Group 4 Final Showcase

Physical Learning

Click the Link Below

https://vimeo.com/535655215

Physical Learning - Syllabus

 

EDAC 000 Introduction to Physical Learning

Summer Term 1 2021 Syllabus

 

Group Members:	Roles:	Commented On:
Patricia Kupchik	Group Lead/Facilitator and Content Creator	Small Groups 1 and 3
Anthony Hurst	Content Review and Content Creator	Small Group 2

 

Instructors:

Patricia Kupchik: pakupchik@bsu.edu

Anthony Hurst: aahurst@bsu.edu

 

Location: Teacher’s College TC 003

Dates: May 17, 2021 to June 18, 2021

Time: 9:00am-10:00am EST Monday and Wednesday

 

Course Materials:

Textbook:

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press. ISBN-10: 080203778X   ISBN-13: 978-0802037787

TED Talk:

https://www.ted.com/talks

Introduction:

EDAC 000, Introduction to Physical Learning is a course that is designed to help learners explore concepts related to physical learning such as, how to define physical learning, characteristics of physical learning, and how the processes of physical learning can be implemented in practice.

Course Rationale:

Understanding that all individuals learn differently, EDAC 0000 will look at implementing design and functions of Physical learning in its lessons to help all students discover new and impactful ways to learn and teach. Physical learning is a mixed bag of consuming information, processing it, and recalling it all by direct connection, contact, or movement with the material or topic. This type of educational style helps get students out of their traditional study and learning environment. It strives to get students out from behind their desks and in their communities or in an environment conducive to the style of work they wish to achieve post education.

 The ideas presented from students getting hands on experience in their field are not outweighed by classroom learning. Direct, hands-on, or physical learning can not only begin to help map the synaptic response and recall in the brain, but it can also help to begin to build and develop muscle memory as well. Standard educational or classroom practices are great for creating a baseline and putting theoretical practices into use. Once theoretical practices are explained and understood, putting them to use in the real world helps drive their objectives home and build the maps to continual successful utilization in the future.

 This course will help create the baseline for understanding what physical learning is. It will also help students understand the process of physical learning and how to implement these ideas.

 

 Course Objectives:

 1. Understand the definition of Physical Learning.

 2.  Understand the phases of physical learning and how they can be applied to adult learners.

 3. Use self- reflection to make connections between content learned in this course and

professional experience.

 4. Collect resources to be used as references when implementing aspects of physical learning in professional practice. 

 Course Structure:

 This is an in-person project-based course. Knowledge in this course will be gained from readings, videos, in class activities and participation, and individual written works. Summer terms move quickly! Be sure to read the information in this document carefully, paying special attention to assignment details and due dates.

 Attendance Policy:

 Attendance during each class meeting is required. If a student is unable to attend a class meeting, it is the responsibility of the student to obtain notes and information from the class session. Participation points will be awarded at the end of the semester. Each in-person session will be worth 2 participation points. If a student arrives late, 1 participation point will be deducted.  Participation points will not be awarded for class sessions that are missed.

 Students with Disabilities:

 If a student requires accommodations for this course, the student must be registered through the Office of Disability Services. The student must present documentation from ODS to the instructor. A student may contact DSD by calling (765) 285-5793 or visit: https://www.bsu.edu/about/administrativeoffices/disability-services

 Diversity Statement:

 Ball State University is an institution that embraces learners from all backgrounds and walks of life. The dignity and respect of all course members both inside and outside of the classroom should be upheld with the utmost respect.

 Course Grading Scale:

A	100-95
A-	90-94
B	85-89
B-	80-84
C	75-79
C-	70-74
F	Less than 69

 

Incomplete Grades:

 An “incomplete” grade may be awarded to a student if he or she has completed 50% of the work required for the course by the end of the semester. If less than 50% of all course work is not completed, the student will receive an “F.”

Academic Integrity:

All students are expected to adhere to the Ball State University Code of Student Rights and Responsibilities. Students should be familiar with the Student Academic Ethics Policy. Any form of academic dishonesty will not be tolerated.

Readings and In-Class Activities:

Week:	Day:	Reading/Video	In-Class Activities
1.	Monday	Review the course syllabus	Introduction to the course, syllabus review, questions, comments, and concerns.
	Wednesday	Read Chapter 4	Discuss physical learning readings.
2.	Monday
	Wednesday	TED Talk https://www.ted.com/talks	Share TED talks
3.	Monday
	Wednesday	Read Chapter 5 and 7	Share lesson plan ideas and strategies
4	Monday
	Wednesday	Read Chapter 7 and 10	Spend class time working to collect resources for pamphlet.
5.	Monday
	Wednesday	Read Chapter 10	Course wrap-up, answer questions about final assignment.

 

Assignments and Due Dates:

** All assignments will be due on Saturday’s by 11:59pm.

Week:	Due Date:	Assignment:	Points Possible:
1	5/22/21	Physical Learning Questions	15
2	5/29/21	TED Talk Reviews (2) 10pts each	20
3	6/5/21	Lesson Plan, video, and peer critique	30
4	6/12/21	Resource Pamphlet	20
5	6/19/21	Learning Reflection	20
	All Term	Participation Points	20
		TOTAL:	125

 

Late Assignments:

 Late assignments will be accepted up to three days past the due date. One point will be deducted from the final grade of the assignment.

Ball State Writing Center:

 The Ball State Writing Center is available for students online during the semester by appointment. The writing Center can help with proofreading, brainstorming, and many other writing needs. For assistance visit: https://www.bsu.edu/academics/centersandinstitutes/writingcenter

 Assignments

Assignment 1 Rubric: Physical Learning Questions

As you begin reading and exploring information in this course, reflect on and respond to the questions provided below. Feel free to be creative with how you provide your responses. You may choose to make a video, PowerPoint, Prezi, or submit your responses in written form.

 

Question:	Points Possible
What does “Physical Learning” mean to you?	5
What information are you hoping to gain from this course?	5
How are you planning to use what you learn in this course in your professional practice?	5
Total:	15

 

Assignment 2 Rubric: TED Talk Reviews (2)

Select 2 TED Talks to review. The TED Talks that you review should relate to the process and/or application of physical learning. Write up a critique of each talk using the rubric provided below.

 

Criteria:	Points Possible:
Provide a full APA citation of your TED Talk	5
Who was the presenter? Where was the talk given? Who would benefit from viewing the talk?	5
Provide a summary of the talk.	5
How can you personally apply the information learned in the talk?	5

 

Assignment 3 Rubric: Lesson Plan

Using the ideas of physical learning, begin developing a lesson plan utilizing Physical Learning and the processes of it. You can choose any topic or task you wish. Incorporate the characteristics of physical learning (Fluency of movement, Speed of performance, smooth automated physical actions, Ability to multitask, and Knowledge of specific actions). Develop this lesson plan with Goals, Objectives, and a clearly defined Task.

 Reflect back on how you created your plan. What you learned in this process and how it could benefit students in the future.

 

Criteria:	Criteria
Develop and explain your topics or task to teach.	5
Goals and Objectives are clearly defined.	5
Demonstrate in your lesson plan your understanding of the characteristics of physical learning	10
Describe how you will use the new knowledge that you have gained and how it will benefit students in the future.	10
Total:	30

 

 Assignment 4 Rubric: Resource Pamphlet

Create a pamphlet which demonstrates and explains the five phases of how to facilitate Physical Learning. This pamphlet should include all five phases: Modeling, Coaching, Fading, Solo Performance, and Reflection.

 You may choose to do a pamphlet on the type of learner who would benefit from physical learning. In doing so, discuss and show the characteristics of physical learning and how these individuals may benefit.

Content:	Criteria
Pamphlet shows the 5 phases of physical learning development.	5
Pamphlet is easily read and understood	5
Has a clearly defined target audience.	5
Pamphlet shows clear understanding of physical learning and how it can impact your target.	5
Total:	20

 

 Assignment 5 Rubric: Learning Reflection

This assignment is your opportunity to reflect on your learning. Please be creative with your response presentation. You may present your reflection using: video, PowerPoint, Prezi, or any other form of media. Please respond to the following questions.

 

Question:	Criteria
What aspect(s) of the course content did you find most meaningful and useful? Why?	5
What aspect(s) of the course did you find most challenging? Why?	5
Why does the learning that occurred during this course matter to you?	5
How will you use the new knowledge that you have gained?	5
Total:	20

 

Patricia

Reflection: Creating this syllabus allowed me to be a reflective practitioner, draw upon previous experience, and develop a greater sense of appreciation for the detailed process that is involved in creating a meaningful and through course experience. Prior to this course, I have not created a full syllabus. In my work, I typically only create weekly outlines. Being able to create this syllabus with a part er was extremely helpful. I enjoyed collaborating with another individual because we were both able to share ideas and combine our thought processes into one well-rounded piece of work. What the two of us have created is something that I would be interested in taking if it were a requirement.

 Highlights: The highlights of the syllabus are:

      The syllabus allows the learner to express his or her creativity in a variety of ways.

      The syllabus incorporates a variety of materials.

      The syllabus addresses key components of physical learning and allows the learner to reflect on how he or she will use what they have learned in their own work.

      Just as we have done in this course, the syllabus encourages collaboration and making connections with others in the course because we chose an in-person style of instruction.

Process: I began the planning process for this assignment by creating a list of all necessary components. To do this, I used the syllabus from this course as a guide. Then, I pulled up the instruction sheet from Canvas to make sure that I was including all requirements to fulfill each section. As I completed a section, I crossed the task off of my list. Once I had the outline of categories on paper, I began to fill each section in. I then sent the document to Anthony. He was then able to add or change any or all segments of the document. He also filled in the sections that were incomplete. At this point, we spoke several times on the phone to brainstorm and make changes where necessary. To develop activities for our course, I reflected in assignments from previous courses and how they could be used to satisfy requirements for this course. I selected assignments that I enjoyed and found most beneficial.

 

 Anthony

 Reflection: Designing a syllabus is something new to me. As an instructor, I am responsible for creating lesson plans and lesson plan covers which highlight and go into detail on topics I am going to instruct. Typically, these lesson plans are only for myself or other instructors. I do not create course content for students aside from printouts. The courses I typically teach are as short as one hour classes to one week courses. I can see the benefit, especially for my longer classes, in creating a brief syllabus for students to help guide and prepare them for the content they are about to receive. It would be beneficial to send this to them in advance of the course so they can better prepare themselves for taking my classes.

 Highlights: The most significant part of our syllabus is how we organized and developed our assignments and the goals. This syllabus is designed to make information easily accessible and understood. It is organized with contact information at the beginning and assignments at the end. The syllabus looks at explaining not only what physical learning is, but how it will be incorporated into the class session.

 Process: I began this assignment after Patricia created a very thoroughly and detailed initial syllabus outline and design. I went through the syllabus and added sections and pieces which could bolster the design. We spent time on the phone with one another brainstorming and covering concerns and ideas to help make this project successful. I used theories and practices from both of our papers and incorporated them into the rationale section of this syllabus. I looked at Chapter 7 of our text, Making Sense of Adult Learning, to help create ideas for some of the assignments. I used topics on physical learning and the theories behind it to help create the rubric on assignments three and four. I have learned how beneficial a well-designed syllabus is for not only the instructor but the student. Having all the information and a map or sorts for how the class will go have benefits beyond measure for all parties involved.

 

Table 1: Summary of Syllabus Design

	Aims you wish to achieve in your design	Main Theoretical Ideas	Main activities in the syllabus	Main methods/tools/strategies in the syllabus
1.	Accommodates a variety of learning styles	We look specifically at addressing the physical learner in this class and teaching those who aren’t, how to develop and work with those who are.	We start with assignment one, by asking the students to develop their own functional understanding of what Physical learning is.	The syllabus incorporates class discussions, peer feedback, self-reflection, readings, and videos.
2.	Understandable	We attempted to make the course content and information contained within our syllabus reachable and understandable.	We spelled out each due date, assignment, topic, and task in the syllabus. Also covered, very plainly were class guidelines.	The syllabus has clearly defined expectations for all assignments and course and university policies.

 

 

 

 

 

 

Physical Learning Environment Theory Review

 

Physical Learning Environment Theory Review 

Patricia Kupchik 

Ball State University 

EDAC 635 

Dr. Bo Chang 

February 15, 2021 

An individual tends to learn within contexts that are both visible and invisible. The environment and context tend to be ignored until they create barriers to learning (MacKeracher, 2004, p 88). The learning environment has several different components that can be attributed to successful learning. This theory review will focus on the physical learning environment.   

The author of our textbook defines the physical environment as anything that impacts the physical comfort and well-being of the learners and facilitator (MacKeracher, 2004, p. 88). The author has also chosen to include technology in this sphere because it contributes to the efficiency of the working environment.  

Dr Romina Asiyai conducted a study among public and private school students regarding the elements discussed above as part of the physical learning environment. The study concluded that private school students were much happier with the conditions of their learning environments than the public-school students (RA). Even though this study was conducted in a school setting, the same attitudes could be expressed by the adult population. A learning environment is not solely defined by the physical structure in which learning happens.  

Comfort of Chairs and Tables 

The author of our textbook brings up the idea of being like Goldie Locks when it comes to selecting a chair or table within a learning environment. Finding just the right chair and table combination can lead to having a successful learning experience (MacKeracher, 2004, p 88). If there are not enough seats, too many seats, or the seating cannot be rearranged, the facilitator may have difficulty providing an affective learning experience.  

Sound Quality 

Sound quality during a learning experience can either make the learning experience exciting or dreadful. If the learner cannot hear what is being said, they may miss out on important content. If the facilitator cannot hear questions or comments from the audience, they may have difficulty facilitating an affective exchange of information.  

Light and Visual Quality 

Before beginning any type of learning situation, the facilitator needs to pay attention to the lighting quality in the learning environment (p 89). The overhead lighting is not the only important visual factor in the environment. It is also important for the facilitator to look at the window coverings and wall décor. All of these things can affect a person’s ability to concentrate. When possible, it is a good idea to use as much natural lighting as possible. Lighting in the environment can help stimulate learning (Lomel, 2020).As a special consideration, it is important to keep in mind the impact of the learning environment for persons with disabilities. The consideration of lighting is especially important for persons with vision loss. For some individuals with vision loss, too much light can cause headaches and significant distractions. On the other end of the spectrum, if there is not enough light, learners with vision loss may be unable to participate in activities or follow along with information because it is difficult to see.  

Air Quality 

Air quality in the learning environment is something that can easily be overlooked. This is another Goldie Locks type of situation. If the room is too hot, too cold, or has a strange smell, learning can be disrupted (89). Air quality is something that can be overlooked because it is not a tangible element in the learning environment. The author of Air Apparent, Brian Lomel states that better air quality leads to strong academic outcomes. Lomel also acknowledges the prevalence of poor air quality especially for students who do not have the opportunity to work in a suitable environment.  

Technology 

Technology is the final component in defining the physical learning environment. It is important for the facilitator to ensure that the technology in their learning space is functional and visible to the participants (p 90). Technology can be something as simple as a chalkboard or as sophisticated as a projector (p 88). Technology that works can be a fantastic teaching and learning tool. Of technology does not work, it can create a huge barrier between the learner and facilitator.  

Table 1: Summary of the Theoretical Ideas 

Main Theoretical Idea	Application in Practice
Comfort of chairs and tables	Make sure that there are enough seats in the room for everyone in attendance.  - If the seating can be rearranged, arrange tables and chairs in a way that encourages collaboration, and allows everyone in the group to be heard.  Allow participants to get up, take a break, and move around. Also, create activities that require movement for participation.
Sound quality	Get to know the session participants. Make sure that each participant is able to hear what is going on.   Make sure that volume on presentations of video clips can be heard throughout the room, especially for those in the back of the space.
Lighting and visual quality	Explore the environment in advance of the session. Use as much natural light as possible.   Make sure that presentation materials are accessible to everyone who is in attendance.  Describe slides of video clips if necessary.
Air quality	Use fans, open windows and doors to allow air to circulate throughout the space.
Technology	Check and make sure that all needed technology is working properly before the session.  Invite participants to use technology as they take notes and collaborate with their peers.

Process: 

  As I began this assignment, I went straight to the textbook for this course. I used Chapter 10 on the learning environment as a framework for my writing. I then went to the Ball State Library website in search of articles that could be used to support my outline. I was also able to pull resources from within my profession. After collecting my resources, I created bulleted lists of points from each source. This process made it easier to insert information where I wanted it to be. To finish the work I used the seventh edition of the APA manual to make sure that citations were written correctly. 

Application: 

The physical learning environment is much more than the physical space in which learning occurs. The environment also encompasses the tools and people within the space. Part of a practitioner’s responsibility is to make the learning space a place where students feel safe, welcome and excited about learning. This is something that is often thought about when teaching children, but the same ideas can be transferred to teaching adults. Setting up this chairs and tables in such a way that allows everyone to be heard can promote active listening and engagement in lesson activities. Using the lighting in the room can encourage note taking an active participation. This does not necessarily mean only using the overhead lighting. If possible, the facilitator can open the blinds or dim the lights depending on the situation. It is also important to make sure that the technology needed for the session is working and accessible to everyone in the room. If someone is having trouble viewing the material, allow the individual to move seats or provide a description of the content that is being displayed. If the learning environment is too hot or too cold, or it smells unpleasant, it can be impossible to focus and retain information. It also becomes difficult for the facilitator to teach. To help negate this concern, the facilitator may be able to use fans, open windows, or adjust the thermostat. There are endless ways to modify the physical learning environment. This process takes time and creativity, but it can make or break the learning experience no matter the age of the learner.  

Reflection: 

As a Vision Rehabilitation Therapist, I spend a significant amount of time thinking about the physical environments in which my clients live and work. As a person begins to experience sight loss, their physical environment may need to be modified in order to help them maintain their independence. The scope of modifications varies depending on the needs of the client. For example, modifications can include something as simple as placing yellow tape on the edges of stairs to create contrast or adding a brighter light bulb into their favorite reading lamp. More complex modifications can include replacing busy patterned carpet with a solid color or changing a bathtub or shower to help prevent falls. As I work with a client, I not only have to consider modifications for safety, I also have to consider the client’s cultural background and lifestyle.  

As I did research for this assignment, I was able to dive deeper into components of my teaching style in order to make note of changes that I may need to make as I teach. I am in a variety of environments each time I teach. At times I teach in schools, nursing homes, assisted living centers, and even individual client homes. The amount of people I am teaching depends on the environment. One aspect of the environment that I always consider is lighting. Other environmental elements such as air quality and the positioning of tables and chairs are not always at the forefront of my mind. This research has definitely brought out a new level of awareness for me. As a practitioner, I sometimes feel overwhelmed with all of the considerations needed to have an all-encompassing flawless learning environment.  

References: 

Asiyai, R. (2014). Students' Perception of the Condition of Their Classroom Physical Learning Environment and its Impact on Their Learning and Motivation. College Student Journal, 48(4), 716–726. http://web.a.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=4&sid=a86425e1-4693-43b4-b71a-03cfa9bf9bb0%40sessionmgr4008.  

Lomel, A. B. (2020). Air Apparent: Optimizing Learning Through Solutions with Air and Light. American School and University, 92(5), 18–21. http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=513331b4-0b90-4ea3-9581-8e59b4e72e3f%40pdc-v-sessmgr04.  

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press. ISBN-10: 080203778X   ISBN-13: 978-0802037787