Rooted in constructionism, situated cognition, peer mentoring, and self-directed learning, the Center of Teaching and eLearning, Department of Education and Innovative Technology is pleased to announce a new educator professional development opportunity - Professional Learning Studios.
Inspired by the Studio Experience at the University of Georgia, Learning, Design and Technology program (Clinton, Rieber 2010), Professional Learning Studios are a series of four-eight week cohort-based instructional design workshops designed to empower, equip, and coach BCM educators as they design and develop instructional learning objects and/or interactive lessons in a collaborative hands-on environment.
By the end of the learning studio, participants will create eLearning objects/artifacts and be able to demonstrate effective instructional design and integration of technology.
Who is eligible to apply?
- The number of cohort members for each studio is limited to 10 participants total.
- Participants can apply as a team or an individual within the BCM Community. This includes residents, post-docs, faculty, staff, researchers and clinicians.
- Teams can be comprised of members of the same department, clinical team, and/or research team. Applicants can also be individuals seeking to develop the skills needed create their own learning objects.
How can I participate?
Visit the links below to learn more about each studio and to complete the online application form.
Topics Covered in the Professional Studios
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn. Washington, DC: National Academy Press.
Brookfield, S. (1984). Self-directed learning: A critical paradigm. Adult Education Quarterly, 35, 59–71.
Burroughs, S., Brocato, K., & Franz, D. (2009). Problem based and studio based learning: Approaches to promoting reform thinking among teacher candidates. National Forum of Teacher Education Journal, 19(3), 2009.
Clinton, G., Rieber, L.P. The Studio experience at the University of Georgia: an example of constructionist learning for adults. Education Tech Research Dev 58, 755–780 (2010). https://doi.org/10.1007/s11423-010-9165-2
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 47(1), 61–79.
Rieber, L. P. (2000). The studio experience: Educational reform in instructional technology. Teaching with technology: Seventy-five professors from eight universities tell their stories, 195-196.
Youm J, Corral J. Technological Pedagogical Content Knowledge Among Medical Educators: What Is Our Readiness to Teach With Technology? Acad Med. 2019 Nov;94(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 58th Annual Research in Medical Education Sessions):S69-S72. doi: 10.1097/ACM.0000000000002912. PMID: 31365390.