Learning Environment-situational Factors
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Learning Environment & Situational Factors to Consider 1. Specific Context of the Teaching/Learning Situation How many students are in the class? • Unknown currently, but I am guessing around 4. Is the course primary, secondary, undergraduate, or graduate level? • This course will be for elementary teachers at a K-4 campus How long and frequent are the class meetings? • The current plan is to have a self-paced course. How will the course be delivered: live, online, blended, flipped or in a classroom or lab? • Online with a perhaps an initial face-to-face meeting. What physical elements of the learning environment will affect the class? • None that I am aware of. What technology, networking and access issues will affect the class? • I will be attempting to utilize the Canvas LMS. Our district has just recently purchased this service and I anticipate this will help become acquainted with the program. However, if I am unable to utilize this platform, I will deliver it online through my eportfolio website.
2. General Context of the Learning Situation What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society? •
There are no expectations placed at this time as this course as participation will be voluntary.
3. Nature of the Subject Is this subject primarily theoretical, practical, or a combination? •
The nature of the course will be a combination with the first half focusing on the ideals and principles behind utilizing the library for makerspace use and the second half on implementation of actual makerspace sessions as an extension of the classroom.
Is the subject primarily convergent or divergent? •
Since each makerspace environment and session is unique, this course will promote divergent thinking.
Are there important changes or controversies occurring within the field? •
While makerspaces are not new outside of education, they have now become a recent trend in many K-12 schools with organizations such as TCEA and others promoting their usefulness and need in the school setting. It would seem from the available research that many schools are hesitant to incorporate and allocate funds
Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
to this trend which, on the surface, may not seem to benefit learning or increase state assessments. Hesitation and reluctance are expected.
4. Characteristics of the Learners What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations? •
Since the learners in the course will be participating voluntarily to enhance their student’s learning, they will have the desire to create and utilize makerspace sessions or at least a desire to learn more about makerspaces.
5. Characteristics of the Teacher What beliefs and values does the teacher have about teaching and learning? •
My philosphy of learning can be found here: https://thelibraryguy.weebly.com/the-
library-guy-blog/learning-in-the-library-does-it-matter-how-its-done What is his/her attitude toward: the subject? Students? •
Makerspace is a subject I am centered on concerning the library environment. However, I am aware that most classroom teachers are not focused on the subject in their day-to-day time at school, thus, I will attempt to keep the information brief, practical, and value my learners time.
What level of knowledge or familiarity does s/he have with this subject? •
Even though I have not fully implemented makerspaces in the library environment, I have begun the process and continue to learn more about the subject through research, blogs, podcasts, books and so forth.
What are his/her strengths in teaching? •
My current profession is a support role on campus, therefore, I consider myself a supporter in this process to come alongside the learner to help them craft makerspace sessions that would benefit their students.
Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
2. General Context of the Learning Situation What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society? •
There are no expectations placed at this time as this course as participation will be voluntary.
3. Nature of the Subject Is this subject primarily theoretical, practical, or a combination? •
The nature of the course will be a combination with the first half focusing on the ideals and principles behind utilizing the library for makerspace use and the second half on implementation of actual makerspace sessions as an extension of the classroom.
Is the subject primarily convergent or divergent? •
Since each makerspace environment and session is unique, this course will promote divergent thinking.
Are there important changes or controversies occurring within the field? •
While makerspaces are not new outside of education, they have now become a recent trend in many K-12 schools with organizations such as TCEA and others promoting their usefulness and need in the school setting. It would seem from the available research that many schools are hesitant to incorporate and allocate funds
Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
to this trend which, on the surface, may not seem to benefit learning or increase state assessments. Hesitation and reluctance are expected.
4. Characteristics of the Learners What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations? •
Since the learners in the course will be participating voluntarily to enhance their student’s learning, they will have the desire to create and utilize makerspace sessions or at least a desire to learn more about makerspaces.
5. Characteristics of the Teacher What beliefs and values does the teacher have about teaching and learning? •
My philosphy of learning can be found here: https://thelibraryguy.weebly.com/the-
library-guy-blog/learning-in-the-library-does-it-matter-how-its-done What is his/her attitude toward: the subject? Students? •
Makerspace is a subject I am centered on concerning the library environment. However, I am aware that most classroom teachers are not focused on the subject in their day-to-day time at school, thus, I will attempt to keep the information brief, practical, and value my learners time.
What level of knowledge or familiarity does s/he have with this subject? •
Even though I have not fully implemented makerspaces in the library environment, I have begun the process and continue to learn more about the subject through research, blogs, podcasts, books and so forth.
What are his/her strengths in teaching? •
My current profession is a support role on campus, therefore, I consider myself a supporter in this process to come alongside the learner to help them craft makerspace sessions that would benefit their students.
Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
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