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| Through the menu options, I have made an attempt to present the professional work I am currently doing as well as the work I have done as part of tenure at Purdue as student in Educational Technology and Engineering Education.
Also, some of the materials I present here were developed when I was a student in the joint program between UBC-ITESM in Educational Technology | |
| I am also including some tools that may be valuable to instructional designers as well as qualitative researchers. |
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My philosophy of education has the main tenet that my practice should be informed by theory. While my main goal is to focus on my students’ growth in the cognitive, motor and affective domains, my educational practice revolves around the design and implementation of effective instructional interventions that may take the form of challenge-based learning and/or direct instruction. I conceive learning as a social lifelong process that may occur intentionally in formal instructional settings and incidentally through experience; experience that is connected to prior knowledge and that at the same time is intended, cultural, and with an emphasis on personal meaning and social interaction. Therefore, in my philosophy the two main sources of knowledge are experience and reason. While the experiential part of learning is informed by the constructivist perspective, the reasoning part is informed by the cognitive perspective. The basic premise of the constructivist perspective as well as the basic tenet of cognitive psychology is that knowledge is not the result of passive reception; but constructed by the learner. In practice, these two perspectives are not mutually exclusive, but they complement each other in order to accommodate changes in context, content, and learners. |
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The type of practice that I may adopt will depend on balance of strategies addressing: the nature of the learning task, the learner, the social aspect and the assessment method. Nature of the Learning Task.- The nature of the learning task refers those components of the instruction that provide learners the task specifications intentionally designed to reach a specific goal.Student-Centeredness. - When I design my instruction I always consider who my students are and what are their interests and preconceptions. Sense of Community.- I strive to maintain the sense of community by two means: a) by creating a safe and respectful classroom environment and b) through building teamwork skills. Assessment Method.- I employ different methods of assessment and each of them for a different purpose. These methods include formative assessments, self-assessments, peer-assessments, and summative assessment. Through these strategies I expect my students to develop their own competence. Therefore, as instructor and/or as instructional designer my goal is to shape and enhance my teaching style by linking educational research findings into practice. Linking research into practice by reconciling and relating different theories, instructional design processes, models, instructional strategies, and pedagogies may result in the desired changes in learners' knowledge, skills, and attitudes in the cognitive and affective domains. |
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ARMS 1337 Phone 496-1532 701 West Stadium West Lafayette, IN 47907-2045 email:admagana[at]purdue[.]edu |
West Lafayette, IN.