Arquivo da categoria: LDT Seminar Fall

LDT Seminar – Week 7 – Problem Statement

Reuben came over to talk about our Learning Problems – very productive talk that guided us further down the rabbit hole : )

Started a new document to gather my thoughts on a possible masters project.

This is what I’ve got so far:

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
  • Train the Trainer
  • Professional Development
  • TPCK
  • TPACK

Thoughts

  • how to extract value from experts
  • how to identify what an expert knows that is of interest
  • how to ask for knowledge from an expert
  • time based courses are the ones that perform better
  • TMS – Teaching Management System
  • Manage/meet expectations of stakeholders e.g. school owner then students

Experts

  1. Candace Marie-Thille
  2. Anna Proteus
  3. Sarah Rutheford-Quach
  4. Karin Forsell

To Research

  1. Evidence Based Learning
  2. Hebert Simon
  3. Professional Development: look at Jeff Zwier’s work: http://www.jeffzwiers.org
  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)

References

“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

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

 

$ RESEARCH PAPERS

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

 

OTHER RESOURCES

http://www.sciencedirect.com/

 

LDT Seminar – Who Am I?

So my turn came up to talk about myself for all the LDTers in class 🙂

I am pretty sure they recorded – going to ask Keith to send it to me.

Here are the slides:

The second half of the class was VERY productive. Working with Reuben we explored the problem area we are searching about : scaffolding the scaffolder; how to help people create good courses.

One big take-away for me was to look at how do extract value from experts.

IMG_0965

LDT Seminar – Week 5 – Scholarship Briefs

Assignment: 

Scholarship Briefs

Take two learning problem proposed in class (your own AND someone else’s). Research them in the literature, and extend it based on at least 2-3 scholarly sources. One should provide data about what is currently known about the learning “problem,” another should suggest a possible approach to designing a solution. Enrich your learning problem statements using information you find and add citations to your sources. Post your updated “problems” here.

Response 

Alex is a motivated young developer who wants to teach people how to program for the new AppleTV OS that recently came out. He has never taught before and thinks that offering this course online will supplement his income.

He has looked at several MOOCS, online courses, course marketplaces, YouTube videos and other several examples he found online. He feels like he does not know where to start in creating, organizing and delivering the course material.

How will he engage with the students? How will the students help each other? How will he handle student’s questions? How will he assess if his teaching is effective? How will he track the progress of all of the students?

To address this challenge he could use frameworks such as Technological Pedagogical Content Knowledge (TPACK) and SAMR Model to guide him through the process.

Resources providing data about what is currently known about the difficulties and frustrations in creating and managing online courses: 

Resources providing possible approaches to designing a solution:

LDT Seminar – Week 3

Today we had the pleasure to hearing from 3 more LDTers 🙂

Also had group discussion about are “Learning Problem”… mine was definitely too broad and was more of a “Knowledge Problem”… have to refine it and phrase it better…

Original:

“Alex is a motivated young developer who is fascinated with the new AppleTV OS that recently came out. He learned how to create apps for it and it was quite tricky, even though he has experience with iOS Apps already. He understands  this is valuable content he’s acquired and knows that he can make some money out of this (and he needs it). He now has to decide which platform(s) to use to distribute his content. To address this challenge he needs to find out what are the available platforms out there, their market share, revenue sharing business models as well as usability, feature sets and appear. In order to do so he must research the topic online, talk to other users and subject matter expert for some guidelines and pointers. 

Three people who could help learn more about this challenge: 

  1. Karin Forssell – subject matter expert – LDT
  2. John Mitchell – subject matter expert – Vice Provost for Online Learning
  3. Soren Rosier – subject matter expert – former SRI researcher”

Revised:

“Alex is a motivated young developer who wants to teach people how to program for the new  AppleTV OS that recently came out. He looked at several MOOCS, online course market places, YouTube videos and other examples of online teaching. He feels like he does not know where to start in creating, organizing and delivering the course material. He wants to be able to create the material once and then be able to publish it in several platforms. 

To address this challenge he needs to find out what are the available platforms out there, their market share, revenue sharing business models as well as usability, feature sets and appear. In order to do so he must do more research on the topic, talk to other users and subject matter expert for some guidelines and pointers. 

Three people who could help learn more about this challenge: 

  1. Karin Forssell – subject matter expert – LDT
  2. John Mitchell – subject matter expert – Vice Provost for Online Learning
  3. Soren Rosier – subject matter expert – former SRI researcher”

LDT Seminar – Week 3 – Learning Problem Statements v 1.0

Learning Problem Statements v 1.0

“In preparation for the expert interview, write at least three short posts, each one identifying one “learning problem” you might want to solve in about one paragraph. Include: WHO needs to learn WHAT and WHY it is important. For each, name three people who could help you learn more about this challenge.  Post each “problem” here as a post on this discussion (not on a google doc as I showed in seminar).”

Response 1:
Bruno is going to teach a course on iOS development at a training center. He is a skilled programmer but has never taught before. The center has general guidelines as to what topics he must cover over the course of the next 8 weeks. There is no course material (slides, videos or written material) to support his lessons. He has no idea where to start or how to structure his lessons. He needs to learn some basic strategies, techniques and teaching methods to be able to start preparing his lesson plan and teaching materials.

Three people who could help learn more about this challenge:

  1. Sarah Wischnia – professor – Introduction to Teaching
  2. Paul Hegarty – professor – iOS Development
  3. Denise Pope – professor – Curriculum Construction
Response 2:
Alex is a motivated young developer who is fascinated with the new AppleTV OS that recently came out. He learned how to create apps for it and it was quite tricky, even though he has experience with iOS Apps already. He understands  this is valuable content he’s acquired and knows that he can make some money out of this (and he needs it). He now has to decide which platform(s) to use to distribute his content. To address this challenge he needs to find out what are the available platforms out there, their market share, revenue sharing business models as well as usability, feature sets and appear. In order to do so he must research the topic online, talk to other users and subject matter expert for some guidelines and pointers.

Three people who could help learn more about this challenge:

  1. Karin Forssell – subject matter expert – LDT
  2. John Mitchell – subject matter expert – Vice Provost for Online Learning
  3. Soren Rosier – subject matter expert – former SRI researcher
Response 3:
Luciana is the manager of a software development center which teaches mobile development to software engineers as well as complete programming novices. She needs to insure that the novices are actually learning the basics in the introductory courses before she can move them on to the regular courses intended for those who already know how to code. In the regular classes the novices have a hard time keeping up with the pace. This results in them either giving up on the course, retaking the course, hindering the progress of the class and/or feeling the school has not taught him properly. She needs to be able to assess the novice’s progress early on in this 2 week long course to be able to talk to the teacher to pay more attention to that student or schedule extra help sessions. She also needs to assess students who claim they are at a sufficient level to take the course. In order to so, Luciana needs to learn about assessment methods commonly used in programming courses, how to implement and track them effectively.

Three people who could help learn more about this challenge:

  1. Dan Schwartz – subject matter expert – Dean – Graduate School of Education
  2. Jean-Paul Schmetz – Chief Scientist – https://codility.com – Software Developer testing platform

  3. Nate Hardison – Professor Computer Science

LDT Seminar – Class Notes

Good session again today. Who am I? sessions started. We had that pleasure to listen to:

Matej Jan – funny – here’s his rehearsal video

Colin – languages

MingMing – motivational

On the second half of the class we had the visit of EdCareers for some valuable information about internships, available resources and how to plan for post Stanford.

Class Notes: 

IMG_0386 IMG_0387

Notes Followup:

  • Look at EdCareers Database
  • Read/Follow EdSurge.com
  • Join GSB/GSE EdClub
  • Goto and/or setup Coaching with BEAM

Homework:

Think of 3 people and write about what they need to learn, why and how you propose they might learn it.

____, is a _____.

He wants to ___.

In order to do so, ___

To address this challenge I seek to ___ in a way that ___.

Computer History Museum Visit

IMG_0044To be able to be where the foundations of the computer revolution was made is such an honor. The technological world as we know it today was pretty much invented here, created here and manufactured here.

As you arrive at the museum, you see the future, being used in the present time – the Tesla Recharging Stations. Electric cars have made it to stores and very very soon, self-driving cars will also be available for general use. The future is arriving faster and faster.

During our guided visit, we were asked to choose a person we knew well and look/experience the museum as they would – as a learner – so that we could then reflect upon how we could make the experience better.

I was thinking of my father since he’s always fascinated with how fast things are advancing and how humans are able to discover new things and build upon them. Here are my thoughts:

  1. Noise – the museum is quite noisy and there were several other groups being led by the staff making it quite hard to hear what our guide was saying.
    • An App could solve that – you connect to your guide’s audio and put on your headphones. Along with that, the App could show relevant and additional information about what we were looking at.
  2. Interactivity – or the lack of it – I felt there was too much reading to be done and very few charts, diagrams, animations or videos explaining what we were seeing
    • I would suggest quick videos demonstrating the computers in action, showing what they were meant to do or even touch screens to simulate use, speed or any other characteristic of the machine.
    • For each area I would also create some introductory content to help contextualize what the visitor is about to see. For those with little knowledge about the history and evolution of computers, most of it might seem meaningless; they might not able to appreciate the impact and importance of what is being displayed.
  3. Software – we are all now very familiar with Apps, user interfaces and so on… I felt that there was little towards showing how the old computer’s screens looked like, presented information and accepted user input.
    • I believe that would’ve made the experience a lot more informative as well as showing just how much the UI and UX has evolved.