Core Learning Principle #2: Every Learning Experience Includes the Environment in which the Learner
Interacts
Every learning experience occurs within an environment in which the learner interacts with the content, knowledge,
skill, or expert. The environment might be simple—for example, one learner with one resource at home, work, or some
other community space (Oldenburg 1999). The environment might be complex, such as several learners with many
resources in a classroom, library, media center, or café. Another type of environment might be a synchronous virtual
meeting place, such as when several students collaborate online with many resources in different locations. The faculty
member's involvement and presence can vary in any of these environments.
The question to be anticipated by faculty when they are designing a set of course experiences is where, when, with
whom, and with what resources will any particular instructional event be likely to occur, and what are the expected
outcomes? Will this experience be a small group meeting planning a team project using a synchronous meeting tool?
Will this event be an experience where a team of two students interviews restaurant workers about their knowledge of
public health regulations? Or will this experience be an individual experience where the student is working through a
complex simulation? In designing an effective learning environment, faculty will face a range of options as they seek to
find the best combination of learning experiences available for their students.
Whatever the specific environment, a well-planned course provides a variety of interaction choices for students. For
example, a well-planned course balances three levels of interaction: faculty-to-student, student-to-student, and
student-to-resources. Additionally, a well-planned course balances three types of activities: individual activities, small
group activities, and large group activities. By ensuring multiple channels of communication, engagement, and
collaboration within the design of a course, faculty members provide a richly textured environment that can
accommodate a full range of student needs and learning styles.
Core Learning Principle #2: Every Learning Experience Includes the Environment in which the Learner
Interacts
Every learning experience occurs within an environment in which the learner interacts with the content, knowledge,
skill, or expert. The environment might be simple—for example, one learner with one resource at home, work, or some
other community space (Oldenburg 1999). The environment might be complex, such as several learners with many
resources in a classroom, library, media center, or café. Another type of environment might be a synchronous virtual
meeting place, such as when several students collaborate online with many resources in different locations. The faculty
member's involvement and presence can vary in any of these environments.
The question to be anticipated by faculty when they are designing a set of course experiences is where, when, with
whom, and with what resources will any particular instructional event be likely to occur, and what are the expected
outcomes? Will this experience be a small group meeting planning a team project using a synchronous meeting tool?
Will this event be an experience where a team of two students interviews restaurant workers about their knowledge of
public health regulations? Or will this experience be an individual experience where the student is working through a
complex simulation? In designing an effective learning environment, faculty will face a range of options as they seek to
find the best combination of learning experiences available for their students.
Whatever the specific environment, a well-planned course provides a variety of interaction choices for students. For
example, a well-planned course balances three levels of interaction: faculty-to-student, student-to-student, and
student-to-resources. Additionally, a well-planned course balances three types of activities: individual activities, small
group activities, and large group activities. By ensuring multiple channels of communication, engagement, and
collaboration within the design of a course, faculty members provide a richly textured environment that can
accommodate a full range of student needs and learning styles.
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