“Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.” ~John Locke
Yesterday, March 27 we hosted an innovative March Canvas Cowboy Cookies and Computers showcase. Jeremy and Shannon Maynard, our March Canvas Cowboy Innovators, explained how they created their student employee training Canvas course for the student workers in the HSU library.
This post addresses some highlights and questions from the session.
Of course, as Mary Poppins famously said, “In every job that must be done, there is an element of fun,” and we certainly had lots of fun during the Canvas Cowboy Corral. There were also evidence-based practices that emerged during the peer-to-peer training offered by the Maynards.
In this video Jeremy explains the purpose for their Canvas course design.
In the following short video, Jeremy and Shannon explain their use of library colleague video introductions as a component of their course.
The Maynards’ course addresses both vocational and socio-emotional needs of university students, which is a growing trend for university courses. According to Awartani et al., (2008) educational institutions will increasingly be expected to take responsibility for the overall development of students, including their well-being.
Check back for more research-based practices within Canvas auxiliary course integration.
Post written by Helen Teague and reposted at this link:
Canvas Cowboy Innovator concept created by Helen Teague
Awartani, M., Whitman, C., & Gordon, J. (2008). Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being. European Journal of Education, 43(1), 51–70.
After our team meeting, with both face-to-face and virtual participation from teachers, graduate students, professors, team leaders, and students, the following themes appeared across the transcripts of digital notes:
“Children may remain confused about learning to read unless they develop fundamental concepts of print.”
~Concepts of Print, Letter Naming, and Phonemic Awareness
The catalytic component of mathematics instruction and video technology makes great strides in learning for high school students, thanks to the NSF-sponsored research of the IC4 team, directed by Dr. Eric Hamilton, principal investigator.
We must remain mindful of the powerful influence teachers have.
(Bond & Dykstra,1967/1997)
Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading research Quarterly, 5-142.
Bond, G. L, & Dykstra, R. (1997). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 32, (4), p. 348-427.
Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing.
Update: August 16, 2020: This paper cited Baeten as Beaton. The correct spelling does indeed appear to be Baeten.
In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature.
Autonomy Collaboration Engagement Learning environment Physical environment Student-centered Well-being