The three generations of technology enhanced teaching are
cognitive/behaviourist, social constructivist and connectivist.
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Trouble at the Koolaid Point - Serious Pony - 2 views
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Kathy Sierra was very well known in the software development community and online. Her experience - a number of years ago and with ramifications now - of the networked world clearly illustrates some of the negatives of that world, especially when it is misused. Beyond the experience, this post also provides an insight into the community of trollers, their practices and the terminology.
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Seeing Like a Network - The Message - Medium - 3 views
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European Journal of Open, Distance and E-Learning - 3 views
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tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
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Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
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We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
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From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
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Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
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The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
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This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
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ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
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creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
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Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
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As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
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Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
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gh quality content defines CB models of distance education, its effective management and control is extremely important
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Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
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Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
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The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
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mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
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In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
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strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
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Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
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important source of data to constructing the model is the user’s current and past activities with content in the learning context.
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data mining
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Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
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From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
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CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
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Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
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efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
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eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
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New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
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Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
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Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
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ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
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extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
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Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
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Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
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learning is the process of building networks of information, contacts, and resources that are applied to real problems.
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Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
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capacity to find, filter and apply knowledge when and where it is needed
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The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
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iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
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gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
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elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
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Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
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hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
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individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
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second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
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Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
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eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
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The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
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Connectivist designs also involve the discovery of and contribution to new learning communities.
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Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
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hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
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the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
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arder to apply analytics than in the more contained contexts of CB and social constructivist models.
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There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
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The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
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Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
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Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
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Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
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here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
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No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
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As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
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from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
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Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
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he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
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This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
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[Infographic] 10 Tips To Build Your Professional Learning Community - EdTechR... - 0 views
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A Design-Based Approach To Teachers' Professional Learning | Canadian Education Associa... - 1 views
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Yet school leaders and classroom teachers often fail to see a connection between educational theory and research conducted in universities and the real-world, complex and contextually rich teaching, learning and leading contexts in schools.
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“Best practice, evidence-based practice, and reflective practice all refer to ways of making optimum use of know-how”[3]; however, while necessary, these are insufficient for creating new insights into practice, or “know-why” directed towards advancing practice
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Design-based professional learning, which builds upon design-based research findings and theories, provides the bridge for teachers to advance practice in a principled, practical way.
Appchangelog - 2 views
www.appchangelog.com/...-your-information-and-thoughts
thought insights ideas diigo technology thinking
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The Role of the Educator | Stephen Downes - 1 views
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The problem with focusing on the role of the teacher, from my perspective, is that it misses the point.
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We continue to expect educators to play an active role in learning, but it has become more difficult to characterize exactly what that role may be.
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We begin by copying successful practice, and then begin to modify that practice to satisfy our own particular circumstances and needs
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In addition to being expert in the discipline of teaching and pedagogy, the educator is now expected to have up-to-date and relevant knowledge and experience in it. Even a teacher of basic disciplines such as science, history or mathematics must remain grounded, as no discipline has remained stable for very long, and all disciplines require a deeper insight in order to be taught effectively.
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What's significant about these examples is not so much the new opportunities they offer students, though there is that. It's that all of them redefine the educator's role in some significant way. They create entirely new categories of educator, such as "online lecturer" or "scientist studying polar bears". Entire disciplines, far removed from traditional "instructional design", are being created and populated by people who direct online videos, design learning communities, program massive games like Evoke. And they create new categories of roles and responsibilities for in-person educators.
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Historically, it has been impractical to break up the roles of the teacher. You need a certain scale even to have a separate person assigned as a librarian or an audio-visual coordinator. You need a much greater scale, not to mention much better coordination, to have separate people assigned as lecturers, coaches, theorizers and evaluators. Yet relatively few of these roles need to be performed in person, and most of them scale pretty well.
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what I find as I offer more and more types and instances of learning, both online and in person, is that we can achieve much more efficient, effective and rewarding learning by organizing the educational system according to the sorts of educational services people might want and need, rather than by predefined collections of students assigned, almost randomly, to individual teachers
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one thing I have been observing is that educators have been gravitating toward one or another of these 23 roles. Some of them, presumably the more extroverted, have taken on the role of lecturer or demonstrator. Others, who were perhaps more technically inclined, have become programmers or bureaucrats. Still others, those perhaps work best with presence or human contact, prefer to function as coaches or mentors. Not everybody can perform every role; not everybody wants to perform every role.
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it is frustrating when people identify the role of the teacher as the central factor influencing the success or failure of a student's education. Leaving aside any influence of external factors, such a statement begs us to question what aspect of the educator's role it is that is so vitally important. And while the likely answer may be that they all are, or that it depends on the individual student, it seems clear that continuing to treat them as a single role, to be performed by a single person, increasingly defies the reality that is today's educational system
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Though there may still be thousands of people employed today with the job title of "teacher" or "educator", it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals.
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9/15-9/28 Unit 1: Why We Need a Why | Connected Courses - 1 views
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As Neil Postman has noted, you can try to engineer the learning of what-bits (The End of Higher Education, Postman), but “to become a different person because of something you have learned — to appropriate an insight, a concept, a vision, so that your world is altered — is a different matter. For that to happen, you need a reason.”
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So what is the real “why” of your course? Why should students take it? How will they be changed by it? What is your discipline’s real “why”? Why does it matter that students take __________ courses or become _________ists? How can digital and networked technologies effectively support the real why of your course?
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Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Li... - 2 views
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A major insight into human behavior from pre-internet era studies of communication is the tendency of people not to speak up about policy issues in public—or among their family, friends, and work colleagues—when they believe their own point of view is not widely shared. This tendency is called the “spiral of silence.
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Not only were social media sites not an alternative forum for discussion, social media users were less willing to share their opinions in face-to-face settings.
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The traditional view of the spiral of silence is that people choose not to speak out for fear of isolation
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Social media (network learning) doesn't always change everything. Again perhaps the fear of being "wrong" in public is factor? Being different is hard
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I found this article really interesting - particularly the hierarchy of relationships in which people were comfortable sharing their views - family, then friends, then colleagues and then facebook or twitter. To me, this suggests that discussions are most likely to occur in situations where people are confident of being accepted regardless of their views on an individual topic. This has interesting implications for teaching - and links in with some of the literature on creating "safe" learning environments. However, I wonder whether we need more of an emphasis on building/strengthening relationships between students - and what implications this has for group sizes, and how we manage learners.
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Me as a teacher | The Weblog of (a) David Jones - 1 views
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Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
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rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
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you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
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. For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
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is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
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Just how much is needed?
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n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
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Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
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What do I want to do?
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Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
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My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
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Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
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Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views
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The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
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Comments like this make teachers appear lazy. Using the word "slow" implies that teachers are ignorant and not proactive. I have seen many teachers wanting to integrate these technologies but finding the curriculum and day to day life of being a teacher as exhausting.
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I totally agree on this, Annelise. The problem is that the whole school system has not kept up the way technology has changed our daily lives and ways we interact and learn. For example, I'm teaching the IB Visual Art curriculum, a rigorous 2-year course for grade 11 and 12 learners. The sheer amount of work that need to be achieved in a very short period, makes it impossible to spend hours integrating new technologies that are not directly related to achieving the objectives set out by the IB to pass this exam. My husband teaches IB Psychology and the final examination is a traditional written exam, mostly based on students' ability to memorize large amounts of work. This means that students need to practice writing traditional pen and paper tests. This leaves little space for interactive games or application of new technologies. The curriculum will need to change before teachers can effectively discover the potential of these new technologies and consequently redefine their teaching.
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schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
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we need to fundamentally rethink what we do in the classroom with kids
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are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
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writing blog posts
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A very good idea and something I was doing with my year 11s and 12s. Some loved it and others wanted the "paper and pen" approach. I found female students were more resistant as they were not as active in online forums as the males, but this is only my experience. I had many females complain, even some to their parents saying that they wanted to receive everything I did in hard copy, despite even the parents having access to all the online materials.
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model the learning process together
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Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
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the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
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I think the demand for personal learning is increasing, particularly amongst male students. The proliferation of information on the web and the active engagement. Argghh, I just found out that Robin Williams has died. I'm heartbroken, i loved him.
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On a less important topic, how would personal learning fit within a school setting with set curriculum etc? I can see a distinct difference with what is possible in NGL and what could be done in my undergraduate course.
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By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
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An interesting statement - especially in light of many of the restrictions now placed on teachers in Australia with the new national curriculum, especially P-6. Over the last few years, the explicit teaching focuses and prescriptive nature of many subject outcomes has seen my teaching change fundamentally, and I do not believe for the better. I know longer have the same scope and professional leeway to tailor learning to needs and interests of my students. One-size DOES NOT FIT ALL!
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Finding Their Passion
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It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
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Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).
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A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
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A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.