Craſting Learning for the Learner
Sam Heinrich, M.B.A., Director, School of Professional Studies
The need for change in education is self-evident. The world is swiſtly changing and the way our students process, learn and engage is morphing before our eyes.
WJU is pursuing strategies to help reach all of our emerging populations. Although we often refer to educational philosophy as pedagogical, which relates to philosophies and techniques used to teach children, many of our most effective approaches consider the needs of adults in the emerging methods of Andragogy. Andragogy tends to focus on contextual learning that relates theory to real-life experiences and problem solving. Adult
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virtual classroom in which resources, discussion forums and assignments are managed and available 24/7. Some instructors are flipping classes by utilizing lecture capture before class and reserving class time for collaboration and group problem solving. All of these techniques meet the needs of both the tech-savvy Millennials and contextual focused adults.
WJU has a strong commitment to making sure all of our students are exceptionally employable. Authentic learning is a great tool to improve the suitability for employment of students. Authentic learning is a deeper level of learning that replicates the ambiguity that students will face in their chosen careers. Tis style of learning focuses on real world problems that are often ill-defined and require a significant amount of time to resolve.
Students are required to collaborate and manage multiple sources and perspectives. Reflection and critical thinking skills are essential components and the problem necessitates an interdisciplinary perspective. Te experience culminates in a polished finished product that leads to multiple interpretations of the outcome and requires an integrated assessment (Lombardi & Oblinger, 2007). Authentic learning is accomplished through practicums, internships, capstones, service projects and a heavy focus on case studies, vignettes and student led projects drawn from real world situations.
learners tend to be more internally motivated, responsible, independent and self-directed (Knowles, 1988). Traditional age students are digital learners, born in a digital age with 70 percent using computers before the age of four and 50 percent of 21 year-olds having created content on the web (Did you know 2.0, 2007). Te challenge to reach traditional age students who have grown up over-stimulated in a digital age and the techniques used to effectively teach adults find a common core through several relevant methods at WJU.
Processes we utilize to reach all of our populations include a heavy focus on the use of educational technology and authentic learning. All courses at WJU, whether traditional classroom courses, hybrid (mixture of classroom and online) or fully online delivered courses include the use of Moodle as a
Te use of educational technology and authentic learning would be incomplete without the primary mainstay of the WJU educational experience. A rich experience of community, in a Christ-centered education core, guided by loving and caring faculty is one aspect WJU stresses. In many respects, this is the secret ingredient that makes WJU unique and compelling. In a world of change, one thing that does not and must not change at WJU is the opportunities for personal relationship between students and faculty. It is through these relationships that transformational learning is possible and essential to accomplish our mission of Transforming Tomorrow…Today.
References Did you know 2.0. (2007). Retrieved from
http://www.youtube.com/watch?v=pMcfrLYDm2U&feature=youtube_gdata_player Knowles, M. S. (1988). Te modern practice of adult education: From pedagogy to andragogy (Revised.). New York, NY: Cambridge Book Co. Lombardi, M. M., & Oblinger, D. G. (2007). Authentic learning for the 21st century: An overview (pp. 1–12). EDUCAUSE Learning Initiative.
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