Areas of focus
There are three primary areas of focus that are in alignment with my BCDC goal setting effort:
• A focus on communities
• Remembering the “How” when establishing how we create value in our communities
• Application of my understanding of Social Cognitive Theory
Each of these will be monitored on an ongoing basis through use of Action Inquiry.
A focus on multiple modalities of the student/learner are woven throughout.
The visual constructs below will offer additional insight into how this goal setting outline was developed.
There are three primary areas of focus that are in alignment with my BCDC goal setting effort:
• A focus on communities
• Remembering the “How” when establishing how we create value in our communities
• Application of my understanding of Social Cognitive Theory
Each of these will be monitored on an ongoing basis through use of Action Inquiry.
A focus on multiple modalities of the student/learner are woven throughout.
The visual constructs below will offer additional insight into how this goal setting outline was developed.
Communities of practice as social learning systems
Sponsors / Members / Facilitators & Leaders (Wenger, 2000)
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Goal # 1 - Focus on Communities
• Resource – video by Nancy White
• Resource – Etienne Wenger (the Communities of Practice : Domain – Community – Practice)
Emphasis
How the 'Three Perspectives' relate to my course design and development efforts:
• Sponsors – My Curriculum team whose feedback and insight is valuable to me
• Members – the students taking the course
• Facilitators & Leaders – the Adjuncts and other Faculty who will be instructing the course
• Resource – video by Nancy White
• Resource – Etienne Wenger (the Communities of Practice : Domain – Community – Practice)
Emphasis
How the 'Three Perspectives' relate to my course design and development efforts:
• Sponsors – My Curriculum team whose feedback and insight is valuable to me
• Members – the students taking the course
• Facilitators & Leaders – the Adjuncts and other Faculty who will be instructing the course
Evaluation framework
(Wenger, E., Trayner, B., and de Laat, M., 2011)
(Wenger, E., Trayner, B., and de Laat, M., 2011)
Goal # 2 -Remember the “How” when establishing how we create value in our Communities:
• Immediate value – was it a good experiences? Was I engaged?
• Potential value – how might I use what I learned
• Applied Value – how I am viewing these? Practice them
• Realized value – is my use of the tool creating a change?
• Reframing value – how is it changing me and my organization?
Utilize Evaluation framework by Wenger, E., Trayner, B., and de Laat, M. (2011)
Promoting and assessing value creation in communities and networks: a conceptual framework
CYLCES in this process:
• Cycle 1. Immediate value: the activities and interactions between members have value in and of themselves
• Cycle 2. Potential value: the activities and interactions of cycle 1 may not be realized immediately, but rather be saved up as knowledge
capital whose value is in its potential to be realized later.
• Cycle 3. Applied value: knowledge capital may or may not be put into use. Leveraging capital requires adapting and applying it to a specific
situation.
• Cycle 4. Realized value: even applied new practices or tools are not enough. A change in practice does not necessarily lead to improved
performance, so it is important to find out what effects the application of knowledge capital is having on the achievement of what matters to
stakeholders .
Social Cognitive Theory
(Bandura, 1986 & 2001)
(Bandura, 1986 & 2001)
Goal # 3 - Application of my understanding of Social Cognitive Theory
• Resource – Bandura (1986) * (2001)
• SOCIAL COGNITIVE THEORY: An Agentic Perspective
Agentic -Social cognition theory perspective in which people are producers as well as products of social systems. Milgram's theory about the agentic state which is the psychological state the obedient subject is in when he or she is obeying authority.
• Resource Social Cognitive Theory -- Denler, H., Wolters, D., Benzon, M. (2014)
SCT integrates a large number of discrete ideas, concepts, and sub-processes into an overall framework for understanding human
functioning. Five of the central concepts are described below
• Observational Learning/Modeling
From its inception one core premise within SCT has been that people learn through observation. This process is also described as vicarious learning or modeling because learning is a result of watching the behavior and consequences of models in the environment.
• Outcome Expectations
Outcome expectations reflect individuals' beliefs about what consequences are most likely to ensue if particular behaviors are performed.
• Perceived Self-efficacy
Self-efficacy also has emerged as a prominent and influential concept within SCT. Self-efficacy reflects individuals' beliefs about whether they can achieve a given level of successful at a particular task (Bandura, 1997).
• Goal Setting
Self-efficacy also has emerged as a prominent and influential concept within SCT. Self-efficacy reflects individuals' beliefs about whether they can achieve a given level of successful at a particular task (Bandura, 1997).
• Self-regulation
Research on self-regulation or, when applied to academic contexts, self-regulated learning, blossomed in the 1980s and continued into the early 2000s to expand.
The VARK Modalities
The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers.
(VARKlearn.com)
Below are two animated vignettes that offer a high level explanation of Visual, Aural, Reading and Kinesthetic learners:
The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers.
(VARKlearn.com)
Below are two animated vignettes that offer a high level explanation of Visual, Aural, Reading and Kinesthetic learners:
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Action Inquiry
(Torbert, B., 2004)
(Torbert, B., 2004)
*Applying Action Inquiry is essential to ongoing growth and development and learning as designer/developer.