Wiki source code of Learning Methodologies Inspiring Design of the FLOW Syllabus
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| 1 | = Andragogy = | ||
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| 3 | The discussion-oriented approach employed here generally applies the principles expressed in the so-called __andragogy approach to adult learning__ https://digital.library.txstate.edu/bitstream/handle/10877/3580/fulltext.pdf?sequence=1 originally introduced to adult learning in Germany in the early 1800s and __elsewhere since then.__ http://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf The present course design adapts elements of the case-method (originating in the late 1800s at Harvard Law School) and the problem-method (originating in the 1940s at McMaster Medical School) of learning. Therefore we assume that anyone designing and delivering a course based on this syllabus will be serving as a short-term __coach__ who is accountable to design a program for the particular needs and learning styles of the client team. This coaching role differs from __instructors/lecturers__ teaching __students/attendees__. A coach must design and deliver conditions for self-motivated learning to occur in alignment with the team's priorities, preferences, time and budget. Ahead of tailoring the course, a learning coach might consider conducting a quick online survey with the planned participants to help gauge their particular needs and preferences, both as a team, and as individual professionals. | ||
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| 5 | Learning outcomes are envisioned in terms of two week, two month and two year time horizons: "Have they acquired information or made decisions that will change their professional behavior? How will they synthesize two years from now the words of wisdom they heard in the seminar?" [[(Abadzi,H. 1990. Cognitive Psychology in the Seminar Room, The World Bank.>>url:http://go.worldbank.org/79NNHZHQ10]] (pg 3). | ||
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| 7 | = The Case Method = | ||
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| 9 | * Why Use the Case Method? | ||
| 10 | ** http://www.intelcasestudies.com/cases/why_the_case_method.html | ||
| 11 | ** http://www.intelcasestudies.com/cases/benefits.html | ||
| 12 | ** http://www.intelcasestudies.com/cases/case_discussion.html | ||
| 13 | * Case Method in Practice http://www.hbs.edu/teaching/case-method-in-practice/ | ||
| 14 | * The Case Method http://www.fao.org/docrep/W7500E/w7500e0b.htm | ||
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| 16 | = The Problem Method = | ||
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| 18 | * Beyond the Case Method: It's Time to Teach with Problems (See especially pages 264-265) http://digitalcommons.law.ggu.edu/cgi/viewcontent.cgi?article=1028&context=pubs | ||
| 19 | * The Use of Problem-Based Learning in Medical Education (See especially "Tutorial learning", pages 153-154) http://fhs.mcmaster.ca/mdprog/pbl_whatis.html | ||
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| 21 | = Mnemonic Devices = | ||
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| 23 | * [[3D Mnemonic Device>>url:http://osi.xwiki.com/bin/download/Projects/draft%2Dflow%2Dsyllabus/tetrahedron%2Dfactorsofproduction_MNEMONIC%2DDEVICE_7june2013JPG.jpg||rel="__blank" title="3D Mnemonic Device"]] — Factors of Production (Pronounced "naimonik"; the first "m" is silent.) | ||
| 24 | * An academic overview of mnemonic devices: http://www.jstor.org/discover/10.2307/1170198?uid=2129&uid=2&uid=70&uid=4&sid=21102380592657 | ||
| 25 | * A commercial use of mnemonic devices: http://www.mindtools.com/pages/article/newTIM_00.htm |