a) Learning Environment
The importance of
appropriate learning environment has been supported by a number of
authors. It is possible to design a
learning environment that encourages a desired form of learning (Eizenberg,
1998; Entwistle, 1992; Biggs, 1993 cited in Moon, 1999). De Corte (1996) cited
in Moon (1999) describes ‘powerful learning environments’ as ‘situations and
contexts’ that are manifested ‘productive learning, thinking and problem
solving’ among the students.
Biggs (1993) cited
in Moon (1999) identify two systems of learning environment, that is, macro-and
micro-system. In my case, the micro-system learning environment that involves
the classroom has been of keen interest since I am in a better position to
monitor and modify to enhance active learning (Race, 2005).
To modify the
micro-system, I adopted a semi-circular sitting layout in all my classes. I administered a questionnaire to get views
from students concerning the sitting arrangement. It was clear that most if not
all supported it and backed this with reasons such as;
i.
The layout allows constant teacher-student’s
eye contact. The teacher is able to physically observe the facial expressions
of students, note any student who is not paying attention, read and interpret
easily students’ non-verbal expressions among others.
ii.
In this arrangement all
students are in the front seats and none will therefore feel left out.
iii.
Students can easily observe
each other when dialoguing during class discussions.
iv.
Students are very active in class
and do not lose concentration as compared to the traditional way of sitting in
class. Race (2005) noted the importance of classroom layout in enhancing active
learning.
b) Facilitating Faculty Workshops
Reflection in
learning is of interest to me and I was glad to present a topic on reflective
practice to the faculty workshop. This I hoped would help my
colleagues develop effective learning environments by reflecting on their
actions (Biggs, 2003). Again in September 2010 I presented a topic on
developing a personal teaching philosophy to the faculty workshop. On March 9th
2012 I facilitated a workshop on learning approaches in distance learning with
emphasize on deep, surface and strategic learning approaches.
c) Reviewing the Course Outlines
I was mandated to
review and merge pre-university mathematics curriculum. Up to April 2010, the
pre-university students were required to take two mathematics units, that is,
Mathematics I (Algebra) and Mathematics II (Geometry). My task was to integrate
the two units such that they end up with one mathematics unit. The program has seen been terminated following recommendations for Commission for University Education (CUE).
As earlier noted,
the department’s units’ course outlines were to be reviewed to reflect the
requirements of CUE of Kenya. My task was
to ensure all the outlines adhere to this requirement by guiding my colleagues in
editing and modifying them.
d) Learning Resources
The world of
technology is very dynamic. I reflected on how to update my learning materials
and the best solution was to tap in on online materials. Online journals
and books plus the use of Google search engine to research is very effective in promoting
deep learning and making learning meaningful. Materials from the internet supplement
what we cannot afford such as video animation of mathematical concepts. In this regard YouTube videos play a significant role. This
encourages students to even download some animation. In one instance, a student
brought his downloads to show his classmates. It was an exciting experience.
The downside of this is that we sometimes face the challenge of low bandwidth,
lack of right to access certain relevant downloads and copyright issues.
e)
Starting a Blog (see http://www.themathsdiary.blogspot.com
)
This blog is meant
to facilitate discussions and communication with my students. It is a personal
blog that aims at communicating certain issues to the learners and other
bloggers and at the same time accept anonymous comments concerning my teaching
from my students, besides sharing ideas. The challenge is that students are not
very open in sharing their views. I have created a blog for my reflective portfolio to inspire my education class students.
f)
Use of WhatsApp™ and other social media tools
This tool allows
prompt feedback. The students normally text their math problems as texts or in
picture form. I am able to give prompt feedback though sending pictures or
short videos on how to solve or tackle challenging problems. The tool allows
one to engage in dialogue with the learners. The main challenge is most mature
students have a misconception that such a tool is a chatting tool for idle
youth. They are therefore reluctant to upload and use it.
The use of WhatsApp and other social media tools in facilitating eLearning motivated me to carry out a research on how such tools facilitate real-time eLearning. For more details you can read chapter 10 of Keengwe, J and Bull, P.H (eds) Handbook of Research
on Transformative Digital Content and Learning Technologies
