Participipated in a cool hands on session on Fuse Tools – a cross platform mobile development toolset.
Finals
8 more papers to write until Tuesday!!!
- Qualitative Research – Mini Project (group work – almost done)
- Qualitative Research – Reflection Paper (not started)
- Learning Environments – Final Paper (group work – almost done)
- Intro to Teaching – Final Analysis (watched video – write paper)
- Tech 4 Learners – Pedagogical Compass (to start)
- Tech 4 Learners – Reflection on Design Project (to start)
- Tech 4 Learners – Chose 2: (to start)
- 3 learning frameworks and why they matter
- Advice to a future learning tool designe
- Learning Technology Evaluation
- OpEd for EdSurge
Wow…
LDT Seminar – Final – Learning Problem Statements v 2.0
Assignment:
Based on the research, the expert interviews, and chats with learners, revise your learning problem. Include: WHO needs to learn WHAT and WHY it is important. Include citations from research, and insights gained from interviews with experts and learners. Post your updated “problems” here.
Response:
Problem Statement
Communities, companies and countries have to be able to share knowledge and educate their peers in order to thrive. The traditional methods of doing so are through books, talks, documentaries, and interviews. We want to learn from the best, understand how they do it and be more like them. But sometimes we just want to talk to someone, interact with them – learn from a human being – even if it is not the expert – maybe even better if it is someone who speaks more like I do. How can technology enable this?
Research Question
How might we scaffold “experts” to create engaging hybrid courses?
Keywords
- Hybrid Online Learning
- Instructional Design
- Teacher Professional Development
- TPACK
- Metacognition
- Self efficacy
- Onboarding
How Might We?
- Extract value from experts?
- Identify what an expert knows that is of interest?
- Ask for knowledge from an expert?
- Increase the reach knowledge distribution?
- Reduce teacher repetition of content?
Potential solution paths
- TMS – Teaching Management System
- Templates for teaching
- Curated content
- Modeling
- Lesson plans
- Exercises
- Assessment
- Individual activities
- Group activities
Findings
- Time based courses are the ones that perform better.
- Necessity of human interaction – be part of a cohort
- Teachers need additional training to handle interactions and drive engagement in online environments
Concepts to look further into
- Evidence Based Learning
- Hebert Simon
- Professional Development: look at Jeff Zwier’s work: http://www.jeffzwiers.org (Links to an external site.)
- Jonathan Osborne: course design and interaction.
- Technology Integration Planning Model ( Robyler, 2006)
- Systematic ICT Integration Model ( Wang & ve Woo, 2007)
- Apple Future Classes Model (Dwyer, Ringstaff, Sandholtz & Apple Computer Inc., 1990)
- Social Model (Wang, 2008)
- Enhanced Pearson Model (Woodbridge, 2004)
- Technological Pedagogical Content Knowledge [TPACK] model (Koehler & Mishra, 2005). Koehler and Mishra (2005)
Interesting Citations
“While students rated the instructors very positively, the results also indicate that instructors still need to have their roles transformed pedagogically, socially, and technologically if they are to establish a more engaging and fruitful environment for online learning.” – Liu, X., Lee, S., Bonk, C., Su, B., Magjuka, R. (2005). Exploring Four Dimensions of Online Instructor Roles: A Program Level Case Study. Online Learning Consortium http://onlinelearningconsortium.org/sites/default/files/v9n4_liu_1.pdf
“This study found a change in the beliefs and teaching presence of the instructors from their initial resistance to online teaching to an approach which is mindful of the student experience and promotes a dialogical approach to online learning.” – Redmond, P., (2011) From face-to-face teaching to online teaching: Pedagogical transitions. ascilite 2011 Hobart: http://www.ascilite.org/conferences/hobart11/downloads/papers/Redmond-full.pdf
“In spite of the proliferation of online learning, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them.” – Vai, M. & Sosulski, K. (2015). Essentials of Online Course Design. A Standards-Based Guide, 2nd Edition. Routledge https://www.routledge.com/products/9781138780163
“Technology alone does nothing to enhance online pedagogy. According to Jacobsen, et al. (2002), the real challenge is to “develop fluency with teaching and learning with technology, not just with technology, itself” (p.44).” – Keengwe, J. & Kidd, T. (2010). Towards Best Practices in Online Learning and Teaching in Higher Education. MERLOT Journal of Online Learning and Teaching http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Research To Review
Essentials of Online Course Design https://www.routledge.com/products/9781138780163
Towards Best Practices in Online Learning and Teaching in Higher Education http://jolt.merlot.org/vol6no2/keengwe_0610.htm
EXPLORING FOUR DIMENSIONS OF ONLINE INSTRUCTOR ROLES: A PROGRAM LEVEL CASE STUDY https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB4QFjAAahUKEwjQ4te54tfIAhUL1GMKHcGSCxA&url=http%3A%2F%2Fonlinelearningconsortium.org%2Fsites%2Fdefault%2Ffiles%2Fv9n4_liu_1.pdf&usg=AFQjCNHtnYf76HkFI-YrIcLhxBWoNPXhRw&sig2=RQVCKYoBJvqv-Gtu8oyCdw
(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY http://files.eric.ed.gov/fulltext/EJ909855.pdf
Source Effects in Online Education http://research.microsoft.com/en-us/um/people/thies/las15-source-effects.pdf
The Five stage Model http://www.gillysalmon.com/five-stage-model.html
From face-to-face teaching to online teaching: Pedagogical transitions http://www.ascilite.org/conferences/hobart11/downloads/papers/Redmond-full.pdf
From On-Ground to Online: Moving Senior Faculty to the Distance Learning Classroom http://er.educause.edu/articles/2017/6/from-onground-to-online-moving-senior-faculty-to-the-distance-learning-classroom
Why some distance education programs fail while others succeed in a global environment http://www.sciencedirect.com/science/article/pii/S1096751609000281
Case Study: Challenges and Issues in Teaching Fully Online Mechanical Engineering Courses http://link.springer.com/chapter/10.1007/978-3-319-06764-3_74
TPCK and SAMR – Models for Enhancing Technology Integration (2008) http://www.msad54.org/sahs/TechInteg/mlti/SAMR.pdf
SAMR and TPCK in Action http://www.hippasus.com/rrpweblog/archives/2017/08/28/SAMR_TPCK_In_Action.pdf
SAMR: Beyond the Basics http://www.hippasus.com/rrpweblog/archives/2017/08/26/SAMRBeyondTheBasics.pdf
From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities http://www.irrodl.org/index.php/irrodl/article/download/1814/3253
A structure equation model among factors of teachers’ technology integration practice and their TPCK http://www.sciencedirect.com/science/article/pii/S0360131515000949
Examining Technopedagogical Knowledge Competencies of Teachers in Terms of Some Variables http://www.sciencedirect.com/science/article/pii/S1877042815006990/pdf?md5=1d1ccf6d1fb7088d7fda105f66d677c6&pid=1-s2.0-S1877042815006990-main.pdf
The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling http://www.sciencedirect.com/science/article/pii/S0360131515001189
Using TPCK as a scaffold to self-assess the novice online teaching experience http://www.tandfonline.com/doi/abs/10.1080/01587919.2015.1019964#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzAxNTg3OTE5LjIwMTUuMTAxOTk2NEBAQDA=
What Is Technological Pedagogical Content Knowledge? http://www.editlib.org/p/29544/
The role of TPACK in physics classroom: case studies of preservice physics teachers http://ac.els-cdn.com/S187704281201779X/1-s2.0-S187704281201779X-main.pdf?_tid=cf1faf84-81bf-11e5-8938-00000aacb35f&acdnat=1446509831_08753d5dcf76ed3f790bd4382aae1e31
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators https://books.google.com/books?hl=en&lr=&id=lEbJAwAAQBAJ&oi=fnd&pg=PP1&dq=tPCK&ots=-p0TWk4RCI&sig=FElDYqBq7xyKcFWehvVRZ91LrNE#v=onepage&q&f=false
When using technology isn׳t enough: A comparison of high school civics teachers׳ TPCK in one-to-one laptop environments http://www.sciencedirect.com/science/article/pii/S0885985X14000229
Systematic Planning for ICT Integration in Topic Learning http://ifets.info/journals/10_1/14.pdf
What Is Technological Pedagogical Content Knowledge http://www.citejournal.org/articles/v9i1general1.pdf
Paid Research Papers (worth buying?)
Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design http://link.springer.com/chapter/10.1007/978-1-4899-8080-9_5
Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science http://link.springer.com/chapter/10.1007/978-1-4899-8080-9_11
Instruction: A Models Approach, Enhanced Pearson http://www.pearsonhighered.com/educator/product/Instruction-A-Models-Approach-Enhanced-Pearson-eText-with-LooseLeaf-Version-Access-Card-Package/9780134046884.page
LDT Seminar – Final – Learner's Chat
Assignment:
You know a lot about the challenge generally, now you want to get to know your target learner. In pairs, spend at least 30 minutes chatting with two different target learners, one for each problem. If your learner is a child, talk to a parent. (Note: ALWAYS get parent permission when talking to minors.)
Write up a one-page brief documenting what you learned about this learner’s goals, context, challenges, and assets. Look for insights into possible opportunities to solve real problems. Add your brief here.
Response:
Chatted with Matej and Omair about what would be the features in a LMS that would scaffold them into creating effective courses.
Matej’s strategy when he started thinking about the process of creating his own courses, was to look at what others were doing, what kind of language they were using, and which ones resonated most with his style of thinking. The tool could provide easier access to successful examples with videos, curricula, lesson plans and so on.
Omair’s desire was to have a tool that would help him remember all the topics he must cover. Using keywords and a mind map for each piece of content, the system would alert him if any node was not covered yet. His main concern is covering the entirety of the content.
The more I look at the problem, the more I see that I would need to focus on a subject matter due to the particularities of each, pedagogically speaking. To try to create an overarching generalized system that helps you create ‘better’ courses seems like an outreach and a technocentric view of a solution.
My initially narrow view of wishing to create a magical tool that would help me create a course by giving me tips and suggestions along the way might have the be reconsidered.
I am starting to see that a larger challenge that has to be addressed is teacher professional development. How do we scale it? How do we integrate it into their daily routines? How do we use technology to aid lesson planning, course management, pedagogical activities, and student engagement?
Is there space to evolve from a Material Management System or a Learning Management System towards a “Teaching Management System” that coaches, facilitates and promotes interactivity amongst educators and amongst learners.
I feel that now I have to interview more learners (educators) as to what this tool might look like, concentrate on a subject matter, audience and learning environment to convince myself that what I am looking at is a relevant problem which may cause positive impact on the educational setting.