Learning Environments & Situational Factors To Consider

In this episode four educators from different parts of Texas will discuss their personal learning environments and situational factors as they relate to creating significant learning environments. In order to obtain the transcription please click here .

In creating significant learning environments, it is important that outcomes, activities, and assessments are aligned. As educators we must carefully evaluate our learning environments and situational factors before creating significant learning goals and using backwards design to develop a course or unit. It is about more than collecting the dots; we cannot be providing students with merely content when we should be focused on connecting the dots, allowing our learners to make connections with their learning (Godin, 2012).

​Using the guide created by Fink, I have developed a plan for the Engineering Club at Central Middle School to use an ePortfolio all year to display and collaborate in their learning while using a blended learning model. By developing a “Big Hairy Audacious Goal” (BHAG) for our Engineering Club, instructional design can be built intentionally, with learning objectives, activities, and assessment identified clearly.  I started with the BHAG, Big Hairy Audacious Goal, and worked backward from there to plan the unit. Coming up with the BHAG first allowed me to keep my end goal in sight and focus all outcomes, activities, and assessments on that to design a cohesive unit with strong goals where my students can learn and connect in a learner-centered, engaging environment.

Below you can read about the BHAG and 3-Column table of learning objectives, activities, and assessments:

BHAG: Learners will adapt their classrooms to incorporate student-centered, blended learning and ePortfolios that utilize choice, ownership, and voice to create an effective learning environment applying engineering processes to solve real-life problems and challenges.

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