Core Coaching Competencies

Lolding/ July 30, 2020/ LDRS 663/ 3 comments

The International Coach Federation (ICF) is a global professional body that seeks to further the coaching profession “by setting high standards, providing independent certification and building a worldwide network of trained coaching professionals” (International Coaching Federation [ICF], 2020a). Coaching varies in purpose from other service professions like therapy, training, consulting, and mentoring. According to the ICF, “professional coaching focuses on

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Multi-access Education and Learner Control

Lolding/ July 11, 2020/ LDRS 663/ 1 comments

A transformative education allows learners to participate in quality learning experiences that build upon existing knowledge and move the learner towards achieving their goals. By recognizing the variety of individual learning needs that exist among adult learners today, post secondary institutions (PSIs) are able to increase learner control, learner engagement, and often learner satisfaction. Multi-access education is a way for

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Critiquing Anderson’s Theorem

Lolding/ July 9, 2020/ LDRS 663/ 0 comments

In my last post, I offered a defence of Anderson’s Interaction Equivalency Theorem. The following is a short critique. While it may be natural for an instructor to naturally gravitate towards one particular type of interaction during teaching, it is important that they work to include all three unique interaction types to ensure all learners have the opportunity to be

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Defending Anderson’s Interaction Equivalency Theorem

Lolding/ July 6, 2020/ LDRS 663/ 1 comments

Anderson’s Interaction Equivalency Theorem presents a clear and accurate illustration of learning that can be applied to a variety of situations including face to face (F2F) classes and online learning. The theorem posits that meaningful learning occurs as a result of three types of interaction (student-content, student-teacher, and student-student) and implies “an instructional designer can substitute one type of interaction

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Studying Shakespeare as a Community

Lolding/ July 3, 2020/ English, LDRS 663/ 0 comments

According to Garrison et al. (2000), “a worthwhile educational experience is embedded within a Community of Inquiry that is composed of teachers and students … [and] assumes that learning occurs within the Community through the interaction of … three essential elements: cognitive presence, social presence, and teaching presence” (p. 2). A learning experience that comes to mind where all three

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