STAND LEVEL BIODIVERSITY
FOR FOREST MANAGERS
British Columbia
Ministry of Forests
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Contents

How is each module organized?
         Learner outcomes
         Module closure
         Active learning

See also Appendix 4 — Learning strategies and
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How is each module organized?

 

Each module is organized using this pattern

  • A picture

  • Applicable learner outcome(s)

  • Pre-reading questions

  • An assignment (not for every module)

  • The content

  • Module closure — review of learning outcome, recall, transfer of learning, and reflections

     

Learner outcomes

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Each module has at least one learner outcome.

By answering all the questions (silently and/or written), you will be thinking about the content and be involved in active learning. By completing the assignment, you will also meet the learning outcome(s) of the module. By the end of the course, you will:

  • Know a great deal about Stand Level Biodiversity for managing the forests

  • Know how to apply the ideas to forest management

  • Be able to use what you have learned elsewhere

Outcomes/objectives have three parts:

  1. Who is the content directed to? In this course, all outcomes are directed to you, the learner

  2. What content will be provided in the module?

  3. The verb (use, diagram, explain) tells you what you should be able to do with the content and you should be given directions to accomplish it

  1. The verb diagram indicates that you should be able to diagram something

  2. The verb explain indicates that you should be able to explain (in some form —  written, orally, on a test) ideas that are presented in the module

An example of an outcome is:

On completion of this module, you will be able to describe the six stand level components.

Because this is a self-directed course, it depends on you if you meet any of the learner outcomes. If you do not answer the questions, complete the assignments, or ignore the self-assessment quizzes, probably you will not meet the learner outcomes.

     
Module closure

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The module closure is divided into four or five parts:

  1. Recall — Using a graphic diagram, you will recall what you have learned. Often diagrams are an effective learning strategy. Recall is an optional component of module closure.

     

 

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  1. Transfer-of-learning — Unless you are able to transfer your learning about stand level biodiversity to your personal life and your professional life, it probably will not mean too much to you. You are liable to forget it. Adults learn best if they can apply what they are learning.

     

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  1. Reflections — It is important for you to think about what you are learning. We have added questions for you to answer to assist you in becoming reflective about your learning.

     

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  1. Self-assessment quiz — Test yourself

  2. Celebrations  —  When you look at this course, it may be daunting. You will wonder if you will ever get finished or even if you want to.

    At the end of each module, we ask you to celebrate its completion. A celebration should be fun and we have tried to make them fun.

    You may not take a hot air balloon ride that we suggest but you could visit the refrigerator, take the dog for a walk, visit a friend, have coffee, or just 'veg' out.

    The important thing is to recognize that you started and finished a module. Each celebration is just one step closer to the end of the course.

     

Active learning

 

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This course is written for you to be an active learner. People learn best when they are actively involved in their learning. We have included a number of strategies that provide you with opportunities to be an active learner.

Active learning includes:

  • Writing

  • Making notes in the margin of a book, text, article, or hard copy of a module

  • Drawing lines from one related idea to another on your hard copy

  • Numbering steps or ideas on your hard copy

  • Writing your own questions — take titles and make them questions

  • Answering questions — your questions or questions in the modules

  • Summarizing sections of a textbook or individual module

  • Using charts or diagrams to understand or summarize ideas or concepts

  • Thinking about what you have learned, what you do not know, or what you need to know more about

  • Thinking about how you can use/adapt/modify ideas elsewhere — other courses, personal life, or professional life

  • Using the familiar to understand the unfamiliar — synectics

  • Mind mapping (webbing) — Begin each module by remembering what you already know about the topic. 

    Return to your mind map when you are finished and add to, change, modify, or delete it. Use a different coloured pen for each step in this process. 

    This process assists in the scaffolding (adding to what you already know) process and the reflection process.

     
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