Demonstration

Freshman First Year: Emotion and Learning Strategies Workshop: Demonstration

Tashika Carlton, Denise Hile, Javita Johnson

Ball State University

Group Members	Roles	Commented On
Tashika Carlton	Video 1: Reflection on the course this semester	Group 2 - learning styles Group 3 - relationships in learning
Denise Hile	Leader role: review each section before posting to the blog; facilitated Zoom meetings; completed tables; posted on blogsite; Demonstration; post on EDAC 635 Facebook page	Group 3 - relationships in learning Group 4 - the learning process
Javita Johnson	Video 2: Implementation of syllabus	Group 2 - learning styles Group 3 - relationships in learning

Video 1: Reflection on the Course this Semester

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Reflections on Course this Semester

Video 2: Implementation of Syllabus

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Implementation of Syllabus

Demonstration: Freshmen First Year: Emotions and Learning Strategies Workshop

Introduction

Our topic was developed from individual literature reviews on emotion and learning theories.  This provided direction for our decision to focus on first year freshmen and provide emotion and learning strategies within the course objectives and tools. As described in MacKeracher (2004), learning is directly connected to the arousal and energy process of the human body and brings the brain to a state of awareness to invoke attentiveness.   The course will discuss the impact of emotions and states of arousal on learning, while illustrating how excess excitement (either a positive or negative) diminishes the brain’s ability to focus clearly on tasks. The tools and techniques within the course will focus on strategies to use when the ability of an individual to learn is decreased while internal coping mechanisms become overwhelmed by stress and anxiety. The key and our workshop objectives focus on awareness to have an optimal level of arousal where learning is productive, and the states of arousal include excitement and curiosity. 

         

Implementation Process: Blackboard @BSU

The course will utilize Ball State Blackboard LMS site to serve as the location for all activities, tools, and strategies. (Link to Video Demonstration of Blackboard Course Site for the Workshop - also shown below).  The course structure will also serve as an introduction to Blackboard at Ball State, and allow the freshmen to become familiar with navigating course sites.  As the freshmen interact within the Blackboard site, their emotional awareness will influence their behavior motivation, as a desire for accomplishments increases with an increase in arousal, as described by More (1974). 

The Blackboard course site was made available for review to allow feedback on the workshop design.  Cindy Cash, MAE, is an Instructional Consultant and part of the

iLearn: Integrated Learning Institute at Ball State, reviewed the site and provided valuable insight.  Cindy’s feedback is shown below.

Activities, Tools, and Strategies

Throughout the workshop, small group role playing scenarios activities will increase participants’ knowledge of current emotional intelligence, stress reduction techniques  to increase awareness of the linkage between emotional stress and its impact on learning, journaling as a reflection tool to encourage exploration of emotions, stress, and potential barriers to maintaining a positive learning environment, and providing a Freshman Passport to Campus Learning and Supportive Services as an engagement opportunity with campus well-being services as well as providing networking and a support system for navigating through emotions and learning during the freshmen first year.

Reflection on Lessons, Knowledge and Skills Gained in the Process

This group project required the group to complete the theory review, practical analysis that included research and interviews from professionals with experience and knowledge on incoming freshman experiencing emotions in a new learning environment.  Throughout the process of researching database articles, reviewing theoretical approaches to implement, and formulating the practice analysis and syllabus, our group gained experience and knowledge in tools and methodologies for emotions and learning.

Group work can be challenging with each member having to be flexible with our different employment schedules and family life. Text messages and posting in our blackboard group seems to be the most efficient instead of the zoom phone conference due to scheduling of meetings. The new technology used for this group has been Zoom and it has been easy to access and very user friendly. Gaining experience and skills in project management was beneficial and provided opportunities to resolve any issues that we encountered throughout the process. 

References

MacKeracher, D. (2004). Making sense of adult learning (2nd Edition), Toronto; University of Toronto Press

More, W. (1974). Emotions and adult learning. Lexington, MA: Lexington Books.

Blackboard Course Site

Link to our Emotion an Learning Freshmen First Year Workshop:  BSU Blackboard Site Link

Demonstration

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Video Demonstration