Month: July 2023

Your blog post on inquiry-based learning and its application to improving golf swings is well-articulated and insightful! I appreciate how you acknowledge the unique nature of golf as a hobby for most players and the importance of self-motivation in this context.

I agree with your point that using a variety of educational approaches, such as experiential learning, in combination with inquiry-based learning would provide a comprehensive learning experience. Golf is such a complex game and I am so glad you get to explore the best way to teach its mechanics and fundamentals!

In today’s blog post, I would like to explore the concept of universal design in engineering and its potential to inspire inclusive learning designs. Universal design aims to create products, environments, and systems that are accessible and usable by individuals that are all ages and abilities.

Apart from curb cuts, which are widely recognized examples of universal design, various other instances exist in engineering that exemplify this concept. For example, the development of touchless faucets in public restrooms showcases universal design precisely. Touchless faucets are engineered to detect the presence of hands and automatically initiate the water flow, eliminating the need for physical contact. This innovation benefits individuals with mobility challenges, parents with strollers, and anyone seeking a hygienic and convenient solution. Applying the principles of universal design from touchless faucets to learning environments can foster inclusivity and accessibility for all learners.

Like touchless faucets, learning designs can offer multiple pathways for acquiring knowledge and skills. By providing diverse learning resources such as text, videos, audio, and physical/interactive activities, learners can choose the format that best suits their preferences and needs. Learning designs can also incorporate multimedia elements to enhance accessibility. Integrating visual aids, audio narration, interactive simulations, and closed captions can cater to different learning styles and support individuals with visual or hearing impairments. Furthermore, touchless faucets are designed with user-friendly interfaces that require minimal effort. Thus, learning designs should prioritize intuitive user interfaces that are easy to navigate by way of clear instructions, well-organized content, and accessible design elements that can support learners with diverse backgrounds and abilities. Finally, universal design in the engineering world emphasizes adaptability to individual needs. In learning design, this can be achieved through personalized learning experiences. By taking advantage of our modern technology and adaptive learning platforms, learners can receive tailored content, pace their learning, and access customized feedback, enabling them to engage in a way that aligns with their unique learning styles and preferences.

By incorporating the principles of universal design from engineering into learning design, we can create inclusive and accessible learning environments that cater to the diverse needs of learners.

For Blog Post #2, I will be discussing the instructional approach of experiential learning and its alignment with our team’s chosen topic of improving the mechanics of a golf swing. Experiential learning is a learner-centered approach that emphasizes hands-on experiences and reflection throughout the learning process.

Experiential learning is characterized by active engagement, reflection, and real-world application of knowledge. It encourages learners to explore and experiment with concepts, enabling them to construct their own understanding through personal experiences. When it comes to enhancing golf swing mechanics, experiential learning brings forth several advantages.

Firstly, experiential learning enables golfers to actively engage with the golf swing. Instead of solely relying on online resources or books to learn about swing mechanics, learners can physically practice and experiment with different techniques. By personally swinging the golf clubs, learners can perceive the intricacies of each swing, identify areas for improvement, and develop a sense of which swing is suitable for different scenarios.

In addition to this, experiential learning fosters reflective thinking. Following their engagement with the golf swing, learners are encouraged to reflect on their experiences, analyze their performances, and identify strengths and areas that require further development. Through guided reflection, learners can deepen their understanding of the underlying mechanics and establish connections between their mind, body, and theoretical concepts.

Experiential also learning instills a sense of ownership and motivation in learners – by actively participating in the learning process, learners become more invested in their own improvement. Witnessing the direct impact of minor adjustments in technique on their golf swing, learners are likely to stay motivated and dedicated to practice. Experiential learning empowers learners to set goals, monitor progress, and take responsibility for their learning journey.

Lastly, engaging in hands-on experiences and reflective thinking allows golfers to develop an understanding of the underlying golf swing mechanics and make informed adjustments to their technique. Experiential learning recognizes that mastering golf swing mechanics goes beyond acquiring theoretical knowledge—it involves careful development of physical skills and muscle memory through repeated practice and feedback from others.

Experiential learning proves to be a valuable approach in enhancing golf swing mechanics. By embracing hands-on experiences and reflective thinking, golfers can deepen their understanding, refine their technique, and take charge of their own learning journey. Through experiential learning, the path to mastering golf swing mechanics becomes an engaging and meaningful process.

I agree with Colby’s feelings of only being motivated to learn when I am directly interested in the learning material. I also find that post-secondary undergraduate education (especially in engineering) has a very rigid framework and gives little freedom to students to choose what they want to learn. There is a distinct difference between the level of knowledge required to pass a class, and the level of knowledge required to fully understand and grasp all concepts from the class material. Thus, it is up to students and learners in general to take it upon themselves to invest in the learning that interests them and further their understanding of the topics. I also agree that I have performed much better in the courses for which I have a passion, and that staying motivated to study during other classes is a complete struggle.

Describe an example from your life of when you were taught using each method described in this article: behaviorism, cognitivism, and constructivism.

Behaviorism:

I was taught using behaviorism in elementary school, where a token economy system was used to reinforce good behaviour such as achieving high marks on quizzes/assignments, helping fellow classmates out with tasks, and having a positive attitude. These tokens could then be exchanged for various rewards at the end of each month, further reinforcing the effects of good behaviour. Inappropriate behaviour such as late assignments, talking during class, or unkind acts would result in tokens being taken away from students. The students with the lowest number of tokens at the end of each month would have to conduct a form of community work for the class that would benefit everyone, such as cleaning the classroom or other classroom chores.

Cognitivism:

In high school, I remember studying for Biology classes and using acronyms and visual imagery to help me remember concepts, ideas, and key points from the class material. This was a tremendous help as I was able to remember and retain much more information by linking and associating body parts, organisms, chemicals, and processes to create a picture in my mind that I could visualize and repeat on the tests and quizzes. Furthermore, to this day I use my knuckles and the spaces in between my fingers to remember how many days are in each month. For example, I know January has 31 days as it is a ‘peak’, as well as March, June, etc.

Constructivism:

I have experienced constructivism while in an Escape Room, where a group of people must collaborate to solve puzzles and find clues to figure out how to escape the enclosure in a certain amount of time. This involves lots of problem-solving skills, communication, constructive criticism, decision making, and collaboration among people with various backgrounds, educations, experiences, and perspectives. Thus, it makes for a perfect case of constructivism where I learned how to escape the rooms by working together with my group to find the most optimal solution.