embodied learning on the network
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• Educating Professionals • Creating and Applying Knowledge • Engaging our Communities
Embodied learning on the network: Experiences from the field
Benjamin KehrwaldSchool of Education, UniSAApril 2014
How would you feel knowing yourPilotDentistCoachChef
…did his/her training online?
Why are we here?
• What is embodied learning? • How does is it relevant to professional degree
programs?
Examine embodied learning as it relates to professional practice as an outcome of
professional degree programs
• What is common about ‘embodied learning’ and ‘networked learning’?
• Can embodied learning be supported on the network?
Identify the common ground between embodied learning and networked
learning, including how embodied learning might be facilitated on the network
• How do we support embodied learning on the network when a) this is technology mediated and b) the learners and teacher are not co-located?
Begin to identify implications for networked learning design, development and
teaching practices
Lets focus…
Professional practice is
usually embodied Embodied
learning leads to
embodied practice
Professional degree
programs should
included embodied learning
How do we support
embodied learning on
the network?
Embodied learning
Not just ‘knowing, but ‘doing’
Doing involves physical manipulation, movement and whole body experiences.
Engages not only the mind, but the body
Performance includes affect: beliefs, feelings, attitudes, dispositions and values
Not ‘new’, but perhaps not well understood relative to ‘in the head’ learning
Teacher
Medical Imaging Technician
Engineer
Common ground for NL and EL
Learning is
active
cumulative
individual self-regulated
goal-oriented
See Goodyear, 2002
Common ground for NL and EL
Learning is
active
cumulative
individual self-regulated
goal-oriented
What is the learner doing as part of learning?
Is the learning activity online or offline?
How can both types of activity be used to support one another?…to support the intended learning outcomes?
Common ground for NL and EL
Learning is
active
cumulative
individual self-regulated
goal-oriented
What do learners bring to the learning situation?What are the physical requirements of the learning?
How are is the intended learning conceptualised as a developmental process?
Common ground for NL and EL
Learning is
active
cumulative
individual self-regulated
goal-oriented
Learning is idiosyncraticWhat needs do individual learners have?
What learnplaces are learners working in?
Do we provide parameters for learnplaces OR help learners use their learnplaces better?
Common ground for NL and EL
Learning is
active
cumulative
individual self-regulated
goal-oriented
Learners exercise agency over their activity
Goals provide the ‘why’ of ‘Why would I engage in this activity?
Authentic activity is valued and provides motivation
A Case: MBET program
• 4-Year, undergraduate, pre-service teacher education• Delivered on 4 sites as blended learning and
‘externally’• Requirement for in school practical placement• Graduates must meet national standards for teacher
accreditation
Project: redevelop each course in the program for flexible blended or online delivery
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
Challenges re Embodied Learning
• Explicating the intended learning outcomes• conceptualising the relationship between the virtual
and the physical (or ‘real’) experiences of learners within each course
• structuring and support for physical activity through both a) the definition of appropriate physical environments for learning tasks and b) the provision of physical resources for use in those environments AND understanding how learners work in those environments, e.g., how they use learning materials
Questions?
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
Analysis and Planning:
• What type of learning is required? In the head? Something else?
• What can learners physically do? What are their limitations?
• Where will they learn? • What conditions/
tools/materials do they need?• What do they already have that
they can use?
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
Design:
• Identify activity that leads to the intended learning.
• Define learning environments and materials required for success: real and virtual
• Consider technical, procedural and academic dimensions.
• How will learning materials be presented?
• How will they be used?
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
Development:
• How will learning materials be presented?
• Media development to match intended use: online, offline and blends
• Development of technical and procedural information
• Testing• Representations of practice• Student generated content
MBET Development
• Structured Process:• Analysis• Planning• Design• Development• Teaching• Evaluation
Teaching (and support)
• Tracking student activity, use of materials
• Provision of feedback• Connecting learners on the
network• Representations of practice
(teacher generated)• Representations of practice
(student generated)• Reflective practice
Examples
• Professional Experience• Arts Education
• Dance• Drama• Visual Arts
• Health and Physical Education• Design and Technology
Conclusions
• So far, so good…• Hey, there is more work to do
• Initial successes, but ongoing refinement• Evaluation is important• Working toward innovation
• Be aware of other dimensions of this work• Staff development• Change process• Organisational culture
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