Humans are social beings who are compelled to connect with one another. This impulse is made manifest in the way students seek out and establish study groups. From ancient times, philosophers of education have advocated the idea of community. Greek philosophers such as Protagoras, Rhapsodes and later, Plato and Socrates gave talks and lectures in the garden where people gathered. Upon Aristotle's return from Asia after 335BC, he taught regularly and founded an official school based on the tradition of lecturing called “The Lyceum” [Lyceum Overview - Prezi]. However, a lyceum was far more than a lecture hall. It was a mode of education that relied on the fact that an assemblage of students provided the basis for discussions and discovery and an opportunity for an exchange between a leader or teacher and the student or general audience.
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Key elements of a positive learning environment are trust, open communication and the opportunity to share learning experiences, regardless of the particular nature of gathering place—whether it be a physical classroom or an online setting. Facilitators must foster safe and supportive exchanges, recognize skills and experiences and set clear expectations. In the following example, during a course, I was given the opportunity to interview an instructor to find more about how she handles an online class environment: [Interview of an online instructor]
I experienced teaching not only in the classroom and online but also in a virtual world called Second Life. This format provided quite a fascinating experience. The learners and I had avatars and we met for discussions in different environments such as a beach or a pub. There is definitely a technical learning curve associated with navigating an environment such as Second Life but it was great to have the chance to explore novel means of using completely new learning platforms.
To put people at ease in any learning environment, the facilitator needs to set the tone for a cordial, open productive exchange of ideas and information. Use of Ice-breakers in the beginning of a course or role-playing during the course are great ways to establish that welcoming environment and to establish a nourishing, productive setting. [Examples developed for an assignment]
The learning environment is essential to successful student learning. Creating a positive learning environment is crucial to the process of providing social learning opportunities and of enhancing learner engagement and motivation. I was able to apply this knowledge in a classroom setting. Though I was not the class facilitator, I recommended to my colleagues to spend some times with their classroom participants at the beginning of the class and during breaks. This allowed them to know their learners better. They utilize some of the stories, background, feedback they received, making the learning environment a welcoming and positive place. Summative assessments at the end of the class reflected the participants course engagement.
I experienced teaching not only in the classroom and online but also in a virtual world called Second Life. This format provided quite a fascinating experience. The learners and I had avatars and we met for discussions in different environments such as a beach or a pub. There is definitely a technical learning curve associated with navigating an environment such as Second Life but it was great to have the chance to explore novel means of using completely new learning platforms.
To put people at ease in any learning environment, the facilitator needs to set the tone for a cordial, open productive exchange of ideas and information. Use of Ice-breakers in the beginning of a course or role-playing during the course are great ways to establish that welcoming environment and to establish a nourishing, productive setting. [Examples developed for an assignment]
The learning environment is essential to successful student learning. Creating a positive learning environment is crucial to the process of providing social learning opportunities and of enhancing learner engagement and motivation. I was able to apply this knowledge in a classroom setting. Though I was not the class facilitator, I recommended to my colleagues to spend some times with their classroom participants at the beginning of the class and during breaks. This allowed them to know their learners better. They utilize some of the stories, background, feedback they received, making the learning environment a welcoming and positive place. Summative assessments at the end of the class reflected the participants course engagement.