Personal Learning Goal.

Teaching and learning in a lab practicum is one of the reasons why I came to Harvard. I am lucky to have gotten this opportunity this time around, and I want to explore the best ways to design learning experiences for children.

Prior to coming here, I had been designing learning experience for my organization www.edufuntechnik.com based on self-taught knowledge gained from research and reading. Through this course , I want to develop deeper insights about learning designs. I am happy to be here and open to learning from the experts, through experiential learning.

Reflection: 1

In this week I got to meet with professor and the teaching team to discuss what I will be interested in and it helped me streamline what I wanted and how I want to make most of the experience I am interested in the AI lending love I hope I get to be in part of the AI project

Reflection 2

Week 2 class discussion:

Q1. What skill or information did you learn that required “deliberate practice”? What did that look like in your context? Did someone provide targeted feedback?

Reflecting on my own journey, I realized that "deliberate practice" was a cornerstone of my learning, particularly in acquiring tech skills amidst the scarce resources in Anambra's rural communities. This practice wasn't just about spending hours on a computer; it was focused, purposeful, and repetitive, aimed at incrementally improving my skills. It involved a cycle of doing, getting feedback, and improving.

My mother, recognizing the potential impact of computer literacy on my future, played a crucial role in initiating this cycle. She not only sought out a computer school that offered scholarships but also committed a significant portion of her salary to ensure I could attend. This initial step into the world of technology was challenging, requiring me to study hard and make the most of the opportunity.

The feedback loop was critical.

The encouragement and guidance I received from my teachers and the school's recognition of my efforts through a scholarship were forms of feedback that propelled me forward. They acknowledged my dedication and potential, which, in turn, motivated me to push harder and delve deeper into the tech world.

This experience was a practical application of the theories of deliberate practice, emphasizing the importance of targeted effort, guided by constructive feedback, to master a skill. It taught me that becoming proficient in any field requires more than just passive learning; it demands active engagement, a willingness to face challenges, and the resilience to overcome them.

This understanding has shaped my approach to learning and teaching, reinforcing the belief that with the right opportunities and support, anyone can advance from novice to expert level. Today I am in Harvard because of my mothers deliberate practice.

Reflection 3

Theories of Learning

This week's readings explain how we learn by processing and storing new information. When we learn something new, it moves from our short-term to our long-term memory through a process called encoding. However, we receive so much information that we can't—and shouldn't—encode everything because not all of it is important, and trying to do so can overwhelm us. This is where the concept of cognitive load is important; it's about managing how much information we try to learn at once. Also, learning is different for beginners and experts, so when creating educational materials, it's crucial to understand how experienced learners process information differently. The ideas discussed aren't limited to one subject but can be applied to any area of learning.

I saw the the short clip of Cthulhu for the first. This has increased my imagination to wonder about the world and the universe.

I understand that it is OK to be curious, to ask questions, and to be okay with not having all the answers. I love how Cthulhu has kept my mind in wondering.

I still don't understand it fully but I keep thinking.

Reflection 4:
As you are reviewing the different theories of what it means to know something, consider your experience as a learner in different domains. In college, what was the most common method applied in your classes? What about when you learned a sport or a musical instrument? How about a language? Or an art form? Why did the instructor or coach choose that particular theoretical approach to instruction? What does it say about their understanding of knowledge?

I went to a traditional collage where the teaching style was pretty straightforward. Every day, our teachers would come into the classroom, carrying their notes. They would stand in front of us and start talking about the day's topic. We, the students, were expected to just sit quietly, listen, and write down everything they said. It felt a bit like we were just copying down a book by hand. In our classes, asking questions wasn't really encouraged. The main goal was to make sure we could remember and repeat the information given to us, especially when it came time for tests. Those tests usually asked us to write back what we had memorized from our notes. If you were good at taking notes and memorizing them, you did well.

I remember the classrooms were very quiet, except for the teacher's voice. Everyone focused on their notebooks, trying to keep up with the lecture. Sometimes, it was hard to understand everything on the spot, but the idea was to go home, review your notes, and get ready for the next day.Looking back, it feels like this way of learning was more about storing information than really understanding it deeply. We didn't do many group projects or discussions. It was a lot about individual work and making sure you could recall as much as possible.

This personal experience aligns with behaviorist learning theory, which emphasizes direct instruction, memorization, and repetition. Teachers deliver content while students passively receive and replicate information, primarily through note-taking. Success is measured by recall ability, especially for tests, with little emphasis on deep understanding or critical thinking. This approach reflects behaviorist principles focusing on observable behaviors and external reinforcement, rather than exploring internal cognitive processes to foster interactive, conceptual learning.

Why....

I do not know why they choose this method but further research shows that behaviorist strategies facilitate straightforward assessment methods, such as standardized testing, which can easily measure the retention of factual knowledge.

Reflection 5

As you are reading about Backward Design, consider what might be an “essential question” in your undergraduate field. How did your courses address that essential question? How might identifying essential questions help faculty members avoid the “coverage trap”?

In my undergraduate studies I majored in psychology, I love the topic Personality Psychology:which is a branch of psychology that focuses on studying individual differences in people's patterns of thinking, feeling, and behaving. It explores how these patterns develop over time, the factors that influence them, and how they shape an individual's unique personality. This field seeks to understand the psychological traits that differentiate one person from another and how these traits influence various aspects of a person's life, including their interactions with others and their responses to different environments and situations.

Essential Question: "How does personality develop and influence our thoughts, behaviors, and relationships, and what are the implications for understanding and treating personality disorders?"

My courses psychology address the essential questions, "How does personality develop and influence our thoughts, behaviors, and relationships, and what are the implications for understanding and treating personality disorders?", by fostering a focused and in-depth approach to learning. By starting with foundational theories of personality development—such as Freud's psychoanalytic theory, Erikson's psychosocial stages, and the Big Five personality traits—students will be encouraged to critically evaluate these concepts, understanding the variance in personality development among individuals. Lectures and readings extend into how different personality traits influence behavior across various contexts, including the workplace and relationships, supported by practical projects like case studies and research projects to witness these dynamics in action.

Exploration into how personality impacts relationships is achieved through discussions on attachment theory, interpersonal communication, and the role of personality in social dynamics, enhanced by group projects and peer reviews for hands-on learning. Practical workshops on administering and interpreting personality assessments, such as the MBTI or NEO PI-R, illuminate the tools used to gauge personality traits and their real-world applications. The course will also addresses the complex topic of personality disorders, offering insights into their classification, diagnosis, and treatment through guest lectures, therapeutic approach analyses, and ethical debates. This comprehensive structure will ensure that students will grasp the theoretical aspects of personality psychology and its practical implications, providing a well-rounded educational experience.

Identifying essential questions enables faculty to delve deeply into key concepts, enhancing learning by: By concentrating on significant topics for a more in-depth understanding and retention, courses designed with a focus on depth over breadth enable students to explore complex subjects thoroughly. This approach encourages critical thinking and enhances problem-solving skills as learners are encouraged to engage in complex analysis of the material. Linking lessons to real-world applications significantly increases student engagement by demonstrating the relevance of theoretical knowledge in practical scenarios. The creation of a unified course structure that integrates various topics not only ensures cohesiveness in learning but also helps students see the interconnection of different concepts, further enriching their educational experience. This strategy leads to a more impactful learning experience, preventing the superficial coverage of too much material.

Reflection 6:

What are the main differences between “traditional” apprenticeship and “cognitive” apprenticeship? Considering the differences, does the term “apprenticeship” hold value in describing this design approach?

I will define apprenticeship through the lens of an Igbo Traditional Apprenticeship.

The Igbo apprentice system is a cultural practice in Nigeria, where young Igbos are inducted into entrepreneurship by established business owners called "Oga." This informal and hands-on approach to learning allows apprentices to acquire practical skills in trade, enterprise, or vocation, sometimes alongside domestic duties. Apprentices observe and emulate the Oga, gaining the expertise needed to eventually start their own businesses, supported by resources from their mentors. This unstructured system emphasizes real-world experience over formal education, reflecting the Igbo community's strong entrepreneurial spirit and fostering economic empowerment. Former apprentices who become successful entrepreneurs themselves continue the cycle, ensuring the system's sustainability and relevance within the community.

What are the main differences between “traditional” apprenticeship and “cognitive” apprenticeship?

In the Igbo apprenticeship, the main differences between traditional and cognitive apprenticeship can be highlighted as follows:

Traditional apprenticeship, as seen in the Igbo system, emphasizes practical skills for running a trade or business. Cognitive apprenticeship would focus more on the thought processes, problem-solving, and decision-making skills behind entrepreneurship.

The Igbo apprenticeship occurs in real-world business settings, where learning is through direct experience. Cognitive apprenticeship, while it can also use real-world settings, often involves explicit teaching of cognitive strategies in a variety of contexts, including more formal educational environments.

In the Igbo system, the Oga serves as a mentor in a master-apprentice relationship that is primarily focused on practical skill transfer. In cognitive apprenticeship, the mentor would also model cognitive strategies and help the apprentice reflect on their thinking processes.

The Igbo apprenticeship is informal and unstructured, relying on observation and practice. Cognitive apprenticeship would include structured methods like scaffolding and coaching to make thinking visible and to facilitate the learning of cognitive skills.
Considering these differences, while the term "apprenticeship" is still valuable in describing both approaches, it's important to specify the focus—whether on practical skills and direct experience as in the Igbo system, or on cognitive processes and metacognitive strategies as in cognitive apprenticeship. Both aim to develop expertise, but they do so through different means and with different emphases.

Reflective portfolio post #4

Reflecting on our project for the gallery walk has been an amazing experience. I took the time to understand what we really did in all the meetings we had and our contributions.

I just found out that this entire learning process is to help us understand how the process of creating an AI Bot. I would say that for me, I have had the idea to build an AI Tutor Bot for the community schools in my country, but I did not know it would take this process.

However, when we started, I was still very confused and didn’t know what I was doing because I didn’t realize that my confusion was preparing me for the process. I missed some assignments and deadlines because I didn’t want to just write to pass but I want to fully understand what I have to do. But currently, I can say I understand what this course is all about: first discovering and understanding the concepts, then learning the actual way of implementation, all thanks to the HPL AI tutor bot learning process.

Yes our group worked on the HPL. I'm aiming simply to create a bot that helps students who are returning to school after a long time or recent graduate, to integrate their experience with AI to build something accessible, something that will understand academic concept.

We did a lot of research, testing, comparing different prompts, and finally chose a prompt. Then we did some prompt engineering to understand how the back-end works and how you can integrate it to create a good learning experience. We don’t yet have a prototype, but we got one from Christian to see what it could look like. Personally, I handled the prompt engineering and it has taught me how to actually build my own AI Chat Bot and through the series of meetings with christian and the faculty in attendance steps to actualizing these concepts came to .

Gallery Walk

The gallery walk was also an eye-opener to see what other fellows have done, and one of the fascinating things I saw was the media shop by Caitlyn and Tomoka. Their work was amazing, using sound for media purposes—I mean, they did a full sound walk! The kitchen sounds were impressive. How do you use sound to create educational design tools? It's amazing.

I forgot to tell them that I know someone on YouTube and TikTok making the same videos they are doing, and they have lots of followers. I hope to get a chance to talk to them and tell them that this can also be developed further.

I also saw the HPL field study that redesigned the content of the OVOP field study.

I did not get a chance to see a lot of work because I was called to come and explain how our Tutorbot model work.

However, I would say that this is one of the reasons why I came to Harvard.

I'm not going to take this for granted—the opportunity to be in this course—and I am developing my startup because of this. There is no doubt in my mind, even if I am going to work with an engineer. I have an idea of what different pieces to make this happen would look like, and I am going to pitch for this and hope to raise funds to do this stuff

All credits to the confidence I gained by doing this T127.

This is not the end it is work in progress.

Reflection on EDU T127 Teaching and Learning Lab Practicum Spring 2024.