This issue of ethics and morality is interesting to me. I read Case #2 regarding the situation in a developing country and oppression of women.
On one hand, I can see that the consultant might be better off executing the project inasmuch as it is one of the only ways for the women in the country to get education. However, it's tragic that the educational programming provided will be endorsing the misogynist regime. It's a difficult scenario to reconcile.
This discussion in class reminded me of my experience doing work in Pakistan for 3 years from 2005 - 2007. I was recruited as a Program Officer for USAID's Education Sector Reform Assistance (ESRA) Program. As I understood the initiative, we were mandated to provide literacy services to 100,000 people - primarily women during a 5 year period.
As I understood it, this program's intent was to educate women - particularly mothers - in order to improve opportunities for education for their children. I wholly supported this idea and I was happy to meet the participants in the program and find ways to document their stories for circulation among government leaders in the USA and in Pakistan.
Later, after I'd been working on the program for some time, I found out that this program was understood in Washington circles as the "Anti-Terrorism Bill." I found out also that the $100 million dollars I knew was earmarked for ESRA was part of a $3 Billion package from US taxpayers to the Pakistani government. Of that, the majority was earmarked for F-16 fighter planes. In reality, this project was to bolster America's strategy for the war in Afghanistan and Iran.
I realized that I was writing warm-fuzzies for the facade of a larger military agenda which wasn't really focused on Pakistani civilians at all. I was involved in just a small component of a much larger plan in that region. It made me question my role and the appropriateness of my work in an ethical and moral sense.
Tbis illuminates the reality of any instructional design endeavor. Education is always political. It behooves me and any other person involved to find out what politics are going on and, if those agendas aren't clear from the outset, to act with integrity according to one's personal morality when confronted with difficult challenges once on the inside.
Wednesday, December 9, 2009
Monday, December 7, 2009
7 Dec 2009: Presentations on Interviews
I enjoyed watching these videos made by our class members. My overall impression after watching these films is that the breadth of instructional design is vast. Indeed, it is difficult to predict in what ways one might use this IPT degree in the corporate world, in academia, or in the non-profit arena.
It's interesting to learn more about our classmates by hearing them share what interests them. Seeing who folks chose to interview was revealing about the different paths that our own coursemates may take. It was also a great way to see the talents people have with video media technologies. I really enjoyed this activity.
Richard Marwedell:
What's the chatter in the hallway? How do people think/talk about training? You may not be interested in HR if you have great ideas and cannot implement them.
Danny Young:
90% of you will probably do project management if you choose to do Instructional Design for your work. (That's where the money is.) Most people you work with won't have that experience. He coordinates workers in several disciplines. Adaptive expertise - you will find it is easier if you're building from existing knowledge.
Debra Biser:
Change agents and instructional Design. Russ Osguthorpe making impact through meetings and training.
Rob Stephenson:
$40,000 per day for training. Telling stories is his way of training. What about measuring results of the training. (Partners in Leadership.) Focus on culture and accountability change.
When Faith Endures (Vietnamese author)
There are 2 reasons for poverty: 1) there are not opportunities; 2) opportunities are not taken.
Keith Proctor:
Question of face to face vs. virtual trainings
Increasingly virtual world of training
Alberto
Realization that teaching is design?
Depending on the teacher's willingness to change, the CTL can make a big impact.
It's interesting to learn more about our classmates by hearing them share what interests them. Seeing who folks chose to interview was revealing about the different paths that our own coursemates may take. It was also a great way to see the talents people have with video media technologies. I really enjoyed this activity.
Richard Marwedell:
What's the chatter in the hallway? How do people think/talk about training? You may not be interested in HR if you have great ideas and cannot implement them.
Danny Young:
90% of you will probably do project management if you choose to do Instructional Design for your work. (That's where the money is.) Most people you work with won't have that experience. He coordinates workers in several disciplines. Adaptive expertise - you will find it is easier if you're building from existing knowledge.
Debra Biser:
Change agents and instructional Design. Russ Osguthorpe making impact through meetings and training.
Rob Stephenson:
$40,000 per day for training. Telling stories is his way of training. What about measuring results of the training. (Partners in Leadership.) Focus on culture and accountability change.
When Faith Endures (Vietnamese author)
There are 2 reasons for poverty: 1) there are not opportunities; 2) opportunities are not taken.
Keith Proctor:
Question of face to face vs. virtual trainings
Increasingly virtual world of training
Alberto
Realization that teaching is design?
Depending on the teacher's willingness to change, the CTL can make a big impact.
Wednesday, December 2, 2009
2 Dec 2009: Moral Dimensions of Education
I enjoyed this reading by Osguthorpe. I resonate with his ideas because I feel he is not only speaking from a life of experience, he is speaking from a life of integrity. I really appreciate the concept of instructor's responsibility to look at students in their wholeness.
I also resonate with the concept presented by Jackson (1986): Transformative education is acutally attempting to change students in a fundamental way. This means that we should not just be concerned about the learning a student gains, but the changes in their character. Isn't this the core of any good education?
While I did graduate work at the University of Oxford (the oldest university in the English world, circ 1000 AD), I learned more about the ancient education practices. I learned that a Masters Degree (or a graduate degree in general) was a degree focused on preparing a student to become a master, or a teacher. I know that, because I have been given much, I, too, must give. This is a fundamental concept of learning. We learn in order to do. All students are also teachers - and we are compelled to build the kingdom by edifying others with what we've learned. This is a higher dimension of consecration. I love it.
Conscience formation transcends the learning of specified objectives.
Conscience of craft (adhering to code of ethics for ones' profession).
Doing instructional design is a mkoral endeavor
The greater impact your design will have, the greater responsibility you have for moral choice
Vocation = vocare (life's calling)
This isn't about the paycheck, it's about the skills and talents we're given and maximizing the ways that we share these.
Conscience of membership
Conscience of sacrifice: Making sacrifices to satisfy the demand of the work you've committed to giving at the highest level of quality.
Conscience of memory
Conscience of imagination
I also resonate with the concept presented by Jackson (1986): Transformative education is acutally attempting to change students in a fundamental way. This means that we should not just be concerned about the learning a student gains, but the changes in their character. Isn't this the core of any good education?
While I did graduate work at the University of Oxford (the oldest university in the English world, circ 1000 AD), I learned more about the ancient education practices. I learned that a Masters Degree (or a graduate degree in general) was a degree focused on preparing a student to become a master, or a teacher. I know that, because I have been given much, I, too, must give. This is a fundamental concept of learning. We learn in order to do. All students are also teachers - and we are compelled to build the kingdom by edifying others with what we've learned. This is a higher dimension of consecration. I love it.
Conscience formation transcends the learning of specified objectives.
Conscience of craft (adhering to code of ethics for ones' profession).
Doing instructional design is a mkoral endeavor
The greater impact your design will have, the greater responsibility you have for moral choice
Vocation = vocare (life's calling)
This isn't about the paycheck, it's about the skills and talents we're given and maximizing the ways that we share these.
Conscience of membership
Conscience of sacrifice: Making sacrifices to satisfy the demand of the work you've committed to giving at the highest level of quality.
Conscience of memory
Conscience of imagination
Monday, November 23, 2009
23 Nov 2009: Blended Learning (CALL)
I like learning about Computer Assisted Language Learning. This is a field of study that I think will become exponentially valuable as we move into the 21st century. Increasingly, people need to know more than one language. But, what are the best ways of helping learners to acquire second-language skills?
I believe that there is much merit in considering blended learning tools. Blended learning is defined as learning in a kind of hybrid methodology. It includes human face-to-face time as well as instructional/learning activities supplemented by various technologies. In this way, blended means mixed, flexible learning.
I think it's also interesting to define the term learning. Generally, this means mixing information with interaction. So, how should that interaction look? It could look several different ways, depending on the learners. This is profound and yet so simple: learning should be tailored for and by the learner!
"Learning is a sense-making activity in which the learner seeks to build a coherent mental representation from the presented material." (Richard Mayer)
The quality and quantity of comprehensible input and comprehensible output is essential to effective learning. Effectiveness of instruction is typically connected to high fidelity around interaction between learners and teachers as well as between learners and learners.
I believe that there is much merit in considering blended learning tools. Blended learning is defined as learning in a kind of hybrid methodology. It includes human face-to-face time as well as instructional/learning activities supplemented by various technologies. In this way, blended means mixed, flexible learning.
I think it's also interesting to define the term learning. Generally, this means mixing information with interaction. So, how should that interaction look? It could look several different ways, depending on the learners. This is profound and yet so simple: learning should be tailored for and by the learner!
"Learning is a sense-making activity in which the learner seeks to build a coherent mental representation from the presented material." (Richard Mayer)
The quality and quantity of comprehensible input and comprehensible output is essential to effective learning. Effectiveness of instruction is typically connected to high fidelity around interaction between learners and teachers as well as between learners and learners.
Wednesday, November 11, 2009
11 Nov 2009: EPortfolios in Higher Ed
Debra Biser
EPortfolios in Higher Ed
EPortfolios in Higher Ed
Issue Discussion Facilitation – ePortfolios in Higher Ed November 7, 2009
Objectives
- Understand what an ePortfolio is
- Recognize ePortfolio application and uses in higher education
- Review best practices for ePortfolio integration
Readings
Both articles below are from Peer Review (Winter 2009, Vol. 11, No. 1). Please skim the first article and read the second. These are located in the ProQuest database so you will need to login with your NetID and password.
- E-portfolios at 2.0-Surveying the Field
- Electronic Portfolios a Decade into the Twenty-first Century: What We Know, What We Need to Know
Learning Activity
Assemble in groups of three or four, review one of the ePortfolios below and answer the following questions:
- Can you find examples within ePortfolios where student engagement and metacognition is detectable?
- What do you see as you look through these ePortfolios that illustrates learning has taken place? How do you think this compares to traditional methods of teaching such as lecture and assessment?
- What do you know about a student by looking at an ePortfolio as opposed to looking at a transcript/resume?
ePortfolio Examples
Skim through a few of these (I suggest one in each category) to get an idea of what ePortfolios look like and how they differ based on application.
Student-Centered Active & Enriched Learning
- Assessment for Learning (collect, select, reflect) – reflection, metacognitive skills, integrative learning
- Examples of Use – first-year-to-capstone (for graduation) ePortfolios, leadership ePortfolios
Examples
- Foothill College – Elizabeth Barkley’s ePortfolio
- LaGuardia Community College, CUNY – Risa Itabashi’s ePortfolio
- Rhode Island School of Design – Daniel Zatkowsky’s ePortfolio
Student Showcase
- “Educational Passport” which may include Active Learning activities or be integrated into the Student-Centered Active Learning ePortfolio
- Examples of Use – for future employment, internships, grad school, and to show family/friends
Examples
- San Francisco State University – Mieko Swartz’s ePortfolio
- San Francisco State University – Daniel DeFoe’s ePortfolio
Collaboration
- Peer/faculty review, may be a part of Student-Centered Active Learning portfolios or created for this purpose only.
- Examples of Use – course research (often “owned” by instructor), project/group work to be assessed by instructor
Examples
- Victorian Short Fiction Project – BYU
- Learning in Greece – Project Blog Communicating with Students
- Blogical Minds – 5th Graders’ Class Blog
- Soka University of America – Learning Clusters Vocabulary
- Kansas State U – Michael Wesch – Digital Ethnography
Institutional/Program ePortfolios
- Assessment of Learning – a drop-box or place to store artifacts to be “picked up” by assessors
- Examples of Use – course, program and/or institutional assessment (outcome alignment)
Examples
- Cal State – East Bay Institutional ePortfolio
- Cal State – Sacramento Sociology Department ePortfolio
- College of Humanities – Assessment at BYU
If You Would Like to Know More . . .
Further Reading
- The TLT Groups list of activities that can be supported with ePortfolios
- ePortfolio tag search at Academic Commons
- e portfolio and eportfolio tag search at Educause
- e portfolio and eportfolio tag search at Campus Technology
- eportfolio tag search at Inside Higher Ed
Research Communities
- iNCERP Emergent Findings & Final Reports – These reports are from universities which have worked with the Inter/National Coalition for Electronic Portfolio Research to adopt ePortfolio strategies and solutions at their campus. A number of these reports, especially from cohort III participants, were cited in the Peer Review journal.
- ePortfolio Action and Communiation
- The Association for Authentic, Experiential and Evidence-Based Learning
- ePort Consortium
- The Association of American Colleges VALUE project
What Other Campuses are Doing
- Washington State University
- New Century College at George Mason University
- California State University
- LaGuardia Community College
- Alverno College
- Spelman College
- Rose-Hulman Institute of Technology
Leading Researchers
- Trent Batson
- Darren Cambridge
- Helen Barrett
- Kathleen Blake Yancey
- Barbara Cambridge
- Helen Chen
- Tracy Penny-Light
Rubric Examples
Monday, November 9, 2009
9 Nov 2009: Storytelling as Instructional Technology
Change agents = More powerful with story (STICKY)
Learn how to story well and then connect it to the field of expertise
Watch human behavior and create your own stories that you can share to others connecting to stories cognitively as well as emotionally Don't just get people to know something, but to motivate them to change.
Power of narrative to teach principles & morals
Less powerful in teaching processes (step-by-step)
Create a culture of a company through story
Encourage people to share their stories
Sacredness of story (JoanE sharing it as if it were hers)
Owning our own story (e.g. Emily Bates telling my stories)
Importance of memory to life (clones in The Island movie)
Tease out the literary license in stories from the actual facts
There is not necessarily one truth in a story
There is power in many viewpoints (many stories)
Can we be mis-taught by story?
We may glean our own knowledge without all clarity.
Power of story to teach morals and principles
Is story also powerful for step by step?
Could stories also have extra details that don't pertain and could convolute?
Could stories teach the wrong things (e.g. Disney Effect - Pocohantos)
Story telling has power as we tailor it to our audience.
Story has to be relevant
Family history
Can storytelling be an instructional technology?
How do stories enhance instruction?Learn how to story well and then connect it to the field of expertise
Watch human behavior and create your own stories that you can share to others connecting to stories cognitively as well as emotionally Don't just get people to know something, but to motivate them to change.
Power of narrative to teach principles & morals
Less powerful in teaching processes (step-by-step)
Create a culture of a company through story
Encourage people to share their stories
Sacredness of story (JoanE sharing it as if it were hers)
Owning our own story (e.g. Emily Bates telling my stories)
Importance of memory to life (clones in The Island movie)
Tease out the literary license in stories from the actual facts
There is not necessarily one truth in a story
There is power in many viewpoints (many stories)
Can we be mis-taught by story?
We may glean our own knowledge without all clarity.
Power of story to teach morals and principles
Is story also powerful for step by step?
Could stories also have extra details that don't pertain and could convolute?
Could stories teach the wrong things (e.g. Disney Effect - Pocohantos)
Story telling has power as we tailor it to our audience.
Story has to be relevant
Family history
Can storytelling be an instructional technology?
In what way are stories useful in a class setting?
In what ways do stories help you remember things?
In what way do stories promote learning in individuals?
What are the shortcomings of stories in instruction?
As you read the following material, think about your own experience. How have stories affected your behavior, your decision-making process, your learning, or your schooling? Do you recognize the elements of a good story in any of the instruction practices we are studying?
Abrahamson, C.E. Storytelling as a pedagogical tool in higher education. Education. 118(3). Link to full-text
Most of the great stories follow a common thread which was outlined as a "monomyth". A summary of the qualities of the monomyth can be found here, at this link to a summary of "Hero with a Thousand Faces" by Joseph Campbell: Click
As you are reading, try to see if you can match the parts of the story to a favorite story of yours. (A movie, a book, a novel.)
Call of Stories: Teaching and Moral Imagination: Click here for link to Google Books preview
This book is also available in its entirety as an e-book by searching the BYU Library catalog. At least read the first chapter. Read more if you have time.
The book "Made to Stick" has a preview on its site and talks about the strengths of storytelling in helping people remember things. We recommend reading the entire preview: Made to Stick
This is an example of how storytelling can be influential in training situations: Click here for PDF
The article of interest starts on page 14.
If you have time to listen to a podcast, this one on design thinking talks about storytelling: Click here
As you read and think about these things, try to recall a story you heard at some point in your life that had a significant impact on you. It could be a novel, a movie, a personal experience shared by a friend, or any other sort of story. Write down the story to bring to class as an example. (You don't have to write out the whole story, just enough so you can remember it when the pressure is on.)
Also, pay attention to the conversations you have and the classes you are in at school or church throughout the next little while. Watch for stories. Jot them down in a notebook as you hear them. Consider their effectiveness for instruction. What makes them effective or not effective?
VoiceThread Links (tutorial)
Jered Borup's VoiceThreadWednesday, November 4, 2009
4 Nov 2009: Educause Quarterly
Educause Quarterly
Openness in Delivering Education
Interview with David Wiley
Key Takeaways
Performance Improvement Quarterly
International Society for Performance Improvement
Openness in Delivering Education
Interview with David Wiley
Key Takeaways
Performance Improvement Quarterly
International Society for Performance Improvement
Monday, November 2, 2009
INNOVATE
Bi-monthly, Social Networking
Themes:
distance education, open education, virtual environments/communities/worlds
social networking software, new theories of learning, stronger communities and collaboration, helping disadvantaged learners, constructivism, situated learning, social connectiveness and cognitive connectiveness schemata
Contributors: James Morrison, Stephen Downes (edublogger, open learning), Marc Prensky
H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom (F/M 2009)
- technology affects us on a cellular level
- it changes how we process information on a cellular level
Prensky: The way we use technology is changing our memory capacity
People who are good multi-taskers are selected out (social darwinism)
We have a greater potential for asking the question, "What if?"
American Journal Evaluation
Process-oriented approach to cultural competency
Collaboration - evaluators need to learn from stakeholders
Based on Bandura's social learning theory
Soccer players as teachers - the use of role playing
Athletes are selling things - why not have them sell education
Australasian Journal of Education
- 2 specific references to wikis and educaiton, podcasting, vodcasting
- instructional design
- electronic technologies (handhelds)
International Society of the Learning Sciences
Founders: Chris Hoadley, Janet Kolodner, Tim Koschmann
* Foster new ways of thinking
* Publish research articles
* Promote engaging and thoughtufl
* Particularly design-based research
* Important ideas taht can change our understanding of learning as well as the practice of ed
* How do we develop knowledge through social construction?
Quarterly Review of Distance Education
- Authors: Reigeluth, Gibbons, Graham
The effects of email messages in a distance learning university on perceived academic and social support, academic satisfaction and coping
Tali Heiman
Open University of Israel
People who received emails performed about the same, but felt better
Tech Trends
AECT Journal
2,000 members, 24 states, six international affiliates
10 Division
International Division
ICT International
Performance Improvement
International Society for Performance Improvement
Present it as a process change, not a performance change
Preach My Gospel (Ch. 8)
Ballard: "If we don't set goals in our lives,we can reach a ripe old age and not have achieved what we wished." We must learn to set goals and acheive them for eternal progress.
Isn't progress about ordinances? And, ordinances are essentially goals (benchmarks) to achieve.
Pres. Monson: "When performance is measured, performance improves. When performance is measured and reported, performance accelerates."
Is the work of an apostle really just about being a Human Performance Technologist?
"Studying scriptures will change behavior more than studying behavior will change behavior." - Packer?
President Boyd K. Packer, an apostle of The Church of Jesus Christ of Latter-day Saints:
quantitative mostly (pre/post language assessments), surveys
Learning English with the SIMS for L2 Learning
Journal of Interactive Learning Research
Rigorous and Socially Responsible Interactive Learning Research
Examining difference of Phase 1 and Phase 2 learning
Pedagogy is important for making web technologies work for soft skills development
"the time is drawing near that print alone will be unfeasible"
Bi-monthly, Social Networking
Themes:
distance education, open education, virtual environments/communities/worlds
social networking software, new theories of learning, stronger communities and collaboration, helping disadvantaged learners, constructivism, situated learning, social connectiveness and cognitive connectiveness schemata
Contributors: James Morrison, Stephen Downes (edublogger, open learning), Marc Prensky
H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom (F/M 2009)
- technology affects us on a cellular level
- it changes how we process information on a cellular level
Prensky: The way we use technology is changing our memory capacity
People who are good multi-taskers are selected out (social darwinism)
We have a greater potential for asking the question, "What if?"
American Journal Evaluation
Process-oriented approach to cultural competency
Collaboration - evaluators need to learn from stakeholders
Based on Bandura's social learning theory
Soccer players as teachers - the use of role playing
Athletes are selling things - why not have them sell education
Australasian Journal of Education
- 2 specific references to wikis and educaiton, podcasting, vodcasting
- instructional design
- electronic technologies (handhelds)
International Society of the Learning Sciences
Founders: Chris Hoadley, Janet Kolodner, Tim Koschmann
* Foster new ways of thinking
* Publish research articles
* Promote engaging and thoughtufl
* Particularly design-based research
* Important ideas taht can change our understanding of learning as well as the practice of ed
* How do we develop knowledge through social construction?
Quarterly Review of Distance Education
- Authors: Reigeluth, Gibbons, Graham
The effects of email messages in a distance learning university on perceived academic and social support, academic satisfaction and coping
Tali Heiman
Open University of Israel
People who received emails performed about the same, but felt better
Tech Trends
AECT Journal
2,000 members, 24 states, six international affiliates
10 Division
International Division
ICT International
Performance Improvement
International Society for Performance Improvement
Present it as a process change, not a performance change
Preach My Gospel (Ch. 8)
Ballard: "If we don't set goals in our lives,we can reach a ripe old age and not have achieved what we wished." We must learn to set goals and acheive them for eternal progress.
Isn't progress about ordinances? And, ordinances are essentially goals (benchmarks) to achieve.
Pres. Monson: "When performance is measured, performance improves. When performance is measured and reported, performance accelerates."
Is the work of an apostle really just about being a Human Performance Technologist?
"Studying scriptures will change behavior more than studying behavior will change behavior." - Packer?
President Boyd K. Packer, an apostle of The Church of Jesus Christ of Latter-day Saints:
"True doctrine, understood, changes attitudes and behavior.CALL
"The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior. Preoccupation with unworthy behavior can lead to unworthy behavior. That is why we stress so forcefully the study of the doctrines of the gospel" ("Little Children," Ensign, Nov 1986, 16).
quantitative mostly (pre/post language assessments), surveys
Learning English with the SIMS for L2 Learning
Journal of Interactive Learning Research
Rigorous and Socially Responsible Interactive Learning Research
Examining difference of Phase 1 and Phase 2 learning
Pedagogy is important for making web technologies work for soft skills development
"the time is drawing near that print alone will be unfeasible"
Monday, October 26, 2009
26 Oct 2009: Collaborative Learning and Technology
Working with Wikis
Considerations of Collaborative Learning
Considerations of Collaborative Learning
Wednesday, October 21, 2009
21 Oct 2009:
Method or Media?
Can we really separate method from media? False dichotomy.
Method is an abstraction
Classroom instruction is a method - but there are so many ways to go about it
Asynchronous classroom discussion is very different
Is this different if you think about instruction as an experience or experience as transfer
Transmission model - the refrigerated truck
If we can understand what each of these people think of learning, then we gain clarity
Definitions create the argument?
Media can include the efficiency in some cases
Affordance is the term used: all objects or tools have certain affordances
Some professors take extreme positions because that's how you get attention
Push people to defend their point
Paul Kerry: defending the rape of Africa for the colonialist cause - how have I benefitted instead of thinking of all the ways that Africa has been abused.
Status quo -> questioned -> then defended again?
Clark: Is this learning experience more effective if we use a laptop or a chalkboard
Images of door openers
- one for people without hands
- glow in the dark
- emergency exit
- makes you feel more personal (aesthetic not practical)
What are the affordances of the technological tools below?
- facebook
- teachertube
- expertvillage
- CMCs
- moodle (open university uk)
- second life
- personal devices
- simulations
- we should not do studies just comparing media - no - because media is as important as method and media alone doesn't tell the story? once you change the media, you're actually playing with the method too
allows the end user to interact with it - by sharing content
what content is useful is dependent on what the user/learner wants
affordances / constraints (what about the term "liability" instead - we need values in this too?)
Curt Bonk
Affordances built into CMSs are primarily targeted at administrators (instructor has to create the groups -
Most students can't alter blackboard and other tools (very top-down driven)
Characteristic is not enough (color, shape)
Affordance is more tied to application
TPACK Framework
Pedagogical Knowledge (yellow)
Content Knowledge (blue)
Technological Knowledge (red) - media
technological pedagogical knowledge (orange)
pedagogical content knowledge (green)
technological content knowledge (purple)
Can we really separate method from media? False dichotomy.
Method is an abstraction
Classroom instruction is a method - but there are so many ways to go about it
Asynchronous classroom discussion is very different
Is this different if you think about instruction as an experience or experience as transfer
Transmission model - the refrigerated truck
If we can understand what each of these people think of learning, then we gain clarity
Definitions create the argument?
Media can include the efficiency in some cases
Affordance is the term used: all objects or tools have certain affordances
Some professors take extreme positions because that's how you get attention
Push people to defend their point
Paul Kerry: defending the rape of Africa for the colonialist cause - how have I benefitted instead of thinking of all the ways that Africa has been abused.
Status quo -> questioned -> then defended again?
Clark: Is this learning experience more effective if we use a laptop or a chalkboard
Images of door openers
- one for people without hands
- glow in the dark
- emergency exit
- makes you feel more personal (aesthetic not practical)
What are the affordances of the technological tools below?
- teachertube
- expertvillage
- CMCs
- moodle (open university uk)
- second life
- personal devices
- simulations
- we should not do studies just comparing media - no - because media is as important as method and media alone doesn't tell the story? once you change the media, you're actually playing with the method too
allows the end user to interact with it - by sharing content
what content is useful is dependent on what the user/learner wants
affordances / constraints (what about the term "liability" instead - we need values in this too?)
Curt Bonk
Affordances built into CMSs are primarily targeted at administrators (instructor has to create the groups -
Most students can't alter blackboard and other tools (very top-down driven)
Characteristic is not enough (color, shape)
Affordance is more tied to application
TPACK Framework
Pedagogical Knowledge (yellow)
Content Knowledge (blue)
Technological Knowledge (red) - media
technological pedagogical knowledge (orange)
pedagogical content knowledge (green)
technological content knowledge (purple)
Monday, October 19, 2009
19 Oct 2009: Debate - "Does Media Influence Learning?"
Round 1: Opening Statements
Persuasive
Logical
Clear
Examples
Does Media Influence Learning?
=======
Pro-media
Media is as an instrument for learning
Human beings learn more from experience
kinesthetic, audio, visual, sensory, even physical opportunities
connect to the real world - transcend the classroom
addresses many types of learners
cost-benefit
media has certain attributes and allows for expansion beyond talking or a book
Kozma (1993):
media is effective
- thinker tools (computer simulation) - significantly higher scores
- Jasper Woodbury series (video series) - modeled operations & learners performed better
Clarks's rebuttal (1994):
refers to meta-analysis of the 1960s without regard to what has evolved
text media vs. visual media
=====
Pro-Method
1922: Thomas Edison
Replacing textbooks (tv, radio)
ability to switch media out - instruction supports it
The spirit is what really teaches
====
Spoiler Group
The focus of this debate is to identify what is best for learning
We need to focus on teachers to determine in any given situation what is best for students
It's not about method or media that is right; it's about what to apply at what time?
National Schoolboard Association: students watch 9 hrs tv, 8.5 hrs internet per week
What motivates a child?
Identify what is needed for the specific case of that student?
Both are applicable to the needs of students - content dependent and media dependent
How to approach the media learning debate is about agreeing on how students learn & what it is
Ideal is to embrace media and method in a synergistic way
What is method? Pedagogy.
We are wasting time in a debate when, instead, we should develop what works best for students
You're both right and you're both wrong
Media can influence learning - it might or it might not help depending on given situation
It's an important question for each teach to ask for a case-by-case class basis
Can media influence learning for the students in this class and how?
Round 2: The Rebuttal
Questions that poke holes
=======
Pro-Media
Is text-based media as good as integrated computer simulation media?
BY Academy Night Live
Media affords a blended learning environment that transcends
======
Spoilers
28 students - some advanced, some failing (mixed-bag of students)
used film on Julius Caeser - relationships of Caeser and students around him, good/bad labels
some students turned in amazing projects afterward
What was it about the media that caused learning? attributes appealed to other ability levels
text only appealed to certain learners, but video took it to a new level
Is the teacher the best one to use the method and media or could other learners decide too?
======
Method
cognitive processing is what creates learning
method of modeling is what empowered the students
could you have them act out Julius Caeser and still get same results
What media is there without method?
Method is behind media but certain media lend themselves to reaching more learners
many kinds of media can be effective (modeling, simulation)
reading Julius Caeser, acting it out, wasn't enough to get all students to participate
it's instructional theories and methods that are more important than instrucitonal design
=====
Media
- does media influence learning?
- what takes place without media
- there is no learning without media
- I can haul vegetables across the country on a motorcycle or on a refrigerated truck
- does media influence learning?
- keep the method the same and vary the media
- impacts = time, cost, quality, scalable
- you can't teach anything - method only - without media
- writing on a clay and putting it in the tabernacle
- hauling vegetables across the country
- Clark: media makes it more efficient, but not
- learning method remains constant
Round 3: Closing Arguments
Spoiler
behind every media there is a method
media can compliment methods
they are both key components of learning
idea of a variable in math - how do we see these work together to make an impact on learning
Methods
Clark: evidence shows that instructional methods influence learning, not the medium
Without the method, there is no learning
medicine: active ingredient in a medicine (pills, IV, syrup) - so many media
Judge and Jury will provide a briefing to everyone before class next time.
Monday, October 12, 2009
12 Oct 2009:
Early on, learning sciences came from the situated learning perspective. They pushed a "keep the doctrine pure" kind of line and viewed themselves as the "cool kids club," so to speak.
A lot of what is happening is fairly political. With a little bit of political power, they can make some inroads.
Territorial battles? Preservation of status? People who graduate from LS programs typically get the same jobs as Instructional Technology.
I had an interesting experience this weekend where I felt like I had to bear testimony of what I believe about learning and what I've seen in the lives of learners with whom I've worked. (Paul Sparks)
Do I want to research? practice? evaluate?
human performance technologist - finding out what works and what doesn't
competencies, salaries - where jobs are and what they are like (read online HPT)
post in Careers section of blog - salary survey
Tifany, Kevin, Rob, Richard, John
Salary & Job Description
Skills
Industry/Environment
Team/Individual
Clients
Lifestyle
What part of the the IPT program name do you relate with and what would you change? (Psychology? Philosophy? )
A central tenet of our field is HELP. We are learning to do things in this program to take these principles and applications into other fields.
Roots of the discipline -
IT - anchored in behaviorism during WWII era.
IT does research in the service of design (helping people learn)
LS does design in the service of research (creating knowledge about how people learn) - primary motive is research.
Both have research that involves design
A lot of what is happening is fairly political. With a little bit of political power, they can make some inroads.
Territorial battles? Preservation of status? People who graduate from LS programs typically get the same jobs as Instructional Technology.
I had an interesting experience this weekend where I felt like I had to bear testimony of what I believe about learning and what I've seen in the lives of learners with whom I've worked. (Paul Sparks)
Do I want to research? practice? evaluate?
human performance technologist - finding out what works and what doesn't
competencies, salaries - where jobs are and what they are like (read online HPT)
post in Careers section of blog - salary survey
Tifany, Kevin, Rob, Richard, John
Salary & Job Description
Skills
Industry/Environment
Team/Individual
Clients
Lifestyle
What part of the the IPT program name do you relate with and what would you change? (Psychology? Philosophy? )
A central tenet of our field is HELP. We are learning to do things in this program to take these principles and applications into other fields.
Roots of the discipline -
IT - anchored in behaviorism during WWII era.
IT does research in the service of design (helping people learn)
LS does design in the service of research (creating knowledge about how people learn) - primary motive is research.
Both have research that involves design
Wednesday, October 7, 2009
7 Oct 2009: Debate on IT and LS
I enjoyed the debate between Instructional Science and Learning Sciences because it challenged me to rally behind a certain framework even if it wasn't what I believed entirely. Articulating what I believe on the fly and in public is useful as it helps me think ahead and share conscientiously.
After all of the discussion, I feel the debate is someone tied to egos and that, at the end of the day, it's more about what we can DO instead of what we SAY we are doing. I think there is more appeal to me in the creative process of the Learning Sciences, but I see the value of building off the foundation of the Instructional Science field.
Notes for Paper on Letter Home:
Detail of the name - answer the question, 'So what is that?"
What are technologies? (hard/soft)
Aims of the field,
Behaviorism, Cognitivism,
LS, IT, HPT
Design Science (the essence of what is Learning Sciences)
identify principles that are non-context specific vs. principles embedded in context
they would modify as they are doing it in contrast to experimental research
minor modifications work in scenario
qualitative
aiming for the ideal learning design
design-based research methods to validify design
more realistic in assumptions
gain insights about a particular learning environment so people can learn something meaningful from those environments - but not replicate them.
DEBATE
After all of the discussion, I feel the debate is someone tied to egos and that, at the end of the day, it's more about what we can DO instead of what we SAY we are doing. I think there is more appeal to me in the creative process of the Learning Sciences, but I see the value of building off the foundation of the Instructional Science field.
Notes for Paper on Letter Home:
Detail of the name - answer the question, 'So what is that?"
What are technologies? (hard/soft)
Aims of the field,
Behaviorism, Cognitivism,
LS, IT, HPT
Design Science (the essence of what is Learning Sciences)
identify principles that are non-context specific vs. principles embedded in context
they would modify as they are doing it in contrast to experimental research
minor modifications work in scenario
qualitative
aiming for the ideal learning design
design-based research methods to validify design
more realistic in assumptions
gain insights about a particular learning environment so people can learn something meaningful from those environments - but not replicate them.
DEBATE
7 Oct 2009: Learning sciences & Instructional Technology Debate
Richard, Tiffany, Rob, Danny, David, Jered, Dan
Q: What are learning sciences? How are we distinct? Evidence to support
Tiffany: Carr-Chellman (2004a), (2004b) - come ready to defend learning sciences, differences from both, similarities of both
Q: What are learning sciences? How are we distinct? Evidence to support
Tiffany: Carr-Chellman (2004a), (2004b) - come ready to defend learning sciences, differences from both, similarities of both
Monday, October 5, 2009
5 Oct 2009: Processing the Reading
Adaptive Expertise: expert in skills and highly innovative
Knowing the concept,
Innovation & Expertise - on 2 different sides of the graph chart
Driving: you may be great at driving on roads, but with snow conditions, you may be a novice
Mac & PC: routine expert can do well on one interface, but with the other environ, you may not be
Think of meaningful questions to ask the teacher.
Bransford
1) What is the difference between implicit, informal and formal learning?
implicit: young children imitate others, modeling, learning from environment, little intentionality
informal: learning to solve problems in context of situation (collaboration, learning directed by learner for specific outcome - very engaged, using resources around you), intentionality for sure
formal: traditional means of learning, classroom environment, more control, credit-based progress, curriculum fixed,
Q: Which is best? Integrate all of the modes of learning to create comprehensive learning.
Q: Can implicit knowledge undermine formal learning? Environmental impacts on formal leanring; as we get older it may be harder to change what we have already learned; we also benefit from our environments (can be good and bad both)
tacit knowledge vs. implicit knowledge
Q: What we learn is through implicit means (embedded richness of context) - modesty.
He who knows how will always have a job will always be his boss.
Q: What are the foundations for learning sciences?
Instructionism: fact spewing and fact regurgitating (e.g. fill in the blank test)
Imperative that we keep this plural because there are many kinds of science
- Contstructivism - pouring knowledge into people
- Cognitive Science
- Educational Technology
- Sociocultural Studies
- Disciplinary knowledge
Human Performance technology (Human Learning Technology)
Very interdisciplinary - we find ways to blend all the contexts & varied backgrounds of students
- prepare people to be learners in every context - learning for life
Learning Sciences
sociocultural approach
constructivist approach
shared epistemological set of beliefs
Learning Sciences (group readings) Educational Technology Magazine
How is learning science different from instructional technology?
LS is trying to distinguish themselves - defend this position
Q: What are learning sciences? How are we distinct? Evidence to support
Tiffany: Carr-Chellman (2004a), (2004b) - come ready to defend learning sciences, differences from both, similarities of both
Richard, Tiffany, Rob, Danny, David, Jered, Dan
Knowing the concept,
Innovation & Expertise - on 2 different sides of the graph chart
Driving: you may be great at driving on roads, but with snow conditions, you may be a novice
Mac & PC: routine expert can do well on one interface, but with the other environ, you may not be
Think of meaningful questions to ask the teacher.
Bransford
1) What is the difference between implicit, informal and formal learning?
implicit: young children imitate others, modeling, learning from environment, little intentionality
informal: learning to solve problems in context of situation (collaboration, learning directed by learner for specific outcome - very engaged, using resources around you), intentionality for sure
formal: traditional means of learning, classroom environment, more control, credit-based progress, curriculum fixed,
Q: Which is best? Integrate all of the modes of learning to create comprehensive learning.
Q: Can implicit knowledge undermine formal learning? Environmental impacts on formal leanring; as we get older it may be harder to change what we have already learned; we also benefit from our environments (can be good and bad both)
tacit knowledge vs. implicit knowledge
Q: What we learn is through implicit means (embedded richness of context) - modesty.
He who knows how will always have a job will always be his boss.
Q: What are the foundations for learning sciences?
Instructionism: fact spewing and fact regurgitating (e.g. fill in the blank test)
Imperative that we keep this plural because there are many kinds of science
- Contstructivism - pouring knowledge into people
- Cognitive Science
- Educational Technology
- Sociocultural Studies
- Disciplinary knowledge
Human Performance technology (Human Learning Technology)
Very interdisciplinary - we find ways to blend all the contexts & varied backgrounds of students
- prepare people to be learners in every context - learning for life
Learning Sciences
sociocultural approach
constructivist approach
shared epistemological set of beliefs
Learning Sciences (group readings) Educational Technology Magazine
How is learning science different from instructional technology?
LS is trying to distinguish themselves - defend this position
Q: What are learning sciences? How are we distinct? Evidence to support
Tiffany: Carr-Chellman (2004a), (2004b) - come ready to defend learning sciences, differences from both, similarities of both
Richard, Tiffany, Rob, Danny, David, Jered, Dan
5 Oct 2009: Thoughts on Learning & Teaching from Gen Conf
PLE for this week:
Insights and connections between what I've learned in a spiritual realm to my personal lives. Plan of Salvation as a Plan of Learning (tied to thoughts of last time.) Cultural camouflage - tweaking all learning within context.
Elder Uchtdorf
Education is not so much the filling of a bucket, but, instead, the lighting of a fire.
Fire needs oxygen, kindling, space - we need health to learn, content to learn, freedom to learn.
The fire of education is connected to a fire for life - radiance, illumination, activity, passion.
Each student has a fire and is in control of feeding the fire, keeping it alive.
Elder Scott
Contrast of the Mexican teacher with the highly educated teacher in SLC.
Teacher taught, but the spirit gave insight that transcended the teaching environment.
Teacher's focus in Mexico was on learning; teacher in SLC seemed focused on self-aggrandizing.
Amazing learning is what takes place with the spirit facilitating learning and teaching both.
Russell Osguthorpe
Faith impacts learning because we need to suspend our own beliefs, ideas in order to let new ideas and truths penetrate. (If we're too hard, we're the hard ground that doesn't let the seed to take root.) If student doesn't think he can learn, he won't be able to (e.g. math) Faith in God's love is so powerful that it can motivate us to learn all that he wants us to know (and to be endorsed and endowed with power to learn what we need to learn).
Choi
See potential of students. Get a broader vision. Give love and support to allow those we love to choose the good things. What are they thinking? where have they come from?
What about the human connection in blended learning? What features empower the human connection? LOVE. If not the central feature, then at learst one of the most key features.
Students learn what they care about from who they care about.
Operational principle of the ship's bottom could be applied in the context of building the roof in Manti temple (water-tight, sound). What is true will continue to be true.
Ballard
How do we love those who have hurt us or chosen differently than we'd hoped? We need to love them. There's not a one-size-fits all fix. (Technological principle: there are many ways, different strenghts, opportunities and limitations depending on the context.)
Monson
We can keep learning from our conference notes as we continue reading inspired words.
Uchtdorf
Learning by study and also by faith. Apply faith to your learning endeavors and your learning will be amplified.
The Lord will create opportunities for you to share knowledge in spontaneous ways. The broader your experience, the more you will be able to share, lift, impact others. This will be bolstered by our knowledge, experience - cultural camouflage. The right people will be put in my path because of ability, context, personality. Connect academic life with our spiritual life.
Bednar
We are not merely striving to know more, but we need to do more. (Knowing-Doing-Becoming)
Osguthorpe
Learning and teaching are not optional in the kingdom of God.
Teaching saves lives.
Knowlege leads to ordinances (action) and participation in making and keeping covenants consistenty. (An EMT who knows how to save lives must apply knowledge at the scene of the accident or else his his knowledge alone can't save lives unless the doing is there too.)
This is true progress.
Covenant is an instructional strategy - a contract for learning - an academic internship.
Insights and connections between what I've learned in a spiritual realm to my personal lives. Plan of Salvation as a Plan of Learning (tied to thoughts of last time.) Cultural camouflage - tweaking all learning within context.
Elder Uchtdorf
Education is not so much the filling of a bucket, but, instead, the lighting of a fire.
Fire needs oxygen, kindling, space - we need health to learn, content to learn, freedom to learn.
The fire of education is connected to a fire for life - radiance, illumination, activity, passion.
Each student has a fire and is in control of feeding the fire, keeping it alive.
Elder Scott
Contrast of the Mexican teacher with the highly educated teacher in SLC.
Teacher taught, but the spirit gave insight that transcended the teaching environment.
Teacher's focus in Mexico was on learning; teacher in SLC seemed focused on self-aggrandizing.
Amazing learning is what takes place with the spirit facilitating learning and teaching both.
Russell Osguthorpe
Faith impacts learning because we need to suspend our own beliefs, ideas in order to let new ideas and truths penetrate. (If we're too hard, we're the hard ground that doesn't let the seed to take root.) If student doesn't think he can learn, he won't be able to (e.g. math) Faith in God's love is so powerful that it can motivate us to learn all that he wants us to know (and to be endorsed and endowed with power to learn what we need to learn).
Choi
See potential of students. Get a broader vision. Give love and support to allow those we love to choose the good things. What are they thinking? where have they come from?
What about the human connection in blended learning? What features empower the human connection? LOVE. If not the central feature, then at learst one of the most key features.
Students learn what they care about from who they care about.
Operational principle of the ship's bottom could be applied in the context of building the roof in Manti temple (water-tight, sound). What is true will continue to be true.
Ballard
How do we love those who have hurt us or chosen differently than we'd hoped? We need to love them. There's not a one-size-fits all fix. (Technological principle: there are many ways, different strenghts, opportunities and limitations depending on the context.)
Monson
We can keep learning from our conference notes as we continue reading inspired words.
Uchtdorf
Learning by study and also by faith. Apply faith to your learning endeavors and your learning will be amplified.
The Lord will create opportunities for you to share knowledge in spontaneous ways. The broader your experience, the more you will be able to share, lift, impact others. This will be bolstered by our knowledge, experience - cultural camouflage. The right people will be put in my path because of ability, context, personality. Connect academic life with our spiritual life.
Bednar
We are not merely striving to know more, but we need to do more. (Knowing-Doing-Becoming)
Osguthorpe
Learning and teaching are not optional in the kingdom of God.
Teaching saves lives.
Knowlege leads to ordinances (action) and participation in making and keeping covenants consistenty. (An EMT who knows how to save lives must apply knowledge at the scene of the accident or else his his knowledge alone can't save lives unless the doing is there too.)
This is true progress.
Covenant is an instructional strategy - a contract for learning - an academic internship.
Wednesday, September 30, 2009
30 Sept 2009: Human Performance Technology
I am intrigued by the breadth of instructional technology and the work that lies ahead for me as a human performance technologist. I love the human aspect to all of this - it is what makes it complicated and rewarding. Rarely are we solving the problem if we just focus on training; it is only if we embrace the whole person and the whole system that we make an impact.
This is really an interdisciplinary field. We all add different dimensions to the puzzle and our multiple skills and viewpoints enrich the problem-solving in which we are engaged.
LDS church is trying to figure out how to avoid duplicity of ordinances - Pres Hinckley believes it will be the Human Performance Technologists that make the adjustments to usher in change.
Fast food industry has performance helps.
Behaviorists = we can's see what someone is learning apart from how they behave. We can only measure success in this arena by observable performance.
Downside of HPT - you can't make a causal connection of learning and performance. The bottom line is performance.
Molenda
Ancient Education
-Learning in the home and community
-Apprenticeships but literacy wasn't the focus.
Industrial Revolution
- Industrial revolution called for more educated populace - need to serve large groups of students. (e.g. 20 long rows, first student was required to mentor the students behind them). Undergrads go to a large lecture and then to a lab session and have the student mentors help them.
- The sand board (invention of a technologist - this is an instructional technology)
- Resources were expensive (no chalk, slate, pencils)
Contract by Dr. Graham with army (counter-insurgency training)
- videos captured by people on the groud, edited, annotated,
- Cognitive apprenticeship - video modeling
How much of our education is about social networks? We meet people and they hook us up or we hook them up or we get the passport to participate in the future.
HPT as the Plan of Happiness
Human Performance Technology (Rosenburg) - a metaphor of salvation, of all humanity
1- Performance will never improve by itself (we are reliant on a Savior, someone greater)
2- Once deteriorated, performance becomes increasingly resistant to improvement (repent)
3- Performance will only improve if continually sustained (weekly baptism = sacrament)
Ways to improve
1- The work
2- The workplace
3- The worker
HPT includes: Systems, Behavioral psychology & design, analaytical systems
Gentry:
Term technology is different than what people perceive as technology (which is more "hard")
Hard technology: software, hardware, devices computers, books
Soft technology: ideas (e.g. irrigation, problem-based learning, cognitive apprenticeships, design theories, methods)
Reiser:
Defining technology: audio/visual devices
Systems approach process
Behaviorists influenced the field a lot in the beginning
Now, cognitive psychologists have influenced it greatly & break it down into constituent parts
Homework:
While watching conference, look for references to technology, teaching and learning
Read main readings for next time.
This is really an interdisciplinary field. We all add different dimensions to the puzzle and our multiple skills and viewpoints enrich the problem-solving in which we are engaged.
LDS church is trying to figure out how to avoid duplicity of ordinances - Pres Hinckley believes it will be the Human Performance Technologists that make the adjustments to usher in change.
Fast food industry has performance helps.
Behaviorists = we can's see what someone is learning apart from how they behave. We can only measure success in this arena by observable performance.
Downside of HPT - you can't make a causal connection of learning and performance. The bottom line is performance.
Molenda
Ancient Education
-Learning in the home and community
-Apprenticeships but literacy wasn't the focus.
Industrial Revolution
- Industrial revolution called for more educated populace - need to serve large groups of students. (e.g. 20 long rows, first student was required to mentor the students behind them). Undergrads go to a large lecture and then to a lab session and have the student mentors help them.
- The sand board (invention of a technologist - this is an instructional technology)
- Resources were expensive (no chalk, slate, pencils)
Contract by Dr. Graham with army (counter-insurgency training)
- videos captured by people on the groud, edited, annotated,
- Cognitive apprenticeship - video modeling
How much of our education is about social networks? We meet people and they hook us up or we hook them up or we get the passport to participate in the future.
HPT as the Plan of Happiness
Human Performance Technology (Rosenburg) - a metaphor of salvation, of all humanity
1- Performance will never improve by itself (we are reliant on a Savior, someone greater)
2- Once deteriorated, performance becomes increasingly resistant to improvement (repent)
3- Performance will only improve if continually sustained (weekly baptism = sacrament)
Ways to improve
1- The work
2- The workplace
3- The worker
HPT includes: Systems, Behavioral psychology & design, analaytical systems
Gentry:
Term technology is different than what people perceive as technology (which is more "hard")
Hard technology: software, hardware, devices computers, books
Soft technology: ideas (e.g. irrigation, problem-based learning, cognitive apprenticeships, design theories, methods)
Reiser:
Defining technology: audio/visual devices
Systems approach process
Behaviorists influenced the field a lot in the beginning
Now, cognitive psychologists have influenced it greatly & break it down into constituent parts
Homework:
While watching conference, look for references to technology, teaching and learning
Read main readings for next time.
Monday, September 28, 2009
28 Sept 2009: Human Performance Development
How can a Human Performance Technologists really improve the outcomes of an organization or situation?
Human Performance Technologists
Seeking to improve some human performance problem.
This issue may not be due to a lack of knowledge/skills.
HPT is contracted to create the instruction; it goes out to employees and the problem is not solved.
Performance may increase marginally because of training, but not solve the whole problem.
How do we help develop the skills or expand their inherent ability?
"I have a hard time convincing people that it's not a training issue."
People usually think it's a training problem and not an organizational issue.
E.G. Increasing number of widgets produced
- Option 1: we can improve training
- Option 2: we can improve process
Human Resources (HR) usually deals with #7 Inherent Ability
See Figure 7, A new HPT Model (Wile)
Human Performance Technologists have to be good evaluators
Stephanie Allen
Allen Communications - working with Union Pacific RR
Computers in train cars - although intended to improve effectiveness, the training didn't work because it was more of an HPT orientation issue (upper management vs. union workers) - bringing white collar workers together with blue collar workers (we have to band together)
Human Performance Technologists
Seeking to improve some human performance problem.
This issue may not be due to a lack of knowledge/skills.
HPT is contracted to create the instruction; it goes out to employees and the problem is not solved.
Performance may increase marginally because of training, but not solve the whole problem.
How do we help develop the skills or expand their inherent ability?
"I have a hard time convincing people that it's not a training issue."
People usually think it's a training problem and not an organizational issue.
E.G. Increasing number of widgets produced
- Option 1: we can improve training
- Option 2: we can improve process
Human Resources (HR) usually deals with #7 Inherent Ability
See Figure 7, A new HPT Model (Wile)
Human Performance Technologists have to be good evaluators
Stephanie Allen
Allen Communications - working with Union Pacific RR
Computers in train cars - although intended to improve effectiveness, the training didn't work because it was more of an HPT orientation issue (upper management vs. union workers) - bringing white collar workers together with blue collar workers (we have to band together)
Wednesday, September 23, 2009
23 Sept 2009: Agency and Learning
In the end, the only unique gift we can give on the altar.
Diving into APA Formatting
What is Learning?
Diving into APA Formatting
What is Learning?
Monday, September 21, 2009
21 Sept 2009: Is Learning Science really a "science"?
Design Theory
(Prescription for matching a situation with a specific method for those circumstances.)
Figure 1.1 on page 9
1) Situation
2) Method
Q: What are differences in outcomes from instructional theories & scientific outcomes
- theory could still be true if you don't get predicted outcomes from an instructional theory
- theory in science is not true if you don't get predicted outcomes (science is about reproduction)
- humans present so many different contexts and baselines, so the theories are only probabalistic
- there are no guarantees with an instructional theory (could be barriers of entry for students)
- what are the variables that can't be controlled? (social sciences maybe have 20% effectiveness)
Social Sciences vs. Hard Sciences
- why do social scientists embrace the term "science"? prestige? even the term "soft" science is beriddled with scorn by scientists
- think about how a behaviorist thinks about human nature vs. how constructivists think about it
- they both create knowledge, but science gets such concrete, firm/fixed domain knowledge and the learning sciences are more fuzzy
- Computer Science departments are sometimes in engineering, sometimes in math, sometimes in science building. Who are they? Schitzophrenia?
Q: What is the role of human agency in this?
- atoms are acted upon
- humans act
Traditional Research
- control
- experiment group
- observe different outcomes by the one intervention (variable) that was changed
* With humans, we can't control for a lot of variables *
Statisticians say, maybe we can do traditional research with human subjects if...
- large enough sample
- randomized sample
- control is very rigorous (for other factors that may influence it - e.g. age, gender etc)
- but, often we control for factors so much, that we alter the real situation so that it is no longer a predictable arena for understanding true human experiences and their potential behavior
Design-Based Research
- several different iterations of a design
- parallels of this educational design to software design (and all the design fields)
- just because you can't oversee the results of the research immediately does not mean that, overtime, you wouldn't see the trend emerge (smoking and lung cancer) - not cause and effect directly, but an overall pattern - need a longitudinal study, not evidence that is a direct cause and effect, but a relationship that reveals a trend (effectiveness, appeal, efficiency)
- effectiveness is about tradeoffs for different outcomes (e.g. cheap, fast, good triangle)
- iterate toward a design that will work
- sometimes the design-based approach informs that strict traditional research models
- "figures don't like but liars can figure" - there are rules to the game (stats have sway!)
- stats as a language - we often have a hard time interpreting numbers - and if someone doesn't have integrity, they will interpret findings to tell the story they wish to tell
(Prescription for matching a situation with a specific method for those circumstances.)
Figure 1.1 on page 9
1) Situation
2) Method
Q: What are differences in outcomes from instructional theories & scientific outcomes
- theory could still be true if you don't get predicted outcomes from an instructional theory
- theory in science is not true if you don't get predicted outcomes (science is about reproduction)
- humans present so many different contexts and baselines, so the theories are only probabalistic
- there are no guarantees with an instructional theory (could be barriers of entry for students)
- what are the variables that can't be controlled? (social sciences maybe have 20% effectiveness)
Social Sciences vs. Hard Sciences
- why do social scientists embrace the term "science"? prestige? even the term "soft" science is beriddled with scorn by scientists
- think about how a behaviorist thinks about human nature vs. how constructivists think about it
- they both create knowledge, but science gets such concrete, firm/fixed domain knowledge and the learning sciences are more fuzzy
- Computer Science departments are sometimes in engineering, sometimes in math, sometimes in science building. Who are they? Schitzophrenia?
Q: What is the role of human agency in this?
- atoms are acted upon
- humans act
Traditional Research
- control
- experiment group
- observe different outcomes by the one intervention (variable) that was changed
* With humans, we can't control for a lot of variables *
Statisticians say, maybe we can do traditional research with human subjects if...
- large enough sample
- randomized sample
- control is very rigorous (for other factors that may influence it - e.g. age, gender etc)
- but, often we control for factors so much, that we alter the real situation so that it is no longer a predictable arena for understanding true human experiences and their potential behavior
Design-Based Research
- several different iterations of a design
- parallels of this educational design to software design (and all the design fields)
- just because you can't oversee the results of the research immediately does not mean that, overtime, you wouldn't see the trend emerge (smoking and lung cancer) - not cause and effect directly, but an overall pattern - need a longitudinal study, not evidence that is a direct cause and effect, but a relationship that reveals a trend (effectiveness, appeal, efficiency)
- effectiveness is about tradeoffs for different outcomes (e.g. cheap, fast, good triangle)
- iterate toward a design that will work
- sometimes the design-based approach informs that strict traditional research models
- "figures don't like but liars can figure" - there are rules to the game (stats have sway!)
- stats as a language - we often have a hard time interpreting numbers - and if someone doesn't have integrity, they will interpret findings to tell the story they wish to tell
21 Sept 2009: My Own Learning Theory
I believe that learning is not easily divided into one theory only. Instead, I feel connected to certain aspects of several theories:
Behaviorism:
- I know positive reinforcement works (win-win) - where the good outcomes are achieved in tandem with good feelings (personal example: "If you practice the piano for one hour, Tiffany, you can go play with Andrea.")
- I know that tailored environments help achieve desired outcomes (personal example: "I ran faster than I ever had when I was chasing a soccer ball to score a goal for our team.")
Cognitivism:
- I know that repeated practice helps me with recall later (personal example: "I memorized Sheherazade and played it successully without sheet music because I worked at memorizing it for 3 straight months before my recital."
- Structuring (timing) and sequencing (time) matter for me to learn more: (personal example: "As an American female going for 3 weeks to Pakistan in Post-9/11 2004 allowed me great insight to the anti-American sentiment in that country.")
Constructivisim:
- I know that focusing on real-world problems makes learning more exciting to me (personal example: "I learned through my literacy internship in South Africa that women who learn to read and write gain confidence to interact with their broader community."
- I know that drawing from prior experiences help learners gain more knowledge (personal example: "Women in Nepal gather at one another's homes to talk about water issues - irrigation, fertilization, weather - and I know they can discuss the bigger issue of environmental conservation because they know a lot through their daily observations/interactions in their rice fields.")
- I resonate with the idea of the learner as a free agent because it respects the most unique aspect of each soul - and the most common connecting point of all humanity: free agency!
- I know that social negotiation brings meaning because it fosters context and works through meaningful relationships
Learning by the Spirit:
- I also know that there is particular internal motivation, clarity, resonance and understanding I have gained when influenced by the Spirit of God (personal experience: "I prayed in Nauvoo for a testimony that Joseph Smith is and was a prophet of God. I felt a burning and happiness that I can't deny that he is, indeed, a prophet of God.")
- I know that I have taught with the Spirit and had extrinsic motivation, influence spoken fluent Tagalog (when in other instances I couldn't get my sentences out) and I know that those whom I've met have understood (and learned) in a powerful way ("alam ko na alam mo na totoo ito!")
- I know that agency is a big factor which levels the playing ground (in a sense, because we all have it), but also affords differences (because we all have different degrees of confidence to exercise our agency as we would like)
Other ideas:
- motivation
- desire
- curiosity
- discovery learning is an approach/method - what is the underlying factor that guides that (curiosity, choice, agency)
- learner's personalities
- structure of the materials
- relationship between teacher and student (communication) - what specifically? element of trust? the love? the perceived competency?
- prior experience (education in Mexico is not as natural as it is in USA - these implications affect learning)
- desire (nais) - ganas (desire + humph) --> people who don't want to learn so they resist learning vs. those who want to learn and find an opportunity no matter where they are
- what about the cultural background (the imporance of learning in that culture) influences how much people learn? (is it hierarchical relationships)
- processing (time on task)
==========
How do people learn?
(in a specific context)
Women in Nepalese Literacy Classes
What are the two most important factors that influence learning (learning theory)?
- focus on real-world situations (constructivism)
- self-efficacy - esteem, confidence, awareness amplify learning
possibly avoid:
- positive reinforcement (behaviorism)- but, what baggage applies with this word?
How can instruction best influence learning (how to best create instruction on those ideas)?
- teaching by the spirit (tailoring the environment to learner's needs & honoring agency)
- scaffolding (enough support)
* It is okay to cite scripture
* It is okay to share personal experiences
* You can use hypotheticals from the things we have read
* Show several kinds of evidence
* Include relevant references
* This is a chance to use APA style
==========
Sept 28 Due: Personal Beliefs About Learning
1 page theory about how I think people learn
Limit the scope
* What are the two most important factors that influence learning?
* How can instruction be structured to best facilitate learning?
* What examples can you cite?
Behaviorism:
- I know positive reinforcement works (win-win) - where the good outcomes are achieved in tandem with good feelings (personal example: "If you practice the piano for one hour, Tiffany, you can go play with Andrea.")
- I know that tailored environments help achieve desired outcomes (personal example: "I ran faster than I ever had when I was chasing a soccer ball to score a goal for our team.")
Cognitivism:
- I know that repeated practice helps me with recall later (personal example: "I memorized Sheherazade and played it successully without sheet music because I worked at memorizing it for 3 straight months before my recital."
- Structuring (timing) and sequencing (time) matter for me to learn more: (personal example: "As an American female going for 3 weeks to Pakistan in Post-9/11 2004 allowed me great insight to the anti-American sentiment in that country.")
Constructivisim:
- I know that focusing on real-world problems makes learning more exciting to me (personal example: "I learned through my literacy internship in South Africa that women who learn to read and write gain confidence to interact with their broader community."
- I know that drawing from prior experiences help learners gain more knowledge (personal example: "Women in Nepal gather at one another's homes to talk about water issues - irrigation, fertilization, weather - and I know they can discuss the bigger issue of environmental conservation because they know a lot through their daily observations/interactions in their rice fields.")
- I resonate with the idea of the learner as a free agent because it respects the most unique aspect of each soul - and the most common connecting point of all humanity: free agency!
- I know that social negotiation brings meaning because it fosters context and works through meaningful relationships
Learning by the Spirit:
- I also know that there is particular internal motivation, clarity, resonance and understanding I have gained when influenced by the Spirit of God (personal experience: "I prayed in Nauvoo for a testimony that Joseph Smith is and was a prophet of God. I felt a burning and happiness that I can't deny that he is, indeed, a prophet of God.")
- I know that I have taught with the Spirit and had extrinsic motivation, influence spoken fluent Tagalog (when in other instances I couldn't get my sentences out) and I know that those whom I've met have understood (and learned) in a powerful way ("alam ko na alam mo na totoo ito!")
- I know that agency is a big factor which levels the playing ground (in a sense, because we all have it), but also affords differences (because we all have different degrees of confidence to exercise our agency as we would like)
Other ideas:
- motivation
- desire
- curiosity
- discovery learning is an approach/method - what is the underlying factor that guides that (curiosity, choice, agency)
- learner's personalities
- structure of the materials
- relationship between teacher and student (communication) - what specifically? element of trust? the love? the perceived competency?
- prior experience (education in Mexico is not as natural as it is in USA - these implications affect learning)
- desire (nais) - ganas (desire + humph) --> people who don't want to learn so they resist learning vs. those who want to learn and find an opportunity no matter where they are
- what about the cultural background (the imporance of learning in that culture) influences how much people learn? (is it hierarchical relationships)
- processing (time on task)
==========
How do people learn?
(in a specific context)
Women in Nepalese Literacy Classes
What are the two most important factors that influence learning (learning theory)?
- focus on real-world situations (constructivism)
- self-efficacy - esteem, confidence, awareness amplify learning
possibly avoid:
- positive reinforcement (behaviorism)- but, what baggage applies with this word?
How can instruction best influence learning (how to best create instruction on those ideas)?
- teaching by the spirit (tailoring the environment to learner's needs & honoring agency)
- scaffolding (enough support)
* It is okay to cite scripture
* It is okay to share personal experiences
* You can use hypotheticals from the things we have read
* Show several kinds of evidence
* Include relevant references
* This is a chance to use APA style
==========
Sept 28 Due: Personal Beliefs About Learning
1 page theory about how I think people learn
Limit the scope
* What are the two most important factors that influence learning?
* How can instruction be structured to best facilitate learning?
* What examples can you cite?
Wednesday, September 16, 2009
16 Sept 2009: Theories of Learning
Outlining the factors that are most important to learning:
- Modeling
- Scaffolding
- Reinforcement
- Mentoring
Ertmer article
1) Behaviorism
- Arrangement of Stimuli
- Conseqences of Stimuli
- Positive Reinforcement (donut if you come to class)
- Negative Reinforcement (quiz if you don't come to class)
- intervals of reinforcement (what point to begin the intervention)
- learner as agent to be acted upon
- tailoring the environment
2) Cognitivism (Cognitive Information Processing)
- building a building with bits (bricks, wood, mortar)
- structuring (positioning/timing/context) & sequencing (time) of information
- encoding (mental schema), packaging smaller bits of information
- repeated practice & tapping into memory
- learning how to store knowledge better
3) Constructivism
- focus on the building in its total complexity (e.g real world problems & solutions)
- learner's prior experience/ metacognition
- social negotiation & interaction with others
- collaboration
- scaffolding (mentoring)
- learner as free agent to decide what to learn
Theories: (EXPLAINS) descriptive for what impacts/inputs will lead to learning; takes a broad look at how people learn (but doesn't necessarily include the approach/mechanism for helping people learn), prescriptive aspect
"theory" comes out of scientific paradigm, laden with prestige, "eureka!" - science/technology debate - identifying enduring principles/relationships that you can put in a simple explanation (heat applied to atoms makes them move faster). Technology is different because it involves prescription.
What are the different nuances of:
Instructional Theory: explanation of how to instruct best
Learning Theory: explanation of how people learn best
Methods: (HOW) what a teacher does in a classroom (small group discussion), what you do to get a certain outcome drill & practice/ (These are not owned by one theory) - shared by different camps, but one may be more dominant in one camp than the other
Factors: (APPROACHES) social negotiation, collaboration, stimulus/response/memory, implementation of the social negotiation is a method
Charles' Classic Quote: "The lady salt must flavor the whole group!"
New Trends:
* Researcher as instrument (instead of using third person, speak in first person), especially in qualitative research
* Avoid colloquial language (writing like we talk)
* Write to your audience (dissertation oriented)
* Come into your community of practice (writing papers & publishing, not writing a dissertation)
* Consider what journals you'd like to submit papers to & conferences
* Keep a record of where I've published and presented
Next time:
* Difference of science and technology
* Come ready to discuss primary factors of our own personal theories (integrating all 3 kinds of theories)
- Modeling
- Scaffolding
- Reinforcement
- Mentoring
Ertmer article
1) Behaviorism
- Arrangement of Stimuli
- Conseqences of Stimuli
- Positive Reinforcement (donut if you come to class)
- Negative Reinforcement (quiz if you don't come to class)
- intervals of reinforcement (what point to begin the intervention)
- learner as agent to be acted upon
- tailoring the environment
2) Cognitivism (Cognitive Information Processing)
- building a building with bits (bricks, wood, mortar)
- structuring (positioning/timing/context) & sequencing (time) of information
- encoding (mental schema), packaging smaller bits of information
- repeated practice & tapping into memory
- learning how to store knowledge better
3) Constructivism
- focus on the building in its total complexity (e.g real world problems & solutions)
- learner's prior experience/ metacognition
- social negotiation & interaction with others
- collaboration
- scaffolding (mentoring)
- learner as free agent to decide what to learn
Theories: (EXPLAINS) descriptive for what impacts/inputs will lead to learning; takes a broad look at how people learn (but doesn't necessarily include the approach/mechanism for helping people learn), prescriptive aspect
"theory" comes out of scientific paradigm, laden with prestige, "eureka!" - science/technology debate - identifying enduring principles/relationships that you can put in a simple explanation (heat applied to atoms makes them move faster). Technology is different because it involves prescription.
What are the different nuances of:
Instructional Theory: explanation of how to instruct best
Learning Theory: explanation of how people learn best
Methods: (HOW) what a teacher does in a classroom (small group discussion), what you do to get a certain outcome drill & practice/ (These are not owned by one theory) - shared by different camps, but one may be more dominant in one camp than the other
Factors: (APPROACHES) social negotiation, collaboration, stimulus/response/memory, implementation of the social negotiation is a method
Charles' Classic Quote: "The lady salt must flavor the whole group!"
New Trends:
* Researcher as instrument (instead of using third person, speak in first person), especially in qualitative research
* Avoid colloquial language (writing like we talk)
* Write to your audience (dissertation oriented)
* Come into your community of practice (writing papers & publishing, not writing a dissertation)
* Consider what journals you'd like to submit papers to & conferences
* Keep a record of where I've published and presented
Next time:
* Difference of science and technology
* Come ready to discuss primary factors of our own personal theories (integrating all 3 kinds of theories)
Monday, September 14, 2009
14 Sept 2009: Unit 1 Psychological Fdns of Learning
I am intrigued by the ways that new knowledge must be constructed from existing knowledge is that teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject. Teachers then need to build on these ideas in ways that help each student achieve a more mature understanding.
Learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds.
HOW DO WE BECOME?
A Private Universe
- misconceptions that block learning
- misconceptions can originate in the classroom
- everytime we communicate, new theories compete with preconceived ideas of our students
- we must make them aware and only then can we free them from their private universe
- design languages (terms mean different things in different contexts)
Natalie Merchant:
"I'm not saying I'm replacing love for some other word. I'm just saying we've mistaken love for thousands of words and for that mistake I've caused you such pain that I damn that word."
Cognitive Information Processing
- like downloading computer memory - copying files brings sameness - e.b. stuffing sausages in the mouth and pounding harder if they don't fit
- but, we have no knowledge of what the memory baseline is
- in participatory dialogue literacy classes, we try to find out baseline and springboard from what they know - but all learners may start at different places and they may still be holding on to false conceptions of reality
- the operating system, and if one disk is written one way, the other system can't read it - e.g. mac vs. pc
- we need to view people as all different operating systems and that any transferrance of knowledge will require translation or localization
- abstract learning is often too hard to grasp - we need to DO something, hear/see/feel
- all metaphors have their own limitations
How different are these theories from one another? Cognitive-Behavioral-Constructivist
These are all different lenses for looking at the same thing. We have different paradigms, different foci. We can apply our own expertise to explain/understand a paradigm. If we all join our different ideas, we may understand the whole picture better.
How can we help these lenses bring focus without living in the blur that comes from the lenses that don't work for certain arenas? (Theories focus on different dilemmas or different parts of the same universe.)
How do we avoid tribalism, territorialism, ethnocentricities?
Situated Cognition (models for understanding longterm memory)
What is Constructivism?
Meaning of the world is constructed by the learner according to experience and the tethering of experiences with new knowledge.
social negotiation, protocol, semantics influence what the terms mean (e.g. BLUE, "every fiber of my being") - red as scarlet being white as snow (transcribing this for Africans who don't know snow and for Eskimos who have 14 different words for snow).
Learning Theories focus on epistemologies.
EPISTEMOLOGY: the way we learn
ONTOLOGY: what there is to know
Cognitive Constructivists (Piaget): experiments with little children (squatty cups vs. tall skinny cups)
CH 1 Bransford, Brown & Cocking
* Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom interactions influence applications of their theories.
* Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings.
* Work in social psychology, cognitive psychology, and anthropology is making clear that all learning takes place in settings that have particular sets of cultural and social norms and expectations and that these settings influence learning and transfer in powerful ways.
* The goal of education is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts.
* Fundamental understanding about subjects, including how to frame and ask meaningful questions about various subject areas, contributes to individuals' more basic understanding of principles of learning that can assist them in becoming self-sustaining, lifelong learners.
* Reaction to the subjectivity inherent in introspection, behaviorists held that the scientific study of psychology must restrict itself to the study of observable behaviors and the stimulus conditions that control them. (e.g. Skinner Box)
* The cat that is clawing all over the box in her impulsive struggle will probably claw the string or loop or button so as to open the door. And gradually all the other unsuccessful impulses will be stamped out and the particular impulse leading to the successful act will be stamped in by the resulting pleasure, until, after many trials, the cat will, when put in the box, immediately claw the button or loop in a definite way" (Thorndike, 1913:13)
* Explanation of what appeared to be complex problem-solving phenomena as escaping from a complicated puzzle box could thus be explained without recourse to unobservable mental events, such as thinking. A limitation of early behaviorism stemmed from its focus on observable stimulus conditions and the behaviors associated with those conditions.
* Teaching practices congruent with a metacognitive approach to learning include those that focus on sensemaking, self-assessment, and reflection on what worked and what needs improving. These practices have been shown to increase the degree to which students transfer their learning to new settings and events (e.g., Palincsar and Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 19911.
* As scientists continue to study learning, new research procedures and methodologies are emerging that are likely to alter current theoretical conceptions of learning, such as computational modeling research. The scientific work encompasses a broad range of cognitive and neuroscience issues in learning, memory, language, and cognitive development.
* What is known about experts is important not because all students are expected to become experts, but because the knowledge of expertise provides valuable insights into what the results of effective learning look like.
Other Chapter: 6
* Explores general principles for the design of effective learning environments suggested by the science of learning. It explores the degree to which environments are learner centered, knowledge centered, assessment centered, and community centered.
NEXT TIME:
1 page theory about how I think people learn
Limit the scope
* What are the two most important factors that influence learning?
* How can instruction be structured to best facilitate learning?
* What examples can you cite?
Learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds.
HOW DO WE BECOME?
- Truth vs. truth (Christ in NT says, "I am the truth.")
- Triangle: Knowing---> Doing--> Becoming (how much focus do we have on becoming)
- We need our focus to become as God's is - that is what truth is God's viewpoint on Truth
- Pharisees were good at doing but their becoming was corrupt and limited their knowing
- Blended learning environments (we become as we interact with other people) - online offers some benefit (mostly efficiency), but we learn more as we process it through relationships (e.g. serving in a ward)
- Challenge in the USA (Science) --> how do we teach it so that it's IN you
- Is it possible to focus too much on knowing and doing that we lose focus on becoming?
- How do we really assess knowing and doing, if it's not through what someone is?
- Randy Davies - the question of intent (his PhD here at BYU)
- What about international development? Getting people to be change agents, not paper pushers?
- Agency: the ability to choose is fundamentally tied to these theories (behavioralism doesn't honor agency b/c it emphasize the right stimulus only - concentration camps vs. Frankl)
- TIMSHEL (choose out, choose up!)
- Behavioralism may honor some aspects of the human experience, but it doesn't create the becoming (to want the change and be the change you wish to see in the world)
- What kind of theory do we call transferance of focus on becoming (incentivizing becoming)
- The best teacher is one who IS the lesson, not one who knows or does the lesson
- Fish is Fish (children's book)
- Idea of a lens: we see things through our own perspective
- 7 Blind men feeling the elephant
- When your only tool is a hammer, all your problems start to look like nails
- But, the temple as an arena where learning is totally tied to previous knowledge and conception - there is no clarification except for that which the student brings to the table - yet, it is the Lord's university and greatest arena for instructional design
- Yet, "we would know more of the mysteries of Godliness if we talked about them less" - this is to take away the room for error (problems of human explication instead of relying on the Holy Ghost
- What about the role of the Holy Ghost as the greatest theory for instruction?
- Hugh Nibley talked about knowledge as exponential and accelerated. When our baseline is enriched, our springboard can launch us higher.
- Relevance of learning - how do we get away from didactic instruction into discovery learning? (e.g. active learning in science classes e.g. Dr. Bell and group problem-solving)
- Critical Thinking - in what ways can we get students to consider deeper
- When do we need to intervene to clarify when something is wrong?
A Private Universe
- misconceptions that block learning
- misconceptions can originate in the classroom
- everytime we communicate, new theories compete with preconceived ideas of our students
- we must make them aware and only then can we free them from their private universe
- design languages (terms mean different things in different contexts)
Natalie Merchant:
"I'm not saying I'm replacing love for some other word. I'm just saying we've mistaken love for thousands of words and for that mistake I've caused you such pain that I damn that word."
Cognitive Information Processing
- like downloading computer memory - copying files brings sameness - e.b. stuffing sausages in the mouth and pounding harder if they don't fit
- but, we have no knowledge of what the memory baseline is
- in participatory dialogue literacy classes, we try to find out baseline and springboard from what they know - but all learners may start at different places and they may still be holding on to false conceptions of reality
- the operating system, and if one disk is written one way, the other system can't read it - e.g. mac vs. pc
- we need to view people as all different operating systems and that any transferrance of knowledge will require translation or localization
- abstract learning is often too hard to grasp - we need to DO something, hear/see/feel
- all metaphors have their own limitations
How different are these theories from one another? Cognitive-Behavioral-Constructivist
These are all different lenses for looking at the same thing. We have different paradigms, different foci. We can apply our own expertise to explain/understand a paradigm. If we all join our different ideas, we may understand the whole picture better.
How can we help these lenses bring focus without living in the blur that comes from the lenses that don't work for certain arenas? (Theories focus on different dilemmas or different parts of the same universe.)
How do we avoid tribalism, territorialism, ethnocentricities?
Situated Cognition (models for understanding longterm memory)
What is Constructivism?
Meaning of the world is constructed by the learner according to experience and the tethering of experiences with new knowledge.
social negotiation, protocol, semantics influence what the terms mean (e.g. BLUE, "every fiber of my being") - red as scarlet being white as snow (transcribing this for Africans who don't know snow and for Eskimos who have 14 different words for snow).
Learning Theories focus on epistemologies.
EPISTEMOLOGY: the way we learn
- What is knowledge?
- How is knowledge acquired?
- What do people know?
- How do we know what we know?
ONTOLOGY: what there is to know
- What is true? What is real?
- Philosophical study of the nature of being, existence or reality
- What exists?
- Relativists have an extreme view of what is real, what exists (very skeptical)
Cognitive Constructivists (Piaget): experiments with little children (squatty cups vs. tall skinny cups)
CH 1 Bransford, Brown & Cocking
* Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom interactions influence applications of their theories.
* Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings.
* Work in social psychology, cognitive psychology, and anthropology is making clear that all learning takes place in settings that have particular sets of cultural and social norms and expectations and that these settings influence learning and transfer in powerful ways.
* The goal of education is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts.
* Fundamental understanding about subjects, including how to frame and ask meaningful questions about various subject areas, contributes to individuals' more basic understanding of principles of learning that can assist them in becoming self-sustaining, lifelong learners.
* Reaction to the subjectivity inherent in introspection, behaviorists held that the scientific study of psychology must restrict itself to the study of observable behaviors and the stimulus conditions that control them. (e.g. Skinner Box)
* The cat that is clawing all over the box in her impulsive struggle will probably claw the string or loop or button so as to open the door. And gradually all the other unsuccessful impulses will be stamped out and the particular impulse leading to the successful act will be stamped in by the resulting pleasure, until, after many trials, the cat will, when put in the box, immediately claw the button or loop in a definite way" (Thorndike, 1913:13)
* Explanation of what appeared to be complex problem-solving phenomena as escaping from a complicated puzzle box could thus be explained without recourse to unobservable mental events, such as thinking. A limitation of early behaviorism stemmed from its focus on observable stimulus conditions and the behaviors associated with those conditions.
* Teaching practices congruent with a metacognitive approach to learning include those that focus on sensemaking, self-assessment, and reflection on what worked and what needs improving. These practices have been shown to increase the degree to which students transfer their learning to new settings and events (e.g., Palincsar and Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 19911.
* As scientists continue to study learning, new research procedures and methodologies are emerging that are likely to alter current theoretical conceptions of learning, such as computational modeling research. The scientific work encompasses a broad range of cognitive and neuroscience issues in learning, memory, language, and cognitive development.
* What is known about experts is important not because all students are expected to become experts, but because the knowledge of expertise provides valuable insights into what the results of effective learning look like.
Other Chapter: 6
* Explores general principles for the design of effective learning environments suggested by the science of learning. It explores the degree to which environments are learner centered, knowledge centered, assessment centered, and community centered.
NEXT TIME:
1 page theory about how I think people learn
Limit the scope
* What are the two most important factors that influence learning?
* How can instruction be structured to best facilitate learning?
* What examples can you cite?
Wednesday, September 9, 2009
9 Sep 2009 What does learning mean to me?
WHAT IS LEARNING?
I believe that learning is dialogue. At the core of my education and schooling is the opportunity I’ve sought for a conversation with a text, with a teacher, with another student. Learning takes place for me when I have the opportunity to articulate what I believe or what I don’t understand but would like to know better. Learning is a springboard for discovering new ideas and fresh frontiers.
As a the fourth child of eight, my birthright afforded strategic placement to be both a consumer and a contributor to our family culture. Although no single sibling was explicitly chosen as the favorite child (“FC”) by our parents, it was well-known among the eight us that we could greatly gain favor in the eyes of my father (known as “FC-status” for the day) by asking critical, thought-provoking questions. Especially questions related to irrigation.
Last month, we went on a family adventure to Yellowstone National Park. We crossed the Great Divide three times while in the Park. Although I’m in my mid-thirties and all of us children are now well into adulthood, we still sought for opportunities to ask questions to Dad.
We pointed out interesting facts regarding Yellowstone’s history, we cited conversations held with park rangers, we rattled off informative tidbits read on signs or pamphlets around us. We amplified our opportunities to dialogue and ask questions with portable walkie-talkies that were in each of our eight vehicles.
Dad smiled as we triggered conversation with questions like “Why do you think that …” “What is the reason that …” “Why is the world …” “How is it possible that …”? We stopped occasionally to duke it out with face-to-face questioning and deep-diving dialogue. We had lengthy conversations at picnic tables and rest-stops for three straight days and nights. It was like a return to my youth. It was a bit of heaven.
Even today, we all vie for the opportunity to ask good questions to Dad. We are more aware of our surroundings. We are more conscious during road trips. We are constantly searching for opportunities to learn. All of this, because Dad, himself is a lover of learning; and, because he nurtured the value that learning gives to each of our lives.
Because of Dad, I love to learn. Learning, for me, is discovery. Learning is an opportunity to dialogue with those I love. Learning is an opportunity for me to create meaning of the world around me. Learning is the way I connect to others. Learning is the way I connect to God. Learning is the primary way I create my identity and my destiny. It is the way I pursue godliness and sense a greater purpose in the world around me.
A great deal of my professional life has been spent in facilitating, evaluating, monitoring and supporting adult literacy programs. I have confronted this question, “How do people learn best?” as well as the deeper question, “How do facilitators best help others to learn?” I have wrestled with these questions and have answered them differently at various periods of my life.
The biggest lesson I have personally learned from educational field experiences in the USA, in the UK, in the Philippines, in Nepal, in Pakistan, in India, in South Africa and Zimbabwe is this”: people learn more when they build from what they already know. And people already know a lot.
Learning takes place in many ways. Living life leads to learning. We teach and are taught by one another in daily life. To amplify the opportunities to learn, we can create forums (safe place for people to dialogue) whereby learners may gather to tether new knowledge to ideas and understandings that they already possess.
As we learn more things, we start to do things differently. We try out our ideas and we learn fundamental concepts in deeper, more meaningful ways. We learn and we do. And then we learn some more. The more we get opportunities to tether our ideas with what we’ve already proven, the more we increase our capacity to tether more knowledge. Light cleaveth unto light. Progress is accelerated and exponential.
I am grateful for the opportunities I had as a child to explore the world through dialogue. I am thankful that my father cultivated curiosity by asking me questions and by expecting me to ask them too. Although questioning alone does not translate into learning, it is the entry-point whereby I have had the whole world opened to me.
Now that I am a parent, I find myself asking my children, “Why do you think the water runs down hill?” My two sons have a natural curiosity to understand the flow of water, just like their grandfather.
Although my two-year old is still learning how to form sentences and to speak articulately, he has also mastered the art of asking “Why?”
If nothing else I teach him holds, I take comfort in the idea that he will become a good question-asker. I believe this is may be the best gift I can cultivate as he seeks learning on his own.
I believe that learning is dialogue. At the core of my education and schooling is the opportunity I’ve sought for a conversation with a text, with a teacher, with another student. Learning takes place for me when I have the opportunity to articulate what I believe or what I don’t understand but would like to know better. Learning is a springboard for discovering new ideas and fresh frontiers.
As a the fourth child of eight, my birthright afforded strategic placement to be both a consumer and a contributor to our family culture. Although no single sibling was explicitly chosen as the favorite child (“FC”) by our parents, it was well-known among the eight us that we could greatly gain favor in the eyes of my father (known as “FC-status” for the day) by asking critical, thought-provoking questions. Especially questions related to irrigation.
Last month, we went on a family adventure to Yellowstone National Park. We crossed the Great Divide three times while in the Park. Although I’m in my mid-thirties and all of us children are now well into adulthood, we still sought for opportunities to ask questions to Dad.
We pointed out interesting facts regarding Yellowstone’s history, we cited conversations held with park rangers, we rattled off informative tidbits read on signs or pamphlets around us. We amplified our opportunities to dialogue and ask questions with portable walkie-talkies that were in each of our eight vehicles.
Dad smiled as we triggered conversation with questions like “Why do you think that …” “What is the reason that …” “Why is the world …” “How is it possible that …”? We stopped occasionally to duke it out with face-to-face questioning and deep-diving dialogue. We had lengthy conversations at picnic tables and rest-stops for three straight days and nights. It was like a return to my youth. It was a bit of heaven.
Even today, we all vie for the opportunity to ask good questions to Dad. We are more aware of our surroundings. We are more conscious during road trips. We are constantly searching for opportunities to learn. All of this, because Dad, himself is a lover of learning; and, because he nurtured the value that learning gives to each of our lives.
Because of Dad, I love to learn. Learning, for me, is discovery. Learning is an opportunity to dialogue with those I love. Learning is an opportunity for me to create meaning of the world around me. Learning is the way I connect to others. Learning is the way I connect to God. Learning is the primary way I create my identity and my destiny. It is the way I pursue godliness and sense a greater purpose in the world around me.
A great deal of my professional life has been spent in facilitating, evaluating, monitoring and supporting adult literacy programs. I have confronted this question, “How do people learn best?” as well as the deeper question, “How do facilitators best help others to learn?” I have wrestled with these questions and have answered them differently at various periods of my life.
The biggest lesson I have personally learned from educational field experiences in the USA, in the UK, in the Philippines, in Nepal, in Pakistan, in India, in South Africa and Zimbabwe is this”: people learn more when they build from what they already know. And people already know a lot.
Learning takes place in many ways. Living life leads to learning. We teach and are taught by one another in daily life. To amplify the opportunities to learn, we can create forums (safe place for people to dialogue) whereby learners may gather to tether new knowledge to ideas and understandings that they already possess.
As we learn more things, we start to do things differently. We try out our ideas and we learn fundamental concepts in deeper, more meaningful ways. We learn and we do. And then we learn some more. The more we get opportunities to tether our ideas with what we’ve already proven, the more we increase our capacity to tether more knowledge. Light cleaveth unto light. Progress is accelerated and exponential.
I am grateful for the opportunities I had as a child to explore the world through dialogue. I am thankful that my father cultivated curiosity by asking me questions and by expecting me to ask them too. Although questioning alone does not translate into learning, it is the entry-point whereby I have had the whole world opened to me.
Now that I am a parent, I find myself asking my children, “Why do you think the water runs down hill?” My two sons have a natural curiosity to understand the flow of water, just like their grandfather.
Although my two-year old is still learning how to form sentences and to speak articulately, he has also mastered the art of asking “Why?”
If nothing else I teach him holds, I take comfort in the idea that he will become a good question-asker. I believe this is may be the best gift I can cultivate as he seeks learning on his own.
Tuesday, September 8, 2009
9 Sep 2009 Theories of Learning
Theories are the lens by which we view the world.
Consider: What parts of various theories do I agree with? What is my personal learning theory?
- Be able to describe Fig 2.1 and 2.2 and importance to behaviorism (Pavlov)
-can you observe it? if you can't observe it, it doesn't matter
-stimuli in to a black box and what comes out (consequences) that impact behavior next time
- we learn by experience
- What does it mean "to learn" in behaviorism? (positive reinforcement, negative reinforcement, punishment, reinforcement removal)
* probably the longest standing approach for parenting and teaching
- What are some limitations to the behaviorist perspective?
Cognitive Information Processing:
- Be able to describe the elements in Figure 3.1
the mind is a computer, sensory input -> sensory memory (visual, auditory) -> short term memory (rehearsal/chunking - for a few seconds) -> encoding/retrieval -> long-term memory
(associations to a personal experience)
- being able to hear your name
- Be able to share some of the different ideas about how LTM is organized
- What does it mean "to learn" in cognitivism?
Constructivism:
- Be able to describe assumptions and goals for learning for constructivism. (see Table 11.1)
- learning is constructed, limitless, context
- What are the important conditions for learning in a constructivist paradigm?
- What does it mean "to learn" in constructivism?
Constructivism assumes knowledge is constructed not acquired. Knowledge is inside us. (Contrasting viewpoint is Objectivism - knowledge exists outside of us, independent of learners.)
Cunningham (1998) "rhizome metaphor: - tangle of tubers with no apparent beginning or end, constantly changes shape - no limits for knowledge construction
Knowledge constructions do not necessarily bear any correspondence to external reality. They do not have to reflect the world as it really is to be useful and viable.
Vygotsky's notions about the social negotiation of meaning (Ch 7), learners test their own understandings against those of others, notably those of teachers or more advanced peers.
Learning goals include: reasoning, critical thinking, understanding and use of knowledge, self-regulation, mindful reflection
Methods of Instruction: scaffolding, collaborative learning, problem-based learning, open software, course mgmt toolsWednesday, September 2, 2009
2 Sep 2009: Creating my own PLE
Creating my own Personal Learning Environment
This has been an intense introduction to the class during this first week. I am excited to use this blog as my own personal learning environment (PLE).
I have always been particular about how to create my own personal learning environment. Typically, I enjoy a quiet space which is well-lit and is clean. I feel this blog allows me to create my own environment and to light it as I choose and to keep it tidy.
The benefit of using this format for my PLE is that I can link it with other students. It's been fun to connect with other folks and learn from them. When I was an undergrad student at BYU ten years ago, this kind of activity generally took place in hallways or studyrooms at the library.
Today, I am a commuting student from Salt Lake City and I have less time to connect with other students and to broaden my PLE to the world and professors around me (both at BYU and beyond). However, I am daily texting/blogging/emailing folks from around the world - particularly those here at BYU, others at universities and organizations related to my field of research (international development and ICT4D) and people in the field (in Nepal, particularly).
It makes sense that our personal learning environments evolve with changes that afford better opportunities to us. It also makes sense that we preserve our own tailored aspects and personal preferences which facilitate learning in a way that works best for us. I look forward to this PLE as my new springboard for exploring the foundations of Instructional Psychology and Technology while purusing my doctoral studies here at BYU.
This has been an intense introduction to the class during this first week. I am excited to use this blog as my own personal learning environment (PLE).
I have always been particular about how to create my own personal learning environment. Typically, I enjoy a quiet space which is well-lit and is clean. I feel this blog allows me to create my own environment and to light it as I choose and to keep it tidy.
The benefit of using this format for my PLE is that I can link it with other students. It's been fun to connect with other folks and learn from them. When I was an undergrad student at BYU ten years ago, this kind of activity generally took place in hallways or studyrooms at the library.
Today, I am a commuting student from Salt Lake City and I have less time to connect with other students and to broaden my PLE to the world and professors around me (both at BYU and beyond). However, I am daily texting/blogging/emailing folks from around the world - particularly those here at BYU, others at universities and organizations related to my field of research (international development and ICT4D) and people in the field (in Nepal, particularly).
It makes sense that our personal learning environments evolve with changes that afford better opportunities to us. It also makes sense that we preserve our own tailored aspects and personal preferences which facilitate learning in a way that works best for us. I look forward to this PLE as my new springboard for exploring the foundations of Instructional Psychology and Technology while purusing my doctoral studies here at BYU.
Monday, August 31, 2009
31 Aug 2009: Introduction to Graham's Class
I am excited to engage in this class. Although I have been involved in the field of education for the past 10 years in various capacities, I have never been immersed in the field of instructional psychology and technology. I know there are many things that I would like to learn and that this is the right time to do it.
NOTES ON THE CLASS:
- readings through e-reserve URL: http://docutek.lib.byu.edu/eres/coursepage.aspx?cid=3662
- password gra520
- use Zotero http://zotero.org
- answer reflection questions for each week: http://ipt520.wikispaces.com/Readings#week3
- create a personal learning environment (PLE)
- create annotated bibliography based on readings for class with notes I found useful
- issue discussion (taught by groups regarding an issue in the field - one full class period)
* put something in your PLE once a week
* choose reflection questions to direct your reading and respond to on the PLE
* do all readings for each monday and get the blog post sometime that week
RSS Feeds
- Real Simple Simulation
- YouTube: RSS in Plain English
INTERNET RESEARCH: Find the best article or video resource to answer:
* What is a PLE?
- a personal, tailored environment customized to preferences of the learner, portal for collecting and sharing artifacts (photos, emails, data, music etc.), controlled by the owner/individual, set your own objectives - flexibility according to changing demands/interests of self
* What are the elements of a PLE?
- exists over time, can collect sources, readings, friends, collaborations
* How is a PLE different from an MLS?
- MLS is limited to course only (owned by institution, not individual), PLE is more interactive - google group (unified approach)
* What are examples of a PLE?
- blog, wiki, website
- facebook can be a tool to create a PLE (a group with similar interests)
- a place where you plug yourself into your own learning environment (doesn't have to be digitally connected) but it needs to connect with other people, & that's easiest online
- mix of several tools that help you organize your ideas (iGoogle)
- often called Personal Learning Networks
- brilliant mode of collaboration
INTERNET RESEARCH:
* What is an RSS Feed?
* Find 2-3 RSS Feeds related to Inst Tech that you'd like to follow for semester
CLASS MEMBERS:
DR. CHARLES GRAHAM
- "I prefer that you call me Charles."
- 5 kids, his wife has breast cancer, left his Geo Prism on deathbed in hospital
- interested in how technologies can improve teaching and learning (blended teaching environments) - combine the strength of face to face with online
ROB STEVENSON (MSC)
- married, 4 yr and 2yr boys
- Colorado Springs, CO
- Japanese, Korean, Tagalog students at MTC
DAVID DEAN (MSC)
- married 2 yrs, wife studied ed psych
- Chinese at MTC (language learning software)
RICHARD MARWATELL (PHD)
- married, worked for father-in-law
- interested in marriage and family therapy
- designed training programs
SPENCER HALL (PHD)
- USU Masters
- worked in Hawaii
- Training for medical device companies
- Transfer of knowledge
- Worked with Kristen Proctor, ProLiteracy/Lynn/FAMA in Dominican Republic
DANIEL YOUNG (MSC)
- married, 11 month baby and one due in March
- from UVU, technical writing
- internship with Novell, designing instructional materials
- interested in empowering people to learn how to teach themselves
KEITH PROCTOR (MSC)
- married, 3 kids, from So.Cal., expecting 4th kid in Feb
- business admin bkrgd, loves teaching
- redefined all he knows of teaching and learning
- technology, content, knowledge
- fascinated with finding ways to measure multiple intelligences & open up range of learning
JARED BORRUP (PHD)
- 6 years teaching in IF, Idaho teaching 6th graders
- married to Pam, teacher (Anatomy, Volleyball)
- how to better educate people - webcasting, discussion boards, presentations, interactive
DEBRA BISER (PHD)
- Academic Technology Strategist - blackboard
- Worked for Jon Mott at CTL
- wife of 1, mother of 3
- innovation, learner centricity
TIFFANY IVINS (PHD)
- Masters at Oxford - interest in learning for literacy students in developing countries
- Question - how do we sustain momentum once funding dies?
- How do we tailor learning tools in localized formats for learners of different languages, lower literate groups particularly?
KEVIN ASHTON (PHD)
- worked for LDS church
- corporate documentation is inefficient
- interested in how to improve tech for teaching
DAN RANDLE (MSC)
- History graduate at BYU
- Taught in Highschools - got degree and found out about IPT
- Study how people learn to improve instruction
ASHLEY WHITAKER (PHD)
- Masters in Art History, got a job as Art Education Outreach agent for Springville Museum
- Gave presentations all over the state for art exhibits
- Incorporate visual arts into learning environments
NOTES ON THE CLASS:
- readings through e-reserve URL: http://docutek.lib.byu.edu/eres/coursepage.aspx?cid=3662
- password gra520
- use Zotero http://zotero.org
- answer reflection questions for each week: http://ipt520.wikispaces.com/Readings#week3
- create a personal learning environment (PLE)
- create annotated bibliography based on readings for class with notes I found useful
- issue discussion (taught by groups regarding an issue in the field - one full class period)
* put something in your PLE once a week
* choose reflection questions to direct your reading and respond to on the PLE
* do all readings for each monday and get the blog post sometime that week
RSS Feeds
- Real Simple Simulation
- YouTube: RSS in Plain English
INTERNET RESEARCH: Find the best article or video resource to answer:
* What is a PLE?
- a personal, tailored environment customized to preferences of the learner, portal for collecting and sharing artifacts (photos, emails, data, music etc.), controlled by the owner/individual, set your own objectives - flexibility according to changing demands/interests of self
* What are the elements of a PLE?
- exists over time, can collect sources, readings, friends, collaborations
* How is a PLE different from an MLS?
- MLS is limited to course only (owned by institution, not individual), PLE is more interactive - google group (unified approach)
* What are examples of a PLE?
- blog, wiki, website
- facebook can be a tool to create a PLE (a group with similar interests)
- a place where you plug yourself into your own learning environment (doesn't have to be digitally connected) but it needs to connect with other people, & that's easiest online
- mix of several tools that help you organize your ideas (iGoogle)
- often called Personal Learning Networks
- brilliant mode of collaboration
INTERNET RESEARCH:
* What is an RSS Feed?
* Find 2-3 RSS Feeds related to Inst Tech that you'd like to follow for semester
CLASS MEMBERS:
DR. CHARLES GRAHAM
- "I prefer that you call me Charles."
- 5 kids, his wife has breast cancer, left his Geo Prism on deathbed in hospital
- interested in how technologies can improve teaching and learning (blended teaching environments) - combine the strength of face to face with online
ROB STEVENSON (MSC)
- married, 4 yr and 2yr boys
- Colorado Springs, CO
- Japanese, Korean, Tagalog students at MTC
DAVID DEAN (MSC)
- married 2 yrs, wife studied ed psych
- Chinese at MTC (language learning software)
RICHARD MARWATELL (PHD)
- married, worked for father-in-law
- interested in marriage and family therapy
- designed training programs
SPENCER HALL (PHD)
- USU Masters
- worked in Hawaii
- Training for medical device companies
- Transfer of knowledge
- Worked with Kristen Proctor, ProLiteracy/Lynn/FAMA in Dominican Republic
DANIEL YOUNG (MSC)
- married, 11 month baby and one due in March
- from UVU, technical writing
- internship with Novell, designing instructional materials
- interested in empowering people to learn how to teach themselves
KEITH PROCTOR (MSC)
- married, 3 kids, from So.Cal., expecting 4th kid in Feb
- business admin bkrgd, loves teaching
- redefined all he knows of teaching and learning
- technology, content, knowledge
- fascinated with finding ways to measure multiple intelligences & open up range of learning
JARED BORRUP (PHD)
- 6 years teaching in IF, Idaho teaching 6th graders
- married to Pam, teacher (Anatomy, Volleyball)
- how to better educate people - webcasting, discussion boards, presentations, interactive
DEBRA BISER (PHD)
- Academic Technology Strategist - blackboard
- Worked for Jon Mott at CTL
- wife of 1, mother of 3
- innovation, learner centricity
TIFFANY IVINS (PHD)
- Masters at Oxford - interest in learning for literacy students in developing countries
- Question - how do we sustain momentum once funding dies?
- How do we tailor learning tools in localized formats for learners of different languages, lower literate groups particularly?
KEVIN ASHTON (PHD)
- worked for LDS church
- corporate documentation is inefficient
- interested in how to improve tech for teaching
DAN RANDLE (MSC)
- History graduate at BYU
- Taught in Highschools - got degree and found out about IPT
- Study how people learn to improve instruction
ASHLEY WHITAKER (PHD)
- Masters in Art History, got a job as Art Education Outreach agent for Springville Museum
- Gave presentations all over the state for art exhibits
- Incorporate visual arts into learning environments
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