Janet McCracken: Illuminating Learner Needs through Dialogue
Learning complex material in higher education is challenging, even for students who possess excellent study skills and who are motivated to learn. I propose that as teachers, we can go a long way in avoiding unnecessary obstacles that students face by engaging in learner-centred dialogues that reveal how students understand fundamental or foundational ideas in a course of study, so that we can better design learning to meet their needs. These kinds of dialogues are often a natural part of teaching. Some of the previous work I have done suggests that it is effective to identify potentially difficult concepts and tasks, and engage in dialogues with students as part of course design and re-design.
In this session, I will demonstrate how data from dialogues with students can inform design, including the setting of objectives, the use of graphical representations, and the development of learning activities. This session would be of most interest to faculty developers and instructional developers.
In this session, I will demonstrate how data from dialogues with students can inform design, including the setting of objectives, the use of graphical representations, and the development of learning activities. This session would be of most interest to faculty developers and instructional developers.
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