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

  1. Evidence Based Learning
  2. Hebert Simon
  3. Professional Development: look at Jeff Zwier’s work: http://www.jeffzwiers.org (Links to an external site.)
  4. Jonathan Osborne: course design and interaction. 
  5. Technology Integration Planning Model ( Robyler, 2006)
  6. Systematic ICT Integration Model ( Wang & ve Woo, 2007)
  7. Apple Future Classes Model (Dwyer, Ringstaff, Sandholtz & Apple Computer Inc., 1990)
  8. Social Model (Wang, 2008)
  9. Enhanced Pearson Model (Woodbridge, 2004)
  10. 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

 (Links to an external site.)

“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

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“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

 (Links to an external site.)

“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

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Research To Review

Essentials of Online Course Design https://www.routledge.com/products/9781138780163

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Towards Best Practices in Online Learning and Teaching in Higher Education http://jolt.merlot.org/vol6no2/keengwe_0610.htm

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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

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(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY http://files.eric.ed.gov/fulltext/EJ909855.pdf

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Source Effects in Online Education http://research.microsoft.com/en-us/um/people/thies/las15-source-effects.pdf

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The Five stage Model http://www.gillysalmon.com/five-stage-model.html

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From face-to-face teaching to online teaching: Pedagogical transitions http://www.ascilite.org/conferences/hobart11/downloads/papers/Redmond-full.pdf

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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

 (Links to an external site.)

Why some distance education programs fail while others succeed in a global environment http://www.sciencedirect.com/science/article/pii/S1096751609000281

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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

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TPCK and SAMR – Models for Enhancing Technology Integration (2008) http://www.msad54.org/sahs/TechInteg/mlti/SAMR.pdf

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SAMR and TPCK in Action http://www.hippasus.com/rrpweblog/archives/2017/08/28/SAMR_TPCK_In_Action.pdf

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SAMR: Beyond the Basics http://www.hippasus.com/rrpweblog/archives/2017/08/26/SAMRBeyondTheBasics.pdf

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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

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A structure equation model among factors of teachers’ technology integration practice and their TPCK http://www.sciencedirect.com/science/article/pii/S0360131515000949

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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

 (Links to an external site.)

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

 (Links to an external site.)

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=

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What Is Technological Pedagogical Content Knowledge? http://www.editlib.org/p/29544/

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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

 (Links to an external site.)

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

 (Links to an external site.)

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

 (Links to an external site.)

Systematic Planning for ICT Integration in Topic Learning http://ifets.info/journals/10_1/14.pdf

 (Links to an external site.)

What Is Technological Pedagogical Content Knowledge http://www.citejournal.org/articles/v9i1general1.pdf

 (Links to an external site.)

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

 (Links to an external site.)

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

 (Links to an external site.)

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

 (Links to an external site.)

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. 

Bike Fenders

Today I was finally able to test out the new beautifully designed fenders for my bike… drizzling on the way to school and back… full of puddles and wet floor. Fenders worked great keeping at bay the water that flies off the spinning tires… not to mention that they are light, solid, silent and gorgeous 🙂

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Tech 4 Learners – Week 10 – Class Notes

6 Hats in a group

Everyone wears the same hat at the same time, but could be assigned to a team member in a more permanent role.

  1. Cheerleader
  2. Critic
  3. Emotion regulator
  4. Fact-finder
  5. Creative ideator
  6. Manager

Each hat has a color: (Wikipedia)

  • Managing – Blue – what is the subject? what are we thinking about? what is the goal?
  • Information – White – considering purely what information is available, what are the facts?
  • Emotions – Red – intuitive or instinctive gut reactions or statements of emotional feeling (but not any justification)
  • Discernment – Black – logic applied to identifying reasons to be cautious and conservativea
  • Optimistic response – Yellow – logic applied to identifying benefits, seeking harmony
  • Creativity – Green – statements of provocation and investigation, seeing where a thought goes

 

 

Qualitative Research – Week 10 – Class Notes

Group discussion on first half of the class about McDermott’s readings. Very interesting discusssion all over. Denise was very happy with all that we learned and how deep our discussions were.

Second half of class we talke about ‘alternative/artistic’ research.

  • Poets and dancers choose to present data through their art.
  • Are novels research?
  • The Dead Poet Society could be as valuable as research – don’t care about the source as long as it promotes learning and interesting observations
  • Arts based qualitative researches
  • Research goes into the process of creating art, but is the expression of it in a performance valid research.

The field allows it all.

Qualitative research -> Journalism

What is a publishable piece? Publishers will send it out to 2 or 3 experts in your field and see what they think of it. If it gets rejected, submit it to another journal since it will be seen by another 2 or 3 different people.

Help your reader understand all that you did to make it seem more valid, to convey your point, or to convince your audience.

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Qualitative Reasearch – Week 10 – Reading Assignment

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Experimental cognitive psychology did not analyze individuals ‘in the wild’

“Experimental cognitive psychology, we concluded, was condemned to a life of ecological invalidity; there was no systematic way of reasoning from experimental results to a description of individuals living out their institutional lives together (Cole, Hood, & Mc- Dermott, 1978). ”  McDerrnott, R., 1993, p. 270

Learning Disabilities are not a description of the individual, it is a label created by the system that fails the learner

“A fiber cannot make a rope, and the very existence of a rope arranges for the fibers to disappear as units of analysis.a Adam is a fiber, which, when joined by other fibers, helps to make the rope, or in this case the category LD, into the unit of analysis. ”  McDerrnott, R., 1993, p. 274

“It is in this sense that LD is a context that acquires children.” McDerrnott, R., 1993, p. 275

“All parts of the system define all the other parts of the system. Without the background, there are neither ropes nor fibers.” McDerrnott, R., 1993, p. 275

Legitimate Peripheral Participation of Knowledge

“What I am concerned with are the conditions that maintain the contact in which the information not yet stored in specific instructions moves into the system and becomes a part ofit so that “learning” can take place.” Birdwhistell (in McDermott, 1980) p.16

Knowledge is something external to us and that acquires us opportunities for learning

“Learning is not an individual possession” McDerrnott, R., 1993, p. 277

“It probably makes more sense to talk about how learning acquires people more than it makes sense to talk about how people acquire learning.” McDerrnott, R., 1993, p. 277

“If we can stop focusing on who learns more or less of particular, culturally well-defined fragments of knowledge, and ask questions instead about what is around to be learned, in what circumstances, and to what end, learning achievements would become statements about the points of contact available to persons in various social settings (Lave, 1988a, b). ” McDerrnott, R., 1993, p. 277

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An individual must be analyzed in various contexts to enable a true description:

“Text and context, soup and bowl, fiber and rope, Adam and the various learning scenes, all can be analytically separated and studied on their own without doing violence to the complexity of their situation. A static sense of context delivers a stable world.” McDerrnott, R., 1993, p. 282

The Deficit Theory – banking model of education:

“The deficit theory assumes that language and culture are storehouses from which children acquire their competence. Some children get more and some get less. The are assertions about which we should be most uncomfortable” McDerrnott, R., 1993, p. 282

Tests are unrealistic procedures that evidence apparent ignorance:

“What else is a test but an occasion on which you cannot use any of the resources normally available for solving some problem; memory notes or helping friends are now called cheating.” McDerrnott, R., 1993, p. 284

 “At the very least, cross-cultural psychology had been extraordinarily clear in showing how various kinds of smartness could be reduced to apparent ignorance in the face of culturally arbitrary and cross-culturally foolish tasks (Cole & Means, 1981).” McDerrnott, R., 1993, p. 284

Spotlight is placed on poor performers, that reinforce their condition. As a defense mechanism, they avoid exposure at all costs – and this is a cognitively demanding task which then prevents them from engaging.

“Classroom Lessons, for example, can be so well organized for putting the spotlight on those who are doing less well than the others that hiding becomes a sensible stratery for all of the kids some of the time and for some of the kids all the time.” McDerrnott, R., 1993, p. 287

“Culture is a sine qua non of disability.” McDerrnott, R., 1993, p. 289

“Looking for Adam’s LD has become something of a sport in Adam’s class, a subset of the wider sport of finding each other not knowing things.” McDerrnott, R., 1993, p. 291

“LD is distributed across persons, across the moment, as part of the contextual work members do in the different scenes. Neither Adam, nor his disability, can be separated from the contexts in which they emerge.” McDerrnott, R., 1993, p. 291

Learning is what happens in the interaction of people

“By the degradation approach, learning is not in heads, but in the relations between people.” McDerrnott, R., 1993, p. 292

“Learning does not belong to individual persons, but to the various conversations of which they are a part.” McDerrnott, R., 1993, p. 292

“Similarly, language and culture are no longer scripts to be acquired, as much as they are conversations in which people can participate.” McDerrnott, R., 1993, p. 295

Failing is just another accepted outcome and acquires individuals.

“He had achieved school failure. Adam had been acquired by the language of LD that was in place before he was born.” McDerrnott, R., 1993, p. 293

“Mothers acquire their children. Languages acquire their speakers. So disabilities acquire their learners. Who is there first? Long before Adam was born, we had LD – or an equivalent: strethosymbolia, for example, or just plain stupidity. [t is an absence we know how to look for.” McDerrnott, R., 1993, p. 294

“There is never a question of whether everyone is going to succeed or fail, only of who is going to fail. Because everyone cannot do better than everyone else, failure is an absence real as presence, and it acquires its share ofthe children.” McDerrnott, R., 1993, p. 295

The problem of ecological validityTests are more cognitively demanding than real life, which provides us all with scaffolds and redundancy.

“Throughout psychology, we found a strong bias that everyday-life thinking is an impoverished version of what can be elicited in special and more demanding settings such as tests and experiments. This makes great common sense, but leaves unspecified just how tests and experiments demand more mental steps of us or just how everyday life can proceed without logical precision.” McDerrnott, R., 1993, p. 296

“Individual thinkers can be sloppy, but the world will carry them. In experimental settings, they have less support, and their thinking processes become both more efficient and more visible.” McDerrnott, R., 1993, p. 296

 

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Story 1: Everyday life is sloppy and easy. Educational professionals know better

Story 2: Everyday life is complex but well organized. Educational professionals understand how to make the most of an environment.

Stroy 3: Everyday life in an adventure. The people know more than we can yet imagine about what they are doing.

“By this standard, most contemporary psychology is invalid. Experimental methods can only document variation in what people cannot do in relation to supposedly well-defined, frozen tasks.” McDerrnott, R., 1993, p. 300

 

 

 

Zehavit Kohen – Promoting Life-long Learning Skill in our Teachers

Very interesting talk by Dr. Zehavit Kohen about how LLL skills along with teacher centered teaching, vs student centered teaching.

Teachers must learn to become LLL themselves to be able to teach more effectively.

I was interested in the LLL aspect of her research since those are the skills that are needed to motivate adults to continue education… who knows, online.

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