What makes for effective learning & teaching?

I have a very definitive view of what constitutes effective learning and teaching.

Effective learning and teaching experiences typically are:

• Active: Learners may, by design, cognitively influence the learning process.
• Collaborative: Learners are interdependent and reciprocally influence learning activities and outcomes.
• Authentic: Learners exhibit knowledge or perform a skill in a naturally occurring environment as possible.

I believe those three components encompass a wide range of theory, strategies, and techniques described within the body of education literature.  A focus on these three aspects is based on a long developing (7+ years, 2003) amalgam of research, conversations, conference presentations, classroom teaching, tweets, blog posts, work projects . . .  This is the foundation of my philosophy of teaching and learning; it’s a personal “learning signature.”

I first encountered the notion of a “learning signature” when I started teaching adjunct for Lonestar College CyFair in the Fall 2006.  LSC CyFair has a college adopted learning signature which influences strategic and day-to-day decisionmaking.  As I’ve considered it, and as I discussed it in the recent #edchat conversations, I believe most institutions would benefit from having an established learning signature.  That learning and teaching value statement could influence and guide professional development efforts, hiring processes and preferences, strategic planning, evaluation methods, curriculum re/development etc.  Quite honestly, it’s somewhat baffling to consider how few institutions explicitly define their core values regarding effective learning and teaching.