The approach is based on the role of the faculty in course design (heutagogy) and how the student learns (brain-based learning) especially focusing on spatial versus rote memory to promote change in thinking (Transformational Learning Theory). The underpinnings of the premise are based on the faculty setting the stage for active learning by integrating the neuroscience of the brain in active course design by engaging student interests and choices consistent with course objectives. Using Meizrow’s Transformational Learning Theory, including the disorienting dilemma, reflection, and changed meaning enables the students to explore thoughts and not only expand their level of knowing, but learn the skills to engage in and be open to learning.
The presentation provides an overview of brain-based learning, heutagogy, and transformational learning. Specific activities, coursework, and learning opportunities will be used to demonstrate the concepts including a virtual visit to a Blackboard integrating brain-based learning, and heutagogy. Inclusion of the audience’s techniques and strategies to integrate active and self-directed learning will be an integral part of broadening the knowledge base.
Results of a post-course qualitative pilot study assessing student transformational learning will be shared in addition to student exemplars and student course evaluation results.
Focused time will involve building skills to engage and connect with students to formulate concrete, deliberate strategies to promote active, self-directed learning that meets course objectives. In addition open dialog include addressing myths that active learning and self-directed learning are void of faculty involvement and that students are not getting their money’s worth. Focus will include the overarching goal of preparing students to practice self-directed learning for their lifetime.By focusing on theoretical constructs applied throughout disciplines, the applicability transcends a particular discipline or sector of education.