Fostering Innovative Learning
by Hong Kha
Faculty are often asked to foster innovative learning. Well, what does that mean, what does it look like, and what are the desired outcomes? One way to achieve innovative learning is to allow students to be in control of what's important to them. To do this, the faculty role should be shifted towards coaching, guiding, and facilitating instead of providing direct lectures. With this method it becomes challenging for students to sort out what information is important to the course and when they are getting too broad, especially in an introductory course. To address this challenge, I recommend reading the articles "Moving up Bloom’s Taxonomy in an Introductory Course" and "7 Essential Principles of Innovative Learning" to help students achieve higher order thinking skills. The articles suggest that it may be important to cut out a lot of the factual details given in an introductory course. Factual information is often used to memorize and recite on a test and then easily forgotten after the exam is over. Instead of just giving facts to learners instructors should replace those lessons with lessons that connect concepts and transferring knowledge to practical activities.
"Moving up Bloom’s Taxonomy in an Introductory Course": What’s Being Done: http://www.facultyfocus.com/articles/teaching-and-learning/moving-up-blooms-taxonomy-in-an-introductory-course-whats-being-done/
"7 Essential Principles of Innovative Learning": http://blogs.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/#more-26755