play, flip charts and handouts. If applicable, I may enquire about any special needs or limitations that can affect learners participation.

I usually hold a practice or mock session with a small test group (friends, colleagues, family members) who might not know anything about the course or the topic, to determine if the training material is user friendly. Generally, I consider the test group's suggestions and make changes where required. If the course is held face-to-face, I ensure all of the materials (folders, hand-outs) are available/set up early - the day before if possible.

On the first day of the course, introductions are held and icebreakers for participants to learn about each other, including the facilitator. The outline of the course, objectives, assessments, expectations are also discussed on the first day. From the initial class and throughout the course, learners are encouraged to participate in role play sessions and other activities with the awareness that hand-outs/notes are within easy reach in their course packages.

Furthermore, learners are always encouraged to be respectful, to listen and give constructive feedback to one another (find something positive to say about participant's contributions, then mention alternative point of view).

My epistemological position is usually a combination of Objectivisim (recall of facts), Cognitivism (thinking) and Constructivism (relating new knowledge to existing knowledge and experiences), see Bates (2015).

Finally, I usually ask for feedback during the course regarding the pace and after the course regarding the topics participants would like to discuss next, in addition to what areas in the course were exceptional and should be maintained and the ways to improve future sessions.

References

Bates, A. W. (2015). Teaching in a Digital Age. Retrieved from: https://opentextbc.ca/teachinginadigitalage/ 

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf