Was it Learner-Centered? justify

This post is my practice exercise in preparation to my comprehensive exam

Cognitive & Metacognitive Factors.

LCP#1: Nature of The Learning Process.
The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

*The activities provided in the class, such as in-class worksheets, student presentations, critique of a curriculum, analysis of classroom observations and creating of a curriculum model, reflect LCP#1 because these are tasks that let students to intentionally construct meaning from information and their experiences. The students are required to extract their interpretations from the scenarios provided in the worksheet. In student presentations, students are expected to construct meaning from the assigned topics. The critique of the curriculum also intentionally allows students to construct meaning as they assess the content and design of the curriculum. In analysis of classrooms observations, students construct meaning by comparing and contrasting the observed instructional practice and curriculum with learner-centered education. In addition to these activities, the classroom discussions in class was facilitated in such a way that students reflect on their own experiences and interpret them with learner-centered practices and principles. A teacher centered class would primarily focus on memorizing the various curriculum models and focusing on memorizing the descriptions of each without giving allowance for students to create their deep understanding of the models.

LCP#2: Goal of the Learning Process.
The successful learner, overtime and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

There was appropriate support given by the instructor in guiding the students towards understanding various curriculum practices and how they are aligned to learner centered education. The class discussions helped in facilitating the understanding and creation of meaning by the learners because the source of the knowledge did not come from the teacher alone, but through contributions and comments of everybody. The worksheets, student presentations, critique paper & curriculum model are tangible representations of their knowledge and understanding.

LCP#3: Construction of Knowledge.
The successful learner can link new information with existing knowledge in meaningful ways.

The class discussions explicitly showed evidence on how students link their prior knowledge to new knowledge through sharing and expressing their own ideas and thoughts with the whole class. The various class activities also facilitated the linking of prior knowledge to new knowledge because answering the activities would mean application of their current teaching practices, experiences, and knowledge in the field.

LCP#4: Strategic Thinking.
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

The class activities and class discussions became also a way of exercising complex thinking and reasoning strategies. Thus, giving the experience for learners to enhance and develop these skills.

LCP#5: Thinking about Thinking.
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.


LCP#6 Context of Learning.
Learning is influenced by environmental factors including culture, technology and instructional practices.

The classroom discussions followed a circle arrangement of chairs where the teacher is also part of the circle which makes the environment more casual and gives the students a clear view of everybody. This kind of arrangement gives a welcoming feeling that would encourage anybody to speak out and also gives the speaker the feeling of respect to see the rest of the class listening and paying attention to what he is saying. This is in comparison to an environment where the teacher is at the front and it becomes a discussion between one student and the teacher. Technology was also conveniently available for class times where technology is needed. The context of leaner also gave student control over the class I.e. through student presentations. This kind of instructional practice, by giving students choice and control, influences the learner's motivation to learn (LCP#8).

Motivational & Affective Factors.

LCP#7 Motivational and Emotional Influences on Learning.
What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by individual's emotional states, beliefs, interests and goals, and habits of thinking.

Again, the classroom discussions allowed room and gave respect to individual's beliefs. Interests, goals, way of thinking and emotional states. This kind of context influenced the learning experiences of the students (LCP#6), in a positive way which in turn motivated students to learn more during class discussions.

LCP#8 Intrinsic Motivation to Learn.
The learner's creativity, higher order thinking and natural curiosity all contribute to the motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.

Personal choice and control was very evident in the opportunity to choose which classrooms to observe and proposing a curriculum model. 

LCP#9 Effects of Motivation on Effort.
Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without the learners' motivation to learn, the willingness to exert this effort is unlikely without coercion. 

Because the activities provided students choice and control and freedom of expressing their own thoughts, this motivated students to participate and in return give effort in class activities and discussions.

Developmental and Social Factors.

LCP#10 Developmental Influences on Learning.
As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account. 

The class discussions always took into account the various learning experiences and perspective of the students regardless where they are coming from. This implies that students coming from different developmental level is being respected and recognized and is welcome to contribute to the learning process so that others may also learn from the other students.

LCP#11 Social Influences on Learning.
Learning is influenced by social interactions, interpersonal relations and communications with others.

Social interactions were evident not only in the circular class discussion but also in pair or triad group work. Sometimes student sa would group themselves in 2 or 3's to work on the worksheet provided every now and then. The group presentation is also a pair work which would allow team work. Everytime there is a worksheet or a presentation, the class would discuss and share concerns and other feedback regarding the current worksheet or presentation topic. More learning is happening with the exchange of ideas within partners and across the class. 

More about social influences was the classroom observation requirements which gave opportunity to observe teachers and learn from the practices that they are already applying. Interviewing these teachers also contributed to student learner. 

Individual Differences

LCP#12 Individual Differences on Learning.
Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity

The activities, group presentations and requirements in class, provide enough room for learners to be able to approach the task according to their learning style. Group presentations and discussions had enough freedom and flexibility for the students to participate according to how they would learn best in the class.

LCP#13 Learning and Diversity.
Learning is most effective when differences in learners' linguistic, cultural and social backgrounds are taken into account. 

Class discussions in the class, allowed opportunities for the students to express their own experiences which reflected recognitions of students coming from various backgrounds.

LCP#14 Standards and Assessment.
Setting appropriately high and challenging standards and assessing the learner as well as the learning progress - including diagnostic, process and outcome assessment - are integral parts of the learning process.

Since the syllabus is intended for graduate students, the expected requirements for the students are appropriate in terms of developmental level. The structured exercises that are given every now and then serve as a process assessment to know how well are students progressing through out the course and which parts about curriculum do they still need to work on. The creation of a curriculum model serves as the outcome in reflection of the over-all learning of the student in relation to designing a learner-centered curriculum. There are no evidences that reflect diagnostic assessment. 

Note: compare with 

**9 principles of assessment *****
**wiemer's 5 key changes to practics, 

**Social constructivism learning theory

***bloom's taxonomy

Note: to create a blog post and include suggestions on how to improve the class.

Create a UbD. 

1. Weimer. 
2. Theories.
3. BLOOMS TAXONOMY. 
4. UBD. 
5. 14principles. 
6.  9principles. 
7.  21st century. 

9 Principles of Good Practice for Assessing Student Learning (AAHE)

Taken from American Association for Higher Education 
(this blog post is for personal review for my upcoming comprehensive exam)

Principle 1: The assessment of student learning begins with educational values

• Assessment is a vehicle for educational improvement.
• Assessment enacts a vision of the kinds of learning we most value for students 
• Educational values should not only drive what we choose to assess but also how to do so
• Assessment is a process of improving what we really care about

Principle 2: Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

• Assessment not only show what students know but what they can do with what they know
• Assessment not only involves knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom
• Assessment should reflect these understandings by employing a diverse array of methods. including those that call for actual performance

Principle 3: Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

• Assessment is a goal-oriented process. 
• Assessment entails comparing educational performance and educational purposes and expectations
• Assessment as a process pushes to clarify program purposes and prompts attention to where and how program goals will be taught and learned
• Clear, shared, implementable goals are the cornerstone for assessment that is focused and useful

Principle 4: Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes

• Information about outcomes is highly important but to improve outcomes we need to know about student experiences
• Assessment can help understand which students learn and best under what conditions

Principle 5: Assessment works best when it is ongoing not episodic

• Assessment is a process whose power is cumulative
• Improvement is fostered when assessment entails a linked series of activities undertaken over time.
• The point is to monitor progress toward intended goals in a spirit of continuous improvement
• Assessment process itself should be evaluated and refined in light of emerging insights

Principle 6: Assessment fosters wider improvement when representatives from across the educational community are involved

• Student learning is a campus-wide responsibility
• Assessment is not a task for small groups of experts but a collaborative activity
• It's aim is wider, better-informed attention to student learning

Principle 7: Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about

• Assessment recognizes the value of information in the process of improvement but information must be connected to issues or questions that people really care about.
• It means thinking in advance how the information will be used and by whom
• The point of assessment is not to gather data and return results; it is a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data and that informs and helps guide continuous improvement

Principle 8: Assessment is most likely to lead to improvement when it is part of larger set of conditions that promote change

• Assessment along changes little but it's greatest contribution comes on campuses where the quality of teaching and learning is visibly valued and worked at
• Information about learning outcomes is seen as an integral part of decision making, and avidly sought

Principle 9: Through assessment, educators meet responsibilities to students and to the public

• As educators, we have a responsibility to the public that support or depend on us to provide information about the ways in which our students meet goals and expectations. 
• But that responsibility goes beyond reporting of such information; our deeper obligation is to improve

SOURCE: http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf

The 14 Learner-Centered Psychological Principles (APA, 1997)

In ALL my classes in my masteral program... We keep on going back to the 14 Learner-Centered Psychological Principles. At some point I began to tell myself, Learner-Centered Psychological Principles, again?!?

In everything! Assessment class, technology class, curriculum class, research class... EVERYTHING.

My masteral program is Master of Arts in Learning and Teaching.

I haven't taught in a classroom setting. Thus, I have never actually practiced anything that I learned in my masteral classes (only on paper, and when I'm tutoring and training tutors). My bachelor degree was Educational Psychology. I did not see myself teaching K-12 subjects, so I was merely an observer of all things happening in education. 

As a mere observer of things happening around me, I realized that it is no wonder my masteral program focused so much on the 14 Learner-Centered Psychological Principles. 

There is so much to change. So many practices violating the principles. So many misconceptions of what it really means to be "learner-centered". 

Thus, I realized THAT's the whole point why all my graduate school classes revolved around the 14 Learner-Centered Psychological Principles. 

The 14 Learner-Centered Psychological Principles becomes our own constitution. Same goes with lawyers (even if I hate memorizing), I have to memorize my constitution! Dang it... I hate memorizing. I always defended myself in class that memorizing was lower-order thinking skills.. Hehe... But this is the only way to go. Like in multiplication, no way out but to memorize the multiplication table.

Then from short-term memory we push it to long-term. *sigh* 

But I should eat, breath and live the Learner-Centered Psychological Principles with all my heart.

Cognitive & Metacognitive Factors. 

LCP#1: Nature of The Learning Process. 

The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. 

LCP#2: Goal of the Learning Process.

The successful learner, overtime and with support and instructional guidance, can create meaningful, coherent representations of knowledge. 

LCP#3: Construction of Knowledge.

The successful learner can link new information with existing knowledge in meaningful ways.

LCP#4: Strategic Thinking.

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 

LCP#5: Thinking about Thinking.

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

LCP#6 Context of Learning.

Learning is influenced by environmental factors including culture, technology and instructional practices.

Motivational & Affective Factors.

LCP#7 Motivational and Emotional Influences on Learning.

What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by individual's emotional states, beliefs, interests and goals, and habits of thinking. 

LCP#8 Intrinsic Motivation to Learn.

The learner's creativity, higher order thinking and natural curiosity all contribute to the motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.

LCP#9 Effects of Motivation on Effort.

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without the learners' motivation to learn, the willingness to exert this effort is unlikely without coercion. 

Developmental and Social Factors

LCP#10 Developmental Influences on Learning.

As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account.

LCP#11 Social Influences on Learning.

Learning is influenced by social interactions, interpersonal relations and communications with others.

Individual Differences

LCP#12 Individual Differences on Learning.

Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity

LCP#13 Learning and Diversity.

Learning is most effective when differences in learners' linguistic, cultural and social backgrounds are taken into account. 

LCP#14 Standards and Assessment.

Setting appropriately high and challenging standards and assessing the learner as well as the learning progress - including diagnostic, process and outcome assessment - are integral parts of the learning process.

This is why I love Educational Psychology. The LCP's has summed it all. Being a Learner-centered teacher can't be done overnight. That's why teachers should also be reflective teachers. Keep on reflecting and improving and learning and yada yada yada. Need to end this now. I don't want to make a speech!! :P Need to memorize the LCP's & their numbers. 

Enforcing Independence and getting comfortable with the uncomfortable. #RHIZO14

I have been purposely delaying my blog post regarding the Week 2 topic from #Rhizo14 class. Although when I first saw it, I told myself it's a good topic and probably so many things to talk about. But I wasn't putting much thought on it recently. Not sure if I just didn't want to think for the past few days or because I don't know where to start talking about enforcing independence on students. 

I'm still adjusting to this whole Rhizomatic Learning thing because up to now, I still don't know what a Rhizome is.. And the little voice in my head still keeps pronouncing it as "Rheeeezome" .. (See, there it goes again!!)

Not Rheezome, stupid little voice in my head, IT'S Rhayyyyzome. lol. I feel like a toddler learning words or more like, Hermione teaching me how to properly pronounce a hex. But it's nice to learn new things eh? Things that you have absolutely no idea about? Learning to learn, relearn, and unlearn? All I'm getting from observing people's conversations are key words and key phrases like: putting chaos into order, community is the curriculum...

What do you mean community is the curriculum???? I wonder if I answered this during my curriculum development course in 2012, my professor would probably say I'm being too philosophical. I tried reading blog posts about Rhizomatic Learning but I think I just got confused as ever. (I wish I new about Rhizome before though, it's a wonderful topic to bring up in class and confuse everybody...in confusion we learn.)

While reading the blogs, what ACTUALLY came into my mind is that I've always had been careful of putting my real and full name scattered all over the internet, especially when I graduated college and realized that my career will be in the academe. (The fear of students googling you.) But recently with all these academic networking, I see a lot of people are actually using their own names too (Well, I think it's their real name) and it's actually nice to recognize the names of these people, when I hop into one blog to another and from one social network to another. 

It's really how you use these internet tools responsibly. And by surrounding myself with these professionals, I get to be influenced by how I should use it and talk about things that matter. 

"Small minds talk about people, average minds talk about things, great minds talk about ideas."

Sometimes though, I'm scared of what I say because I feel like I talk non-sense and sometimes I feel like I have no idea what's going on. But that's how we grow and learn right? Stepping out of the comfort zone. Dealing with the unknown. Putting yourself out there. Getting comfortable with the uncomfortable. Things like that. 

Anyway, so how shall I start talking about enforcing independence 

Maybe I could start with a tweet I saw regarding the topic.

Funnehhhh :)

When I saw Dave's syllabus for EDD66 on how he enforced independence. I was both impressed and sad.

Impressed of course because I like to be in this class, although I really didn't get the contract part of grading.

I was sad because I remember my undergraduate Educational Technology classes, wherein we were "taught" using tools. And when final project came, I actually learned more by just googling tutorials. Classes felt so much a waste of my time.

Before I answer Week 2's challenge though, I will include Dave's response to my previous post How Do We Know What Students Need To Learn? - Thanks Dave, no idea why the spotlight suddenly went to me. (Fuzzy feelings). But it does feel like a real learner-centered classroom now where the students are "navigating" the learning experience. Wouldn't be making this video if I didn't come to class, eh? #betterlatethannever :) 

*blush*

Although, Dave, I have to, uh... Listen to your video again and again (even though I still hate hearing my name.. So weird that somebody I personally don't know talking to me :P). 

Kinda having some philosophical something something in my head that's cloudy and I can't even describe it.

Does this mean, we can never know what students need to learn? 

So... We'll just, let them... Do... The choosing? 

You mean there's no answer?!? Lol 

I think I'm having an "Ohhhhhhhhh" moment here. Like, ohhhhhh.. So that's what community is the curriculum is? Shouldn't it be... The community chooses the curriculum? 

I think this is the "The Balance of Power" as far as being learner-centered is concerned, like negotiating the syllabus and allowing students to propose changes. Dave's EDD66 syllabus reminds me of Weimer's strategy in her communication class. She listed a lot of tasks that the students can accomplish in class, but only ONE task was mandatory (which was they had to give a speech, since it was communication class). Everything else, the students had the choice if they were to do it or not (they can even skip the class if the schedule for that day was not their option). Each task had corresponding points though, so it was up to the student to choose the task as long as they are able to add up and reach the certain number of points equivalent to the grade they desire. 

With regards to assigning points... I can't currently expound on the idea how you "decide" the weight of the points... That is actually one question my classmates have brought up during group study when we talked about assessment. For a rubric example, what is the basis for giving a certain % weight for a certain criteria? And for quizzes, what is the basis that 7/10 is the passing cut off? That..... is part of learner-centered assessment I have yet to ponder about. I know the answer is there somewhere, but I have to search within the file cabinets of ze brain. We can negotiate it with the class to democratically decide what is the passing grade though. But... is everything just going to be negotiated? 

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Moving on... 

I will again try to relate Week 2's questions with my review of comprehensive exam because I have NOT been studying for the past few days. My mind has been floating recently. I wish my exams are over. This is prolonging THE agony. Also, I don't want to end up writing rhizomes on my Compre essays :)) I might not be able to articulate and justify it well on my exams.

Question #1 How do we create a learning environment where people must be responsible?

When I read Weimer's syllabus (as mentioned above and only remembered it as I reflected on community as curriculum), it made me think that her strategy is actually a learning environment where her students must be responsible. Responsible to choose whatever task they should be accomplishing, as well as responsible to keep track and compute their grades so that they can reach the cut off for their desired grade. Although, she had mentioned one experience where there was a student who STILL failed her class because the student didn't know that he didn't reach the cut off. "If I knew I lacked points, I would have done more", the student says. So she started to ask herself, should she have given student reminders on what their current points are, mid-semester? She had assumed that students should have been responsibly tracking down their points on their own. 

So I guess it's a trial and error thing. You figure things out as you implement it semester after semester. Her strategy to "choose whatever you want to do and participate in" actually does enforce students to be independent. 

Weimer also points out that there is also that resistance to change. Because our students are used to a system where the teacher decides for themselves, they get surprised when you give them freedom and choice. And surprisingly, given the freedom... they resist. They are used to being dependent. But since we are enforcing them to be independent, how much responsibility should we be expecting from our students? 

The question the underlies here though, is the developmental level of our students. How much freedom can our students take? Do we let them figure it out on their own? Like that of the student who failed because he didn't track his points. We can easily say, "ah he should have known". But that's why we reflect on such things because we want to avoid such things happening again and again. 

Question #2 How do we assure ourselves that learners will self-assess and self-remediate?

I guess, this is related to the scenario above. How can we assure that our students are conscious about their progress? This answers the question if we should remind them of their midterm status. Maybe "remind" shouldn't be the word, because it sounds like making them dependent. We can disseminate the information somewhere, "inform" them about it and again it will be the responsible of the student to inform themselves of their status. That, then may allow themselves room to self-assess and self-remediate their performance. 

This goes in hand with "The purpose of evaluation" in learner-centered teaching. As I've mention in previous posts Weimer's LC "the purpose of evaluation" is 1) promoting learning and 2) promoting self & peer assessment. Focusing on learning process and allowing students the opportunity to revised their work instead of focusing on assigning grades and moving on to the next task.

Giving emphasis in the learning process than merely attaining a specific grade (I'm fully aware of this, yet I myself am still grade conscious. although to be fair, I am both performance & mastery goal oriented.. So it's not just all grades that matter to me), that should help us give somewhat assurance that the students will self-asses and self-remediate. If we point out that we don't care about the grades and we are emphasizing the learning process... Wait, I just already said that. I guess I'm just emphasizing that we should focus on the learning process and not the grades. (oops, there I go repeating it again)

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*RHIZO14 is the hashtag for the "Rhizomatic Learning" MOOC provided by Dave Cormier via P2PU (Peer 2 Peer University)

Student Expectations: More about being Learner-Centered

Teachers have expectations of their students... But we also need to remember and take into consideration that our STUDENTS also have their own expectations. It's important to recognize them.

This video is an example. Different students will of course have different expectations.

How do you know what students need to learn? #RHIZO14

Mr. Dave Cormier raised me a question via twitter. Actually, two questions.

Literally scratched my head...

Here I am, reading and discussing with my gradschool classmates about Learner-Centered Teaching and the question posed to me made me stop and say... "Good question". Am I really qualified to earn the degree on being a "Master" in Learning in Teaching? heh.. These questions ARE related to learning & teaching.

I raised these questions to my gradschool classmates and told them that even if it wasn't about our comprehensive examination review topics, we should try to answer the questions on our own to prepare ourselves in practicing taking an exam. Exercise some critical thinking and test-taking skills.

Tests bring out all sorts of emotions, anxiety, pressure. I myself hate taking exams. The reason I loved college because my undergraduate degree barely didn't have final examinations. Most of my courses required research outputs or other types of paper work. I remember during finals week, my block would run wild and free while the rest of the university was stressing on reviewing notes and feeling all the anxiety.

There's something about exams that give me anxiety, probably the pressure of sitting in a chair for a couple of hours and forcing ourselves to create and squeeze out information from our minds. With the pressure of being "graded". I should probably take advantage of my excessive talking, rationalizing and over-thinking as an advantage for my compre. *Metacognition in the process here*

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How do you know what the students should learn? 

After much thought, I realized this is in relation to Maryellen Weimer's "Function of Content". How do we know which content to remove in our syllabus and which ones should stay? She stresses that in the practice of Learner-Centered teaching, we should "use" content to promote learning and not to focus too much on "covering" it. In Teacher-Centered instruction, the focus of teachers is always on covering all the topics which results to competing with time and compromising the learning experience of the students.Which leads us back to the question, how then do we know what the students should learn?

I'm going to go into the practice of using Grant Wiggin's Understanding by Design. In UbD, the whole idea is to start with the "desired results". At the end of your topic or unit or semester, what is your desired result? The guide question in UbD asks "What kinds of long-term independent accomplishments are desired?"

It begins with... Students will independently use their learning to....

This practice is helpful because you're able to think of a standard that students should be able to do and it should be long-term. The "big" picture. What do you want students to be able to do? This gives purpose in what you are doing. It's like a Mission-Vision thing. Remember the saying "Vision without mission is merely a dream, mission without vision just passes the time. Vision with mission can change the world"

Your desired result is your vision. If you don't have a vision... then your just "passing the time".

So when you already have a desired result... you go down to asking, "In order to achieve the desired result, what should they understand?

Students will understand that...

As well as thinking, "In order to achieve the desired result, what essential question should be always raised?"

Students will keep considering...(in question format).


And then, we go into identifying "What knowledge and skills do students need to have in order to achieve the desired results?"

Students will know...
Students will be skilled at...

When you have identified all these... it will be easier for you to think of "learning activities & learning assessments" - and there you would incorporate the various teaching and instructional and assessment practices. Hopefully, your practices aren't teacher-centered because remember Weimer's advice... Use content to promote learning, not cover it. Your learning activities and assessments should be aligned with what you have identified above. What should students know? What skills should they develop? That is the whole point of identifying those things, to serve as a guide.

I guess.. to give a short answer from Dave's question "How do you know what students to need to learn?" - You first think of what your desired result is. Your vision, so that you're not just "passing the time".

Do they all need to learn the same things?

I think the key word here is "need". Well, no, they don't need to know the same things but I guess they all need to know the basics. The things you have identified under "knowledge & skills". Some will definitely learn more than others. As long as they all achieve the desired results, then I think you've achieved success - you have achieved your vision. 

So again, it all boils down to your "desired results". 

What is your vision?

Kinda like a lot about life huh? It all starts with a dream.

***updated: A comment in Rhizo14 facebook group mentioned something about the common core standards, in Understanding By Design, it actually starts with "unpacking" the standards... I just didn't discuss it here because I was thinking of learning as a whole (not restricting myself with formal education) - like seminars maybe, or MOOCs :) ***

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On a personal note: This is so crazy. I'm collaborating with PhDs and professors from other parts of the world. And here I am, an overstaying M.A. student who just overcame the "quarter-life" career crisis. They are out of my league. But I feel like I have tons of mentors where I can learn from.

I do have a habit of extending myself and reaching out to people. I have this inner drive thinking I can do more than what is expected. I remember during my undergraduate year (2006), for our first research course I contacted a guy who worked on test anxiety and he mailed me stuff via postmail! manuscripts and even a copy of his instrument (for freeeee). He was Charles D. Spielberger. I was so delighted as an 18 year old having contact a busy person from abroad and was helping me out, a mere undergrad. I wasn't publishing or anything, we were just going to do a simple research as partial completion of our course subject. Hmmm... I should definitely try contacting him again, last time I talked to him I told him I was taking masters. lol I should probably tell him "well... I'm still taking it" ha. But he was one of those key people in my undergraduate experience that made me more enthusiastic about educational research. - ohh maybe Dr. Spielberger has twitter :)))

And now, I've finally found what my key interest is and it basically falls under online learning (or e-learning, still need to decide on that). And I'm finding more and more people to draw inspiration from. Mr. Dave (and his wife, Ms. Bonnie) to begin with. I kinda figured out in the long run that they were a couple. And I think I find it cute because they both share the same interest. It's always nice that you have somebody to talk to that can relate with what you're talking about. Sometimes, when I'm with my friends.. I think if they were honest enough they would tell me "Toni, stop talking about your research and your MOOCs because we have no idea what you are talking about and we also don't give a damn." Well, I think that's what they are thinking. So as a result, I try not to talk to them so often. Don't wanna bore them to death. :D

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*RHIZO14 is the hashtag for the "Rhizomatic Learning" MOOC provided by Dave Cormier via P2PU (Peer 2 Peer University) 

Related Post Re: examinations see previous post on Cheating is a Skill: Redefining Cheating & Thoughts on Learner-Centered Assessment =)

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***updated: OMG!!!!!!!! I typed Charles Spielberger on twitter in hoping to reconnect with him and turns out he died LAST YEAR June 12, 2013 (see link) I feel so sad!!!!!!! And I wasn't even able to update him to tell him the "good" news that I'm almost... finishing my masters... (Though he'll probably say, What took you so long, dear?)

BUT THIS IS SUCH. sad sad sad news :( 

R.I.P Dr. Charles D. Spielberger.. Thank you for mailing me a free copy of your Test Anxiety instrument which gave birth to my love and enthusiasm with educational psychology research. 

Cheating is a Skill: Redefining Cheating & Thoughts on Learner-Centered Assessment #RHIZO14

I think I can justify putting time & thoughts on the first topic for Rhizomatic Learning MOOC.

Cheating as Learning.

This week, my focus on my comprehensive exam review is all about on Learner-Centered Assessment. 

**Side Note: I realized it's a good thing I joined this MOOC course (even if I'm a week late) because the "host" of this MOOC party is the person who "coined" the word MOOC itself. Don't know how that helps with my comprehensive exam but, I like the feeling I'm globally involved.

My thoughts on Cheating As Learning.

Last year, I joined a MOOC in Coursera on "Video Games and Learning" and there was a topic on "Learning as Cheating the Game". This implied that players who "cheat" in the games they play, also needs to learn how to cheat the game in the first place. When we cheat, we also learn. Or rather.. when we "learn" something (like a new strategy, or a new technique), we are "cheating" the game.

In that MOOC, there was a professor who made a practice to "encourage" her students to "cheat the class". She makes her students form into groups and asked them to talk on "How can you cheat this class?"

What the students came up with were reading strategies, identifying common questions professors will asks, what aspects they should be prepared for, focusing early on things for the final paper.

Cheating. for me. is basically. a skill...

(much like academic procrastination for me is also a skill, it was my undergraduate thesis but I won't discuss that here... I've move on with that part of my life :P)

In one of the MOOCs I also took last year via Coursera, a MOOC on Social Psychology. There was a topic that words are actually just constructs to organize things. Words are just ways to "categorize" our thinking. (which leads to prejudice, but I won't talk about that here either).

My point is just that, we need to define "Cheating" as well as there are also different definitions for "Academic Success".

Cheating As Learning.

Students, find it "unfair" when other students cheat and yet they get the same "results". But when we think of the construct "unfair", it just basically means... "Man, I hope I was that person." These students who "cheat" knew something that couldn't be read in the text books. Hustlers, I could refer them. In high school, I used to sit beside a "hustler" and I was the student who barely had experience cheating in exams. But to my luck, there was this one math exam that I really really had no idea about (probably calculus). In that certain exam... HE had the answers!!! (dunno how he got it, but he's got connections)... Of course I was very very nervous because in principle, I was doing a "bad" thing.. I was being a BAD student. But I was one of those people very thankful to have "cheated". I needed to cheat.. to pass the exam.

I am not saying I encourage students to cheat during exams BUT...
It's really a matter of defining the word "cheating". 

This would be a good thesis topic eh?

If we define cheating as "copying answers from somewhere else" then it goes back then to the assessment practices, WHY do students cheat?

There I was, a good student who typically studies instead of "asking seatmates" for answers. But I succumb to cheating. Hustler students are not selfish of sharing answers because they've been there in the situation where you don't know the answer but need to pass. I was lucky to be sitting beside a hustler, instead of a really bright student. Most bright students don't like sharing their answers because for them "you should have studied well" and it is unfair for them because they poured "hard work" in studying, so why would they just "give" the answers away? And most bright students, don't share answers because they don't want to take the "risk" of getting caught. They weren't used to this practice. They didn't have the "skill" to be a cheater.

I was the middle student. Wasn't a hustler, neither was I the very bright student.
I have yet to thank that hustler for that moment. It was a student experience that I still cherish until now.

It's not breaking the rules unless you're caught right? hmmm...

But if teachers allow it, then it's a whole different story.

Thus the practice of "open book or notes" type exams, "group" exams, "take home" exams.

Open book exams for example, "technically" that is totally CHEATING! That's why students love it when exams are open notes, or take home or collaboration.. it's unconventional and for them it's "breaking the rules" - it's cheating.

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So let's go further on Learner-Centered Assessment practices (Please bare with me, I have to blog about LC too because I also have to focus on this to prepare for my comprehensive examination - so this is my way of "cheating" the exam).

Why do students, cheat? 
Assuming we define cheating as "breaking the rules the teacher imposes".

Then it now boils down to the responsibility of the teacher.
How does the teacher decides the rules? and
How does the teacher choose and design the assessment?

**Side Note: This reminds me of the time a classmate who asked a seatmate for paper and the professor shouted at her "That's Cheating!!" - to think the exam hasn't even started yet!! AND SHE was our BEST performing classmate! Why would she cheat??

Take a chill pill and watch out for you b/p.

This is why as educators we need to learn about Learner-Centered Assessment Practices.

Why do students cheat? - You have to think of the circumstances that you put them into. Every behavior has an explanation. It could be because students don't find the value or relevance of the assessment you are giving them, or it also mean you are imposing a set of rules that is too rigid.

According to Weimer's Learner-Centered Teaching book, one of the purposes of evaluation should promote learning. The other purpose is that it should also provide opportunities for students to develop the skill on self & peer assessment.

So when you give evaluations/assessments, first ask yourself "What is my purpose?"

Teacher-Centered practices have had a habit to use tests as punishments. I know I've had teachers like that. When you've pissed off the teacher or if the class is noisy, the teacher gets mad and gives the class a surprise quiz.

What is your purpose?

The next thing you should also think about when making an assessment is that, "Is my assessment aligned with my goal?" 

YOU DO have a goal right?

Understanding by Design is one of the practices you can use in designing learning units. It lets educators establish goals. And all your activities, lessons AND assessment, aligns with the goal. It is your guide. You don't ask students to submit picture cut outs and put them in a collage just for the sake of having an output. Of course not unless, your "goal" is developing motor skills and learning how to cut and paste (for pre-school teachers I assume).

Going back to Learner-Teaching Assessment, focus your assessments in the learning process and REDUCE student's stress and anxiety related to evaluation experiences. Weimer also states not to use evaluation for "hidden agendas" and to provide more formative feedback. Involve students also in the assessment process by giving them the opportunity to self-assess themselves and assess other peers. These are Learner-Centered practices on assessments.

So when you make rules, do you give demerit to students who come to class without paper? Is your GOAL "teaching students to be responsible by bringing their own paper"? Do you give "plus" points to students with legible hand writing? is your class a penmanship class? These are important notes we should reflect on when it comes to assessments.

This goes to my next point about grades... students are highly motivate by grades. My "cheating" experience in high school was motivated because I did not want to fail. Students cheat if they are pressured to pass. Why do grades matter so much? It's because when teachers give too much emphasis on grades instead of learning.

There are a lot of other Learner-Centered Assessment practices.. (which I should be reading more on right now..) So I have to end my blog post abruptly like this. Lol Sorry. But I pretty much make sense right?

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*RHIZO14 is the hashtag for the "Rhizomatic Learning" MOOC provided by Dave Cormier via P2PU (Peer 2 Peer University)