The video underscores a fundamental shift needed in education – from the traditional model of information delivery and standardized testing towards genuine constructivist environments. It's compelling to see how the Applied Digital Learning (ADL) program at Lamar University embodies this shift, emphasizing authentic learning opportunities, choice, ownership, and voice for learners.
The comparison between CSLE plus COVA and the information transfer model is illuminating. In the ADL program, learners engage in real-world projects, fostering a deeper connection with their learning experiences. The contrast with the traditional approach, where content delivery is paramount, highlights the need to move beyond mere rhetoric and genuinely embrace constructivist principles.
The emphasis on learner autonomy and the role of teachers as facilitators aligns with the contemporary understanding of effective education. The ADL program's focus on e-portfolios as a tool for learners to organize, manage, and share their experiences adds a valuable dimension, contrasting with the traditional use of e-portfolios as assessment-focused tools.
The encouragement for learners to fail forward and embrace errors as part of the learning process resonates with the idea of promoting resilience and a growth mindset. The shift from summative feedback to formative strategies, emphasizing self-directed learning, is a crucial aspect that fosters continuous improvement.
Overall, the video makes a strong case for evolving education practices to align with the demands of the 21st century. It challenges the status quo, urging a commitment to teaching differently to prepare students for tomorrow's challenges. It's a call to action for educators to move beyond outdated models and embrace the principles of constructivist learning.
In the quest to create significant learning environments, the ADL program stands as a beacon, demonstrating how education can evolve to meet the needs of today's learners and tomorrow's leaders.
https://www.youtube.com/watch?v=g2tkEhaICy4
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