Working with Wikis
Considerations of Collaborative Learning
Monday, October 26, 2009
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.
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