Best Ideas:
Jose Mestre Plenary

Planning Technology-rich Spaces for Learning
PKAL/NITLE/DePauw University Workshop
DePauw University
October 24 - 26, 2003

1. People
  • recognize the limitations of one's expertise, with the implication that every member of the planning team needs to listen to and learn from all of the other members
  • instructors must help students organize the content
  • a reinforcement of the concerns of our faculty to retain and emphasize personal teaching (high touch teaching?)
2. Classrooms  
3. Furniture  
4. Systems  
5. Technologies / Pedagogies
  • importance of immediate feedback and experts versus novices "learning-seeing" in knowledge organization
  • instruction must be directed toward gradual acquisition of knowledge
  • think of new ways to have students engage in cultural thinking in collaborative spaces
  • the is an emerging science of learning that indicates that: i) active learning and engagement is important; ii) feedback to students (peer to peer) and to instructor are extremely valuable; and iii) appropriate technologies and paces can support more efficient learning
  • experts cannot teach without pedagogical content knowledge- e.g., teachers need to help students organize knowledge and relate it to experience
6. Planning
  • when planning learning environments, experts on how people learn should be central to the planning process
7. Spaces
  • spaces need to allow active learning; anything else is malpractice
  • active learning/teaching styles should be encourages and the right classroom environment needs to be created when faculty want to use this style
8. Students
  • must reflect on forcing students internal conflict (dissonance) versus wildly incorrect incorporation of new material into existing knowledge (interference)
  • the key is to provide students with opportunities to apply knowledge/ teaching in class and give feedback and assessment during class
  • consider what is "known" by students in order to shape where you are going
9. Future  
10. Vision
  • plan for more interaction in the classroom, with discussions, group projects
  • need to sell new pedagogical methods to my faculty
  • communities of practice need to be encouraged
11. Other
  • must read How People Learn
  • pedagogical content knowledge, what a concept!
  • a speaker who practices what he preaches; it was good to observe good teaching
  • good information about context, about transfer of principles
  • expertise is both facts and organization of knowledge within a context
  • "chunking," hierarchy and metacognition as aspects of expertise
  • learning by analogy works well
  • experts and novices don't learn the same way and prior knowledge affects both in profound and in humourous ways