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Educator Role Transforms from Sage to Ghost: Implementation of Discovery-Based Learning Online with Large Student Enrollment
PROCEEDINGS

, Dalhousie University, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

“I hear and I forget. I see and I remember. I do and I understand” (Bransford, 2012, p. 1). Discovery-based learning, derived from constructivist learning theory (Legg et al., 2009), is inquiry-based and requires the student to draw on his or her own past experience and existing knowledge to discover facts and inferences to apply to new situations (Alfieri et al., 2010). An experiential example will be presented using an adapted version of the Challenge-Based Learning TM (CBL) method (Bransford) to guide the design of online courses to implement discovery-based learning. This presentation will focus on the discussion and application of quality online practices in relation to encouraging critical thinking, student engagement, interactivity and clear expectations in courses that have high student enrollment numbers (> 80). Course design considers the role of rich media presentations, student led research leaders and asynchronous threaded discussion peer moderators to promote discovery-based learning. The role of the online educator transforms from being a sage on the stage, providing the information to be learned and moderating student discussions, to becoming a ghost in the wings, facilitating discovery-based learning and monitoring, rather than dictating and directing weekly student discussions. Interaction, in student groups and one-on-one between the student and the educator, are operationalized within the course design. A detailed grading matrix is discussed as part of the course design and focuses on the quality, as well as the quantity, of student participation, course engagement and critical thinking skills.

Citation

Cobbett, S. (2014). Educator Role Transforms from Sage to Ghost: Implementation of Discovery-Based Learning Online with Large Student Enrollment. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 277-281). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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