Regarding Harapnuik (2021), in collecting the dots vs, connecting the dots we identify that learners have been expected to memorize facts and information rather than allowing students to connect the dots of the information and knowledge given to them. The key goal is to move students from novice learners to experts. In order to do so, we must create significant learning environments where students can make meaningful connections with the concepts they are expected to learn.
Creating that significant learning environment requires us to remove the traditional teaching styles. Harapnuik (2016), refers to learning as a map. We can either be dependent on Google Maps to get from destination to destination, or we can apply ourselves and learn the routes and ways around a city so that we aren't solely relying on a GPS to arrive at our destinations. Learning can be posed in the same way. Learners should not solely rely on the teacher for information and the teacher should not consider themselves as the main source of conceptual information base. We must engage our learning and let them take ownership of their learning.
Currently, I would label myself as an independent learner, who sometimes needs a GPS in the beginning stages but can end the GPS and know where exactly I am headed and how to get back. I would like to say that these are the types of learners I have created in my classroom each year. While I teach the information. I make sure my students can be independent, own their learning experiences, and use me only when they need assistance. A part that plays in creating independent learners is also being clear with the learning goals/outcomes before the instruction is delivered. What is it we want our students to take away from this learning experience and how can it carry with them throughout the years?
This is why the Big Hairy Audacious Goal (BHAG) is important. Fink (2003) talks about the "Backwards Design". In this design, we first identify the learning goals, then determine how learners will be assessed, which lastly leads to the daily activities that will guide them to success for the feedback and assessment piece of the design. Activities should be active learning meaning students are fully engaged in a hands-on authentic learning experience. Throughout their active learning experiences, they should also be engaged in peer collaboration and feedback to allow for student reflection in learning. If students can engage in an activity or project and provide each other feedback on what went well vs. what could've been better then students will take away more from the experience of creating those meaningful connections while simultaneously having a significant learning environment. Ultimately, remember as an educator we have to move towards facilitation rather than just teaching.
References
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma, 27(11), 1-33.
Harapnuik, D. (2016) Collecting dots vs connecting dots. https://youtu.be/_7o3Jh1KZLw
Harapnuik,D.(2023) Mapping your Learners Journey - http://www.harapnuik.org/?p=6420
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