Do we need to define this?  Can Steve or Carol define it?

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a mode of instruction that uses computers to enhance the learning process, through the use of software tools, multi-media, web pages, course management systems, internet communication, and mobile technology.

E-learning activities can be synchronous (such as a net meeting with a peer in a different part of the country) or asynchronous (such as a exploration of web-based learning object and discussion board), dramatically expanding the situations in which learning can occur. E-learning courses may be totally offered on-line, they may be a combination of on-line and face-to-face (hybrid), or they may be face-to-face courses with computer usage to enhance the learning experience.

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increased capability resulting from expanded ability, willingness, support, and resources required to act. Empowerment is the key that puts a person in a position of being in control of a situation rather than being controlled by the situation.

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(change instances of Quality LE to Enriched Learning Environment)

an alignment of physical space, learning tools and other resources, curricula, cultural and social processes, facilitation, and assessment practices that, combined, motivate, sustain, and enrich the learning process to produce both high quality learning and personal growth. 

Most educators are aware that a collaborative, stimulating, and challenging learning environment can significantly enhance performance and growth for every individual. It has always been important to structure temporal space, improve collaborative processes, and employ appropriate tools in order to help learners achieve desired learning outcomes. The ideal learning environment is one that is well organized and conceived, yet flexible and responsive to the need for change. It should support inquiry-based collaborative learning, and collaborative effort among research faculty, graduate students, and undergraduates.

Could link to this:

Elements of a QLE

1. trust and respect between students and teacher learner-centered, knowledge-centered, assessment-centered and community-centered  
2. shared commitment, student buy-in
3. balance of support and challenge. The goal is to provide an environment that will encourage and challenge students to live up to their potential and become self-growers.
4. Set clear and high expectations.
5. Encourage risk taking. Seek student feedback faculty to regularly mentor and assess each student as it is for the students to provide feedback about the environment.
6. Measure and document progress and growth of both faculty and students.
7. Create a collaborative learning space.

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The person whose performance or work product is judged against a set of standards established outside of the person’s control

The person who renders or reports a judgment (conclusion) concerning the performance or work product of an evaluate against a set of prescribed standards

Evaluation occurring at the end of a development period

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Collected information that supports a conclusion

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a model worthy of imitation

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A person who is adept in a particular skill or discipline and who, when operating in that context, is able to draw upon a richly structured information base, and often approaches problems in more complex ways than novices.

Experts are not just “good thinkers” or “smart people”; their command of concepts shapes their understanding of new information: it allows them to see patterns, relationships, or discrepancies that are not apparent to novices. They do not necessarily have better overall memories than other people. But their conceptual understanding allows them to extract a level of meaning from information that is not apparent to novices, and this helps them select and remember relevant information. Experts are also able to fluently access relevant knowledge because their understanding of subject matter allows them to quickly identify what is relevant. Hence, their attention is not overtaxed by complex events.

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concise, vivid, synthesized description of special characteristics and behaviors demonstrated or exemplified by experts in a particular field. Expert profiles can serve as guides for career planning, professional development, and program design.

Multiple stakeholders can benefit from expert profiles that communicate the blend of explicit and tacit knowledge, intelligence, creativity, and wisdom that defines expert performance in a particular profession; not only of the content and tools of the profession, but also the experts habits of framing problems, improvising, and implementing solutions. Students can use these profiles to form accurate perceptions, dispel misconceptions, and generate motivation to pursue a field of study. Teachers can use them to prioritize, communicate, and facilitate learning outcomes that are aligned with long-term behaviors within the profession/discipline. Departmental faculty can use these profiles to clarify critical practices within their discipline and to articulate linkages to other disciplines. Employers can refer to profiles to communicate workplace expectations for graduates as well as areas for ongoing professional development. Program evaluators can reference these profiles when they establish outcomes-centered evaluation criteria intended to perpetuate professional practice.

They remind even the most talented professionals that there are multiple dimensions of professional practice and that ongoing personal development in all dimensions is needed to stay abreast of new knowledge.

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A condition that pertains whenever an activity is done in order to attain an outcome separate from simply accomplishing the activity (such as a reward)

3.1.7    Setting High Expectations

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actions taken to help others learn or perform. In a learner-centered paradigm, facilitation takes the place of teaching, stressing the centrality of the learner’s work in the learning process while the facilitator’s role is to take actions to assist in this process.

One can act as a facilitator when one teaches students in a classroom, administers a grant project, chairs a department, or runs a faculty development event.

If we want to allow more description we can add this:

Facilitation is an essential ingredient in teaching/learning, and all faculty members can benefit immensely from improving their skills in this performance area. Facilitation can be used with students to help them grow as learners, with graduate students to help them grow as researchers, with committee members to promote team problem solving, and with professional organizations to create effective mission statements and to accomplish strategic objectives. Facilitation involves a mindset of helping others perform better by creating growth opportunities and by providing coaching that allows others to take on more ownership and control of their performance.

(from the Overview Paragraph of 3.2.1 Overview of Facilitation)

3.2.5    Creating a Facilitation Plan

3.2.2    Profile of a Quality Facilitator

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The person who is in charge of pacing the activity, observing and assessing the process, and who is responsible for ensuring that the group or individual best meets the criteria set out in the activity

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Qualitative or quantitative characteristic of a criterion

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course or curricula focused on the enhanced learning, success, and retention of new students

And/or…

These college-orientation courses prepare incoming students for academic life at the post-secondary level. In so doing, they promote buy-in to institutional and program objectives and produce a powerful shared experience that sets cultural norms for course achievement within specific disciplines.

Can use this or not…

Many colleges and universities have instituted foundations courses and programs, often based on the First-Year or Freshman-Year Experience Programs modeled by the National Resource Center for the First-Year Experience and Students in Transition at the University of South Carolina.

http://www.sc.edu/fye/index.html

2.3.10    Knowledge Table for Process Education

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Knowledge identified and classified to help those who design curricula and establish performance criteria to thoroughly inventory and clarify all of the skills and subject matter learners need to build so that no skills or concepts are inadvertently ignored, and so that facilitators are aware of all of the points of growth that may be required in a learning situation. These are categorized under the headings of concepts, processes, tools, contexts, and ways of being.

Concepts – A generalized idea about something or a classification label.

Processes – Sequences of steps, events, or activities that, over time, result in changes or products

Tools – Any devices, implements, instruments or utensils that serve as resources to aid in accomplishing a task.

Contexts – The situation or background that is relevant to the understanding of  a concept or process.

Way of Being – The thoughts, attitudes, and behaviors characteristic within a culture, discipline, or knowledge area.

Rules – Facts or conventions that govern knowledge construction or performance in a particular discipline.

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Foundations courses are early college experiences intended to develop skills for academic success; to expose students to a discipline or area of study; and/or to introduce students to important campus resources as well as support networks. As the first course in an area of study, a baseline will be established for workload, classroom behavior, promptness of assignments, quality of work, and co-curricular activities. As such, they have the potential for establishing a culture of high expectations and high student engagement.

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Text below is from: (http://wise.fau.edu/~ecou1533/strongfoundations.htm)

Indeed, a new concept of general education seems to be emerging at a large number of institutions that have analyzed undergraduate education….. One after another, college faculties are concluding that general education must be much more than breadth and simple exposure to different fields of study.  Collectively, they are deciding that students should:

• Receive a generous orientation to the intellectual expectations, curricular rationale, and learning resources of the institution;

• Acquire specific skills of thought and expression, such as critical thinking and writing, that should be learned “across the curriculum” and imbedded within several courses;

• Learn about another culture and the diversity that exists within our own culture in terms of gender, race, ethnic, background, class, age, and religion;

• Integrate ideas from across disciplines to illuminate interdisciplinary themes, issues, or social problems;

• Study some subjects—beyond the majors—at advanced, not just introductory levels;

• Have an opportunity near the end of their course of study to pull together their learning in a senior seminar or project; and,

• Experience a coherent course of study, one that is more than the sum of its parts.

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positive developmental change resulting from identifying and consciously developing and internalizing skills and strategies that allow learners to reach higher levels of performance in one or all domains.

Knowledge construction alone does not produce growth. One must develop skills that allow one to respond to future performance challenges by taking initiative and control of their own learning processes. Self-assessment is a key process that fosters growth. Without appropriate instructional design that embeds learning skills and growth opportunities within the curriculum, growth will occur only for the fortunate few who have already internalized and embraced the value of continuous personal development or growth.

4.2.1  Overview of Mentoring

4.2.2  Becoming a Self-Grower

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learning through exploration and discovery facilitated by an instructor who provides students with resources and a guide to follow which contains objectives, performance criteria, and a set of carefully designed critical thinking questions

The theory behind this style of instruction is that, in order to achieve real deep understanding of new material, learners must actively restructure the information they absorb by integrating it with previous knowledge and beliefs, identifying and resolving contradictions, generalizing, making inferences, and posing and solving problems. In a guided-inquiry setting, students are presented with a series of questions that guide them through the process of exploring a model or executing a task. Subsequent questions require them to draw conclusions and make predictions based on the new material, and to use the new knowledge in exercises, problems, or research situations. Finally, application oriented questions prompt students to analyze complex situations, to transfer the new knowledge to unfamiliar contexts, to synthesize it with other knowledge, and to use it in new and different ways. Learners gain confidence in their knowledge by testing what they have learned.

Can also link to this:

http://www.pogil.org/resources/GI_video.php shows a video of a guided-inquiry chemistry classroom. The video is by Rick Moog and associates. Pretty cool, but may not be worth it to include because of the philosophical deviation from PE.  Anything offensive or clearly anti-PE in it?

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