Modeling Learning Environment Layers

Layers of a Weekly Team Meeting

August 30, 2016 - Brad Griffith

I work on a team of individuals that handles strategy and program development for our organization. We meet on a weekly basis to get updates from our supervisor, each team member, and to solicit feedback and brainstorming in reference to our projects. 

First, I have distinguished the following elements as outcomes of our meetings.  From our meeting, we should be able to derive a list of tasks and collaborations that must take place between one meeting and the next.  The final evidence block consists of the accomplished goals as seen through product delivery.

Next comes the strategy with how the learning environment helps people accomplish their list of tasks. There seems to be an even distribution of content, dialogue, and feedback, with the practice element consisting of deriving tasks from the discussions.  One person presents their topic, followed by the group or supervisor discussion and feedback.

The system layer of this learning environment provides the structure for our meeting.  It begins with the supervisor discussing important topics, followed by employees doing the same in a F2F/classroom setting.  The repeat loop can occur as many times as is needed for each employee to be able to communicate information. I listed the practice block as experiential since it can occur in a variety of ways, while I listed the evidence block (or product) as online asynchronous due to our existence as an eLearning organization that presents primarily virtual products.

The addition of the experience layer brings into clear view how the learners and supervisor will interact in this learning environment.  The supervisor sets the stage by communicating the most important organization-wide information first.  There is always opportunity given for feedback and discussion at this point to gain clarification on any goals within that content.  Following, the individual team members present information and receive feedback from the supervisor before opening up the floor to discussion.  This pattern within the learning environment repeats as many times are needed to cycle through each team member.  Once the discussion has concluded, each employee defines specific tasks to accomplish in order to deliver the products or services promised by the team.

In conclusion...

I found this approach to be exciting and one that honestly made the experience of learning environment modeling one that was more tangible.  I used the questions associated with each layer to come up with these blocks and appreciated seeing how it all connected together at the end.  This was also my first foray into digital modeling and I think dissecting this environment through its layers provided me with an easier approach to entering this on a computer.

I thought much more strategically about how the structure is laid out and why.  I think considering these layers also has ties to principles of design thinking; we should all strive for empathy for the user when constructing learning environments.

Exploring Design Layers in Learning Environments

Strategic Planning Sessions

August 30, 2016 - Brad Griffith

In my position, I conduct strategic planning sessions with academic departments across campus with a goal of incorporating blended learning practices into their respective areas.  The outcome of this session is the production of a Blended Learning Playbook in which I list possible areas for the department to explore for future development.  The purpose of this playbook is to clearly state the needs of specific departments/programs as I have assessed them and then to outline the strategies available to address those needs.

 

The strategy used during the development of this playbook helps faculty members become aware of how blended learning opportunities can be incorporated into new and existing programs.  First, a department expresses interest in exploring blended learning opportunities.  My department strategically holds meetings away from campus to encourage free interaction outside of the usual workplace.  Initially, the concept of blended learning must be redefined for everyone pleasant.  Following, we discuss the various types of courses available, followed by a discussion of how informal learning is underutilized on campus.  Between raising the subject of formal instruction with these new course types and encouraging discussions of what students are accomplishing and experiencing outside of the classroom, the discussion steers in an innovative direction and provides me with topics to research for further development.

 

The system of this learning environment is first represented in a face to face brainstorming session in our department's collaboration space.  Once adjourned, the learning environment lives on in a strategy document that is circulated for review and feedback.  Following, I work personally with departments to incorporate the strategies they choose.

 

The experience in this session should be one of empowerment, innovation, and flexibility.  There is an opportunity for participants to learn something new that might deviate from a former conception, which may be uncomfortable or challenging.  There is also room for debate among faculty about program priorities and identity.  Above all, participants should feel supported by my office as they explore these initiatives, while not feeling pressured to move a direction that's not in their strategic plan.