Learning Models

1. Learning Models John Stinson Ohio University Without Boundaries

2. Learning Models • RPBL • Action learning - focused • Project based action learning

3. RPBL • Early form of action learning • Pioneered by Howard Barrows in Medical Education

4. RPBL Objectives • Help the professional develop • An essential body of knowledge • The ability to use that knowledge effectively • The ability to extend or improve the knowledge and apply to future situations • These three objectives are simultaneously addressed

5. In RPBL • Learn content in context • Develop reasoning and inquiry skills • Develop self-directed learning skills

6. RPBL Process • Confronted with ill-structured problem without prior preparation and challenged to analyze and set the problem and decide on action based on prior experience. • Typically done in small groups, but can be done in larger group. • Process facilitated by a faculty “tutor”

7. RPBL Process • At end of first phase students will have • Set learning objectives • Set the problem • Developed hypotheses about action • Noted factual information they possess • Identified learning issues • Identified learning sources

8. RPBL Process • In the second iteration, students • Start over at the beginning, analyzing problem and proposing action • End the session by discussing content learned and managerial reasoning and inquiry skills developed • Iterations are repeated until learning objectives accomplished

9. At the end • Students reflect on their activity and their learning • They verbalize and synthesize what they have learned • They project how they can use their new knowledge and skills when approaching similar problems sin the future.

10. Our action learning model • Task • Designed based on learning outcomes • Learning outcomes - context and content • Process may or may not be facilitated • Inquiry • Research based on questions regarding both context and content • Access to digital domains as well as traditional sources • Access to expertise

11. Our action learning model • Performance • Based on activities and deliverables specified in the task • Reflection • Task performance • Learning outcomes • Facilitated

12. Action learning rationale • Through action learning participants: • develop knowledge in an active, using way rather than in inert form – deeper learning • learn content in the context of its use thus maximizing future recall in similar contexts – longer lasting learning • develop skills as well as knowledge and reinforce appropriate personal characteristics – richer learning • learn how to integrate work and learning and use future work situations as learning opportunities – learning to learn

13. The MBA Without Boundaries • An example of project based action learning • delivered in a technologically mediated environment • to working professionals at a distance

14. Breaking Down Boundaries • A program designed specifically for high potential working individuals who aspire to be leaders in the corporate world • A program that combines the robustness of project-based action learning with the power of electronic collaboration • A program that views business holistically, not compartmentalized into disciplinary silos

15. Breaking Down Boundaries • A program that combines the personal touch of high intensity residential experiences, with the “any time - any place” convenience and ease of access of on-line education • A program that allows individuals to continue working AND integrates their working experience into their learning experience

16. Program Structure • The program consists of nine learning units. Each unit, with the exception of the first - which is completed during the first week of residency - begins and ends during a residency.

17. Program Structure • Between residencies, participants do their research, collaborate with other members of their learning team, and receive faculty tutoring, all on the MBAWB intranet.

18. MBAWB Learning projects Project 1. Orientation - The business concept Project 2. Basic business concepts - making and selling and financing activities Project 3. Developing strategy Project 4. Global competition & international trade Project 5. Individual project

19. MBAWB Learning projects Project 6. Financing the firm Project 7. Entrepreneurial activity - commercializing an invention Project 8. Business and public policy Project 9. Individual project

20. The MBAWB Intranet • A resource center that includes materials , including interactive modules, prepared and posted by faculty and staff and links to other data sources accessible through the World Wide Web.

21. The MBAWB Intranet • A collaboration center where members of learning teams can hold discussions, ask questions and post responses asynchronously (at anytime from any place) when working on learning projects, all in a private collaboration room.

22. The MBAWB Intranet • A tutorial center where participants can respond to faculty questions and interact with faculty and other participants to develop understanding of content. This center is open to all participants and faculty.

23. Examples • MBAWB • http://132.235.70.105/mbawb1299/p3.html • MAA • http://www.ouwb.ohiou.edu/maa/community/Default.asp • Winter classes • Personal • LTTS Webquests • http://ltts.indiana.edu

24. Faculty role • Learning experience designer • Subject matter expert • Learning facilitator • Resource person

25. What can you do? • Focus on learning outcomes and individuate learning. • Use facilitated asynchronous collaboration - replace content discussion in classroom. • Use learning modules or web quests to enhance content understanding. • Turn your course up-side down. • Turn your curriculum up-side down.