It was appropriate to attend a mini symposium offered by the and present a short overview of my e-Learning developmental journey for 2010.
Lord knows where this will take me in the final outcome, bur the experiences this year have given me enough insight to be intrigued and hopeful of some good developments for all learners in our futures.
To this end I personally feel part of a community that is likely to be ongoing in my professional career. Can this "professional career" ever be isolated from social interactions? NO. This however doesn't mean my entire social networking be career oriented. This is a comfort to realize as we all need our private space and family interaction that can be the release valve to the pressures of our profession.
Tabitha ran a log of events in her Blog and as tweets. She kindly expressed that my sharing of 2010 discovery inspire her to update here blog.
http://tabitharoder.wordpress.com/
I used my I-Pad notes to record a few ideas and terms from other presenters. Really good feeling in the COP.
Vickle may not wish to have Carringtons as an after symposium luncheon location next time :-)
http://www.youtube.com/watch?v=zGEquKzzMyU
Saturday, November 20, 2010
Thursday, November 11, 2010
Reflections to Peer Feedback.
Feedback suggested that the transparency of my concept map was lacking. I shouldn't wonder. The concept put into a more structured format might be more recognisable when aligned to the goals of the Unitec Living Curriculum.
Without being too exhaustive in the concept I've tried to matrix the relevant directives between level 3 & 5 NZQA courses to clarify.
I've also eluded to the readings that support my direction to some extent and without wishing to revisit my previous blog posts on readings.
CONCEPT MAP RE: #SLT10
Using the Mapped Living Curriculum to view concept around sound pedagogical activities to engage
Level 4 CAT Boatbuilding students.
Mapping the Living Curriculum
The Living Curriculum is defined by a number of characteristics. The Unitec Principles of Learning and Teaching are identified on the left hand side of this table and are themselves derived from the characteristics of the Living Curriculum. When the characteristics and the principles are analysed alongside each other, four key ideas that underpin approaches to learning and teaching become evident. These are:
- enquiry (how learners go about asking and answering questions);
- discipline (how learners engage with the knowledge that underpins the discipline);
- autonomy (how learners increasingly develop their capability and confidence); and
- conversation (how learners engage with self and others to develop understandings).
Embedded in each idea is the concept of Ako, described here. Desire for knowledge is the catalyst for enquiry to be conceptualised and articulated. The consequence of this are complex relationships where critical consciousness and student engagement evolve through pedagogical practice. The autonomy and potential of the learner is attained through the teacher/learner relationship using diverse forms of intercultural communication. This lifts the mana (authority) of the knowledge and the integrity of the institutional environment. Ako should be considered and incorporated at all levels, consistent with the intent of the Living Curriculum.
The levels here map against the NZQF level descriptors and represent typical first year expectations for students in certificates (L3), diplomas and degrees (L5), and postgraduate study (L7/8). When defining approaches for other levels, the expectations will bridge the gaps between levels as described here. These are indicative expectations only and groups of learners within particular contexts and disciplines may deviate from these.
| Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection | ENQUIRY | The process of enquiry is at the heart of what we do in tertiary study. It starts with thinking about the world, formulating a question, finding information about the question, interpreting and testing ideas and information, generating and synthesising ideas, presenting and reflecting on the process. This in turn will generate further questions. Ako as wananga Wananga informs the curriculum through critical enquiry. The relationship of the learner and the teacher is interdependent and reciprocal for personal and communal good. In this context, the teacher is prepared to learn from the learner. | ||
| Level 3 | Level 5 | Activity | Relates to | |
| Learners engage with questions usually determined by the teacher Learners source information from a range of prescribed resources Learners typically interpret information using defined criteria Learners present information, using familiar language and forms appropriate to the discipline, to the teacher (and sometimes peers) as audience Learners experience a high degree of prescription, scaffolding and guidance | Learners engage with questions which may be determined by the teacher Learners source information from a range of prescribed and self-selected resources Learners interpret information using one of several defined criteria Learners present information using prescribed language and forms appropriate to the discipline, to a defined audience Learners experience a fair degree of prescription, scaffolding and guidance | Critiquing and reflecting as individuals and groups help show that enquiry can be safe directive and constructive. Trade Term wikipedia may be used as a review and new learning tool. Web Google searches and image searching is a good starting point for discussions. Topics drop out of these social references. Learning Outcomes for each course direct all learning to parameters that can then be graded. The pathways to these findings can and will be diverse as the learning styles of students’ depict. Conversations and presentations will develop into the language of Boatbuilder (Trade Terms) Also tech drawings, timelines, project schedules, sketches and multi media help reach intended audience. Scaffolding IS the framework of constructivist teaching . | | |
| Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection | DISCIPLINE | Defined as a community of practice which has a (contested and evolving) body of knowledge and theory, based on particular ways of knowing and practising, which is taught and applied and researched. A discipline has its own literacies and language. Members of the discipline (faculty, learners, practitioners, scholars, etc) identify with this community of practice and help to induct new members. Ako as kaupapa Kaupapa is a process by which the intellect internalises, distinguishes, and creates new knowledge | ||
| Level 3 | Level 5 | Activity | | |
| Learners are guided to engage with knowledge from sources that are readily available and directly applicable to solving familiar problems. Learner and teacher conversations develop from previously established meanings and aim to reach shared understandings Both learners and teachers have a significant role to play in the development of knowledge Learners have some ability to chart their own course of enquiry within clear direction Learners begin to construct and reflect on their disciplinary identity, but the relationship of specific knowledge to the discipline may not yet be known | Learners are partly guided from specific sources and co-create knowledge that is specialised and may have areas of depth. Learners have guided conversations (with peers and teachers) about analysing and interpreting problems and identifying appropriate responses Learners blend guided and self-directed enquiry Learners understand the relationship of specific knowledge to the discipline. Learners begin to have interdisciplinary conversations about multiple perspectives from a disciplinary base | A regularly used and referred to Google presentation collaborative ‘Trade Terms Doc’ developed in the same manner as ‘Wikipedia’. Conversations and critiquing of student entered descriptions to the terms will be group in orientation and have tutor support but not lead. Editing of the Trade Terms doc can be ongoing with some students collaborating and others duplicating slides to try improving on descriptions. Ulitimately migrating from repeting searched descriptions and evidential graphic info to evidence of the students’ own experiences here at Unitec. Charting of their journey is via regular postsing within a student owned ‘Blogbook of Learning’ developed through out the CAT Baotbuilding full year programme. Reflections and tutor feedback is monitored within the Blogs and also group mentions posted in the Moodle forum or message post. | | |
| | AUTONOMY | Individuals taking increasing charge of their own learning, which may be best achieved through a scaffolded and staged process of learning how to learn, planning, managing and reflecting on the process and products of learning. Ako as mana Mana binds the authority of learner and teacher with matauranga (knowledge). Integrity is developed through a process of poutama (scaffold learning) | ||
| Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection | Level 3 | Level 5 | Activitiy | |
| Learners receive ongoing assistance with learning how to learn Learners engage with a defined range of contexts in largely directed activity to assist the development of independence Learners receive ongoing supervision and constructive feedback by teacher Learners are supported to have responsibility for the quality and quantity of the output Learners are given explicit and structured input on the process of reflecting and evaluating their own learning Learners are introduced and supported, in a structured manner, to working in groups, project work, self and peer assessment The notion of Community of Practice is introduced and developed | Learners engage with a wide range of contexts, including theoretical and unfamiliar contexts, with a degree of independence Learners have significant responsibility for the nature, quality and quantity of outcomes with direction from teacher Learners are expected to be able to manage their own learning with some supervision and structured input from teachers on learning strategies., Learners are expected to be able to work in groups, undertake projects, understand peer and self assessment with some support. Learners begin to operate as a Community of Practice with direction on roles and responsibilities within the group | Video review resources that help students to review class sessions, availing students the option of iterative learning and a chance to reflect and challenge prior activities and building new knowledge. Web 2.0 tools employed to view, store, reference and discuss. Parameters only set on the final required arrangement of presented work in order for tutor staff and moderators to see level of results and arguments. Blog comments and comments within Google Doc used for summative portfolio building and presentation. F2F class discussions and guidance daily. Conversational model of open questioning and challenging students to think and review their own experiences and views. Learning styles and spiky profiles are explored within a F2F class session. Personal profiles are investigated and shared in small group work and a collaborative Google Doc. Building practicum’s, collaborative google docs, timelines (open proj) Web 2.0 communicative tool use discussed and trialled. (again review videos for support) COP may be outside the influence of the tutor but may also include or be refered to to tutor as a means to show evidence of student participation and societal contexts. Vid chats, twitter, e/g-mails, text messages, forum posts, Blogs, facebook etc… all referable within the final assessment google doc portfolio. | | |
| | CONVERSATION | Conversations about enquiry, knowledge, practice, learning and teaching are significant for engagement between and among learners, teachers, practitioners, communities, scholars, and with self and texts. Conversation develops beyond chat or discussion and becomes true dialogue that involves analysis, synthesis, critical thinking and reflection. Effective conversations help to build inclusive relationships, involve questions as well as answers, and facilitate the expression of different points of view. Conversations are contextually situated, and both technology and relationships mediate and facilitate conversations. Ako as puawaitanga Ako acknowledges that curriculum development derives from diverse forms of intercultural communication. | ||
| Conversation Curiosity/Inquiry Collaboration Self-Efficacy Problem-Solving Creativity Reflection | Level 3 | Level 5 | Activity | |
| Conversations encourage student curiosity Conversation is facilitated through reading, writing, speaking, internet searches, etc Learner needs inform the direction of the learning process Learners are introduced to and supported to achieve group outcomes Learners engage in and utilise discussions that focus largely on familiar contexts and situations Learners are encouraged to consider and integrate new ideas and diverse perspectives from relevant conversations (peers, teachers, practice) Learners are supported to identify ways to reflect on their own work/practice | Learners collaborate with peers and participate in supported peer observation and assessment Teacher-led communities of practice are an integral part of promoting conversation and collaboration Teacher-learner conversations assist teachers in determining learning content and process Learners work together with guidance to define and resolve familiar and unfamiliar problems | Notes and sketching within the practical sessions develop questions and conversations around topics rather than suggesting topics and then creating virtual scenarios to fit. Blogbooks are a first edit of newly aquired knowledge that may be reflected upon over time and edited as knowledge becomes owned by the student. The final editing of new knowledge happens when the Learning Outcomes of the course are expressed by students in their e-portfolios. The Blogs may be private (tutor access encouraged) until the students feels comfortable in opening their thoughts to groups etc… All theory session discussions are recorded in the smartboard environment to be accessed at a later date by all participants. Again social software Web 2.0 tools help connect discussions that are not F2F. Blog postings are commented on between followers and tutor reflection could promote editing and deeper meaning. | | |
Wednesday, November 3, 2010
SLT Assessment 2
I Believe:
The natural means to learning is to construct knowledge through enquiry, altering our previous knowledge only when we have proven to our own satisfaction that the new knowledge is sound. This is natural.
There are so many (at first taste) conflicting, yet paradoxically confirming streams of information I have evaluated recently that to say I've a firm framework is to be somewhat trite. The reality is that the conflictions ultimately prove to be merely complexities.
The very notion of a 'framework', for instance, flies in the face of the open construct I'm determined to develop within my teaching methods.
I much prefer to view a framework as a 'scaffold', the difference to me, being that a scaffold is removed after its' usefulness has served it's purpose. A 'framework' infers rigidity and permanence.
So... 'What' am I trying to develop as a teaching style and 'Why'?
I wish to model my style around that of a 'constructivists model'.
Such a model is student centred first and foremost, I believe it enhances the direction we appreciate as appropriate in the modern connected world in helping people develop within themselves the capabilities around self efficacy: to be community minded, collaborative as they choose, enquiring, and able to build new knowledge from a variety of different resources and inputs.
So... I see the Moodle environment as a repository for course and resources general information and launching pad linking to 'Tutor environments'. Moodle therefore is a structured rigid "Framework" this is necessary of management and recording but not strictly a learning tool.
Moodle therefore is set up as a "Framework"
The 'Tutor environments' link from the Moodle and here we start to develop a culture/community by using a 'Scaffold' with practice lessons in house, review videos for review online etc... to allow for iterative learning when necessary.
A familiarity of process also needs to be included to allow for some comfort and expectation to be part of the norm.
I see the use of a wikipedia building of trade terms and the discussions we can have falling out of this trade terms in-house construct, will be a comfortable and exponential group experience that can have individual values negotiated within the assessment criteria.
The redevelopment of our CAT Boatbuilding "TTEC4000 Professional Development" course, to allow a full year for students to build upon their experiences and gain comfort in using web 2.0 tools and the constructivist pedagogy they will be experiencing. The intention is also that they will discover more about themselves on this journey. The TTEC4000 course assessment document is a document where three students collaborate to develop the first three L.Os' the next two L.Os' are individual reflections and analysis of the collaborative process. Google docs lend themselves very well to this end.
Along side the use collaborative documents each student regularly posts in to a blog that is to record and reflect on their year's experiences. The blog is not assessed directly but is intended as a voice, Tutors are invited to follow and as time and competency develops tutors may encourage students to open the access of their blogs to more people and allow public access if they feel comfortable in this. This is a start to societal input and expression.
I strongly agree with Anne Bartlett-Bragg (2003) "Blogging to Learn", in her 5-stages of Blogging Process.
1, establishment. 2, introspection. 3, reflective monologues. 4, reflective dialogues. 5, knowledge artifacts.
These stages are exactly my own experiences.
REF: Blog post; Reflections on Reading #7 "Bearing Witness"
The final environments outside 'Moodle' and 'Tutor environments' are environments that are natural to the students. 'Societal' environments. It might be good to use Moodle as a facility for class group form posts, these asynchronous systems however should be recognised as not being timely and therefore more as a place to negotiate or record negotiated changes and agreements effecting all students.
The tools for students' to discuss, and share outside Unitecs' structures and settings is essential and nature. It must be encouraged. Developing the capabilities for these activities can be built into our Unitec delivery and practice sessions but the use is open to student interpretation/freedom. The only proviso is that in order to manages assessment events, grading and moderation of courses we at Unitec need the final presentation of student work to be in a limited number of options.
How the learning happens though must be as open as the student desires. e.g. Live chats, video recordings, interviews, texts, F2F, tweets, g/e-mails, discussion boards, etc...
An analogy of these frameworks working in conjunction might be the photo of the Chinese ball where Unitecs' Moodle might be the inside ball, the Tutor environments might be the outer ball and the societal environment is the support structure holding it all up. Each surface(environment) is complexly interlinked with the next and viewable through each other.
Collaboarative 'Google docs' and blogging are therefore the two main web 2.0 tools that I'm developing activities around to encourage the constructivist attitudes to teaching.
Examples trialled this year follow:
Student built blogs;
http://bcublogbook.blogspot.com/
Tutor overview blog;
http://bmerfunitec.blogspot.com/
Google presentation collaborative document (type of wikipedia around boatbuilding terms);
https://docs.google.com/present/edit?id=0AXEFXZnIY1A5ZGR4dmpyMmtfOTM3am10OHFmYw&hl=en_GB
Google doc TTEC3000 student constructed collaborative assessment document: https://docs.google.com/document/d/1rFsDWd0V1FUnWzzbJS3_2A9HiBcPqnCFog-_k_Nq0EI/edit?hl=en_GB#
In closing:
To all #SLT10 group members
I have been remiss in finishing some of my reflective write up postings around suggested readings.
The reason is; in reading other colleagues postings, their posts summed up very well my own fledgling understandings and viewpoints. (I must add my views at some date and hope I may refer to my colleagues post as support). Thanks to Muks and Lita in particular for a couple of very well reflected postings, Chris for e-mailing me Grays paper (Eureka moment), Steve a.k.a. Scott for the 'one fact a day concept' and all group for mucking in and opening up on their prospective views.
Thanks to Thom and Vickle for the demos and managing to direct us to readings that prompted good discussion. (Not as arduous to read as I'd imagined)
The natural means to learning is to construct knowledge through enquiry, altering our previous knowledge only when we have proven to our own satisfaction that the new knowledge is sound. This is natural.
There are so many (at first taste) conflicting, yet paradoxically confirming streams of information I have evaluated recently that to say I've a firm framework is to be somewhat trite. The reality is that the conflictions ultimately prove to be merely complexities.
The very notion of a 'framework', for instance, flies in the face of the open construct I'm determined to develop within my teaching methods.
I much prefer to view a framework as a 'scaffold', the difference to me, being that a scaffold is removed after its' usefulness has served it's purpose. A 'framework' infers rigidity and permanence.
So... 'What' am I trying to develop as a teaching style and 'Why'?
I wish to model my style around that of a 'constructivists model'.
Such a model is student centred first and foremost, I believe it enhances the direction we appreciate as appropriate in the modern connected world in helping people develop within themselves the capabilities around self efficacy: to be community minded, collaborative as they choose, enquiring, and able to build new knowledge from a variety of different resources and inputs.
So... I see the Moodle environment as a repository for course and resources general information and launching pad linking to 'Tutor environments'. Moodle therefore is a structured rigid "Framework" this is necessary of management and recording but not strictly a learning tool.
Moodle therefore is set up as a "Framework"
The 'Tutor environments' link from the Moodle and here we start to develop a culture/community by using a 'Scaffold' with practice lessons in house, review videos for review online etc... to allow for iterative learning when necessary.
A familiarity of process also needs to be included to allow for some comfort and expectation to be part of the norm.
I see the use of a wikipedia building of trade terms and the discussions we can have falling out of this trade terms in-house construct, will be a comfortable and exponential group experience that can have individual values negotiated within the assessment criteria.
The redevelopment of our CAT Boatbuilding "TTEC4000 Professional Development" course, to allow a full year for students to build upon their experiences and gain comfort in using web 2.0 tools and the constructivist pedagogy they will be experiencing. The intention is also that they will discover more about themselves on this journey. The TTEC4000 course assessment document is a document where three students collaborate to develop the first three L.Os' the next two L.Os' are individual reflections and analysis of the collaborative process. Google docs lend themselves very well to this end.
Along side the use collaborative documents each student regularly posts in to a blog that is to record and reflect on their year's experiences. The blog is not assessed directly but is intended as a voice, Tutors are invited to follow and as time and competency develops tutors may encourage students to open the access of their blogs to more people and allow public access if they feel comfortable in this. This is a start to societal input and expression.
I strongly agree with Anne Bartlett-Bragg (2003) "Blogging to Learn", in her 5-stages of Blogging Process.
1, establishment. 2, introspection. 3, reflective monologues. 4, reflective dialogues. 5, knowledge artifacts.
These stages are exactly my own experiences.
REF: Blog post; Reflections on Reading #7 "Bearing Witness"
Another inspirational pedagogical framework 'in action' came from reading:
Audrey, Gray. "Constructivist Teaching and Learning." Saskatchewan School Boards Association ». 1997. 07 Oct. 2010 <http://saskschoolboards.ca/research/instruction/97-07.htm>.
REF: Blog post; "Eureka!!!"
REF: Blog post; "Eureka!!!"
The final environments outside 'Moodle' and 'Tutor environments' are environments that are natural to the students. 'Societal' environments. It might be good to use Moodle as a facility for class group form posts, these asynchronous systems however should be recognised as not being timely and therefore more as a place to negotiate or record negotiated changes and agreements effecting all students.
The tools for students' to discuss, and share outside Unitecs' structures and settings is essential and nature. It must be encouraged. Developing the capabilities for these activities can be built into our Unitec delivery and practice sessions but the use is open to student interpretation/freedom. The only proviso is that in order to manages assessment events, grading and moderation of courses we at Unitec need the final presentation of student work to be in a limited number of options.
How the learning happens though must be as open as the student desires. e.g. Live chats, video recordings, interviews, texts, F2F, tweets, g/e-mails, discussion boards, etc...
An analogy of these frameworks working in conjunction might be the photo of the Chinese ball where Unitecs' Moodle might be the inside ball, the Tutor environments might be the outer ball and the societal environment is the support structure holding it all up. Each surface(environment) is complexly interlinked with the next and viewable through each other.
Collaboarative 'Google docs' and blogging are therefore the two main web 2.0 tools that I'm developing activities around to encourage the constructivist attitudes to teaching.
Examples trialled this year follow:
Student built blogs;
http://bcublogbook.blogspot.com/
Tutor overview blog;
http://bmerfunitec.blogspot.com/
Google presentation collaborative document (type of wikipedia around boatbuilding terms);
https://docs.google.com/present/edit?id=0AXEFXZnIY1A5ZGR4dmpyMmtfOTM3am10OHFmYw&hl=en_GB
Google doc TTEC3000 student constructed collaborative assessment document: https://docs.google.com/document/d/1rFsDWd0V1FUnWzzbJS3_2A9HiBcPqnCFog-_k_Nq0EI/edit?hl=en_GB#
In closing:
To all #SLT10 group members
I have been remiss in finishing some of my reflective write up postings around suggested readings.
The reason is; in reading other colleagues postings, their posts summed up very well my own fledgling understandings and viewpoints. (I must add my views at some date and hope I may refer to my colleagues post as support). Thanks to Muks and Lita in particular for a couple of very well reflected postings, Chris for e-mailing me Grays paper (Eureka moment), Steve a.k.a. Scott for the 'one fact a day concept' and all group for mucking in and opening up on their prospective views.
Thanks to Thom and Vickle for the demos and managing to direct us to readings that prompted good discussion. (Not as arduous to read as I'd imagined)
Sunday, October 17, 2010
Saturday, October 9, 2010
Mashup. Vs Framework
I may be taking liberties and using the term 'Mashup' a little liberaly here but below is an e-mail I sent to a colleague 'Chris' after a discussion around the concepts of 'Frameworks'.
Hi Chris,
I think what you've been working towards looks real good. I've kind of got a bind but am working through it.
It's almost retrospective to be discussing "Frameworks" when the new order is more of a 'mashup'
Using WWW wherever whenever whatever. Frameworks determine parameters. I recognise that what they are after is a pedagogical construct that they can point at
as evidence that we know what we are doing but....
The following quote from (J.Harding,2004) "Using safety nets: flexible learning and operational change"
one of her references is:
Cairns notes:
Change is the only constant, knowledge and information is open, plentiful and incomplete. The reality of the new-style organisation is characterised by chaos, complexity, uncertainty and paradox.
The rate of change is such that we can no longer even pretend that we can know what is going to happen next. (1998:26)
(Cairns.M. 1998) "Approaching the Corporate Heart" Simon and Schuster, Australia.
So.... mashup indeed.
I think the real tenet we must incorporate in our teaching/learning framework is to be learner-centred, this avails a huge and mixed range of recognisable framweworks. Personally I prefer to look at process then try to fit which framework this might be called/ aligned to.
To try to do otherwise may be missing the point and leave untried possibilities unexplored.
Regards
Merf
Friday, October 8, 2010
"Eureka shared"
Couldn't wait to share my new knowledge.
DISCOVERY
A good day.
Thursday, October 7, 2010
Reflecting on "Eureka"
Since my "moment" last evening, I've been reflecting on 'WHAT' it was in particular about this reading that made such an immediate connection with me. I mean, I'd read several texts about constructivism and other frameworks, but this time.....I re-read my gushy intro from last night, here in lies the answer, I said "the subject matter transported me". This indicates that I (on a subconscious level) bought into the "story". The reading had a small example of a 'real world' situation with 'real people', I entered that world, I recognized the similarities with my own teaching style and aims. But was that all...what then changed this experience from being another head nodding exercise to being an epiphany of sorts?
I strongly remember the last book that had this effect on me, it was in 1980 and it was "Gougeon Bros on Boat Construction", that time it set me on a journey of discovery that gives us the boatbuilder you see today. The precursor to the "Gougeon" book was mucking about in boats, reading trade/ boating magazines and the odd tale of seamanship, I was also, at the time, living in Australia and the KZ7 Americas Cup excitement was upon us. These things (societal you'll notice) allowed me the freedom and language to recognise a passion that has sustained me as a person for many years. Was I actively looking to become a boatbuilder? No not actively, I was a draughtsman for an engineering firm. Can I see parallels with where some of my students 'come aboard' with their studies? absolutely.
So...what happened?
Firstly; it challenged and made me recognise the relevancy of prior reading and my witnessing of examples of other peoples work with students, sometimes physically, sometimes from recorded exemplars.
Secondly; this recognition brought with it the understanding of where I was weak in application of this technique in teaching, namely, being brave enough to let construction happen within the knowledge and skills students already possess, in other words to stand off more, to "Facilitate-not Regurgitate". The ideas for lesson and activities plans have taken a dynamic shift within me. I can't stop smiling-it is a key.
Thirdly; the realisation that the culmination of a plethora of bite sized information and learning alighned to perhaps not give me knowledge per say, but to develop that knowledge into a inspiring deliberate actions to move forward with.
Finally; behind all this was a slowly remembered concept that I often mistakenly overlook. I often see frameworks as something 'I' need to fit into. "WRONG" I just need to recognise which framework I assimilate to naturally.
Again this realisation harks back to prior knowledge from a GDipHE course around L&N frameworks and interventions. For me I have to start with 'what I do now' that is good, then, see where it fits a framework. NOT! here is a framework now change yourself to suit it.
Thanks Trisias Halifran for a one liner that had that particular penny drop for me. Once I understood this, I felt that I had been "Dumb" for quite some time, but... so be it.
In effect then, I am more aware of the very processes that constructivist learners should go through. It may be the very first time I've been able to see a true overview of the processes I myself experience 'as' I experienced it. (uuoooohh spooky possums)
Where did the learning final happen? was it in a societal environmental?
You bet it was, the daily collegiate banter between colleagues in the SLT group and staff that just get into it, with lunchtime discussions, items of interest being distributed freely, online bog posts from a variety of educationalist and tutors, suggested readings that then promoted surfing wider topics and views, all had a hand in it. Has web 2.0 tools played a role. Of course. So...
Thirdly; the realisation that the culmination of a plethora of bite sized information and learning alighned to perhaps not give me knowledge per say, but to develop that knowledge into a inspiring deliberate actions to move forward with.
Finally; behind all this was a slowly remembered concept that I often mistakenly overlook. I often see frameworks as something 'I' need to fit into. "WRONG" I just need to recognise which framework I assimilate to naturally.
Again this realisation harks back to prior knowledge from a GDipHE course around L&N frameworks and interventions. For me I have to start with 'what I do now' that is good, then, see where it fits a framework. NOT! here is a framework now change yourself to suit it.
Thanks Trisias Halifran for a one liner that had that particular penny drop for me. Once I understood this, I felt that I had been "Dumb" for quite some time, but... so be it.
In effect then, I am more aware of the very processes that constructivist learners should go through. It may be the very first time I've been able to see a true overview of the processes I myself experience 'as' I experienced it. (uuoooohh spooky possums)
Where did the learning final happen? was it in a societal environmental?
You bet it was, the daily collegiate banter between colleagues in the SLT group and staff that just get into it, with lunchtime discussions, items of interest being distributed freely, online bog posts from a variety of educationalist and tutors, suggested readings that then promoted surfing wider topics and views, all had a hand in it. Has web 2.0 tools played a role. Of course. So...
Eureka !!!
EUREKA!!!
I do believe... I've found it.Actually Chris threw me into this particular bath in which I discovered my true displacement value. (Thanks Chris I'll buy you a doughnut)
I'd been investigating "constructivism" as a model to frame my teaching style, delivery and classroom activities around when... "WHAM" Chris sent me a paper he'd come across that opened the door. (must have been a breeze blowing 'cause the door nearly came off its' hinges)
Contructivist Teaching and Learning
By: Audrey Gray
http://saskschoolboards.ca/research/instruction/97-07.htm
This reading may very well change my life. It encompasses 'ALL' that I've come to believe over several years of teaching and helped identify for me the one particular area that I'll personally need to focus on developing within my 'self'.
I've been teetering around the edge of this development for some time but...a sample of this paper, that switched me on:
(A.Gray,1997) A constructivist teacher and a constructivist classroom exhibit a number of discernable qualities markedly different from a traditional or direct instruction classroom. A constructivist teacher is able to flexibly and creatively incorporate ongoing experiences in the classroom into the negotiation and construction of lessons with small groups and individuals. The environment is democratic, the activites are interactive and student centered, and the students are empowered by a teacher who operates as a facilitator/consultant.
and:
Constructivist classrooms are structured so that learners are immersed in experiences within which they may engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection. Teachers need to recognize how people use their own experiences, prior knowledge and perceptions, as well as their physical and interpersonal environments to construct knowledge and meaning. The goal is to produce a democratic classroom environment that provides meaningful learning experiences for autonomous learners.
The difference in tone with Audrey Gray's writing and the reality of the subject matter transported me into the settings and discussion perfectly, shockingly.
I'm very much a pragmatist, as it turns out, and until I could envisage the 'HOW' I couldn't take the next step. Well... "clear the stoop, I'm comin' through".
I'll need to spend quite a bit of time developing methods to "Let go". But I'm starting to see 'HOW' I can facilitate this 'absolute' in my teaching.
(A.Gray,1997)A constructivist student-centered approach places more focus on students learning than on teachers teaching. A traditional perspective focuses more on teaching. From a constructivist view, knowing occurs by a process of construction by the knower. Lindfors (1984) advises that how we teach should originate from how students learn.
and:What is essentially involved in constructivist strategies and activities is a process approach to learning. Applebee (1993) remarks that "rather than emphasizing characteristics of the final products, process-oriented instruction focuses on the language and problem-solving strategies that students need to learn in order to generate those products" (p. 5). And as students interact with their teacher and with each other as part of either whole class activities, small group activities, or individual activities, they practise using language in a variety of contexts developing and honing many different skills as they do so.
All these statements fit perfectly well with, my personality (with some work) my beliefs and the settings of the discipline in which I teach. I don't pretend that I'll get it running on rails any-time soon. In fact off the rails is part of the ideal, rails being confining in nature. I do think however that a constructivist approach to my teaching and my students' learning has, with this paper, been given a push to help propel my leap of faith.
Below is the one area where the ability to prepare to Let Go of teacher control is perhaps the most difficult part of the whole constructivist approach. It is essential, there are still parameters around which there is little if any room for negotiation, but there is still a large area where freedom to mould assessments, timing of content coverage, alignment between practical hands-on sessions and theory content absorption/recognition. Inventive and versatile activities and resources are a must and time developing these may be interactive with students to some extent. Preparation of resources for days when things get a bit "pear shaped" may also need to be available as a pull back position without loosing too much momentum.
(A.Gray,1997)Negotiation is an important aspect of a constructivist classroom. It unites teachers and students in a common purpose. Smith (1993) confirms that negotiating curriculum means "custom-building classes every day to fit the individuals who attend" (p. 1). Boomer (1992) explains that it is important when negotiating for teachers to talk openly about how new information may be learned and about constraints such as obligatory curriculum. He comments on the meaning of negotiating the curriculum:
Negotiating the curriculum means deliberately planning to invite students to contribute, and to modify, the educational program, so that they will have a real investment both in the learning journey and the outcomes. Negotiation also means making explicit, and then confronting, the constraints of the learning context and the non-negotiable requirements that apply. (p. 14)
and:
Students actively involved in their own learning is a vital reality in a constructivist classroom. Students may participate in the construction of the curriculum by negotiating the themes that will be the focus of their work along with the selection of literature from a predetermined range of literature. Students may also participate in the design of their assignments, although the parameters for these may be established by their teacher. Finally, students may have some involvement in the way their assignments are evaluated.
Work Cited:
Audrey, Gray. "Constructivist Teaching and Learning." Saskatchewan School Boards Association ». 1997. 07 Oct. 2010 <http://saskschoolboards.ca/research/instruction/97-07.htm>.
Wednesday, October 6, 2010
"Value Added is Value Recognised?"
We must have the implementation our students' learning to develop themselves using on-line tools as a creditable achievement aside from the achievement possible in the use of these tools within other course work where the use of the tools is simple a part of the communication process etc...
This is a concept very close to my heart. I see it as imperative that students get the recognition for Web 2.0 tool capabilities that they can take forward with them. Simply embedding may be the catch phrase of choice at present , but it doesn't go far enough.
To which end I have canvassed the students' both verbally and in some cases using an online "google form" survey in order to gauge responses.
Here is the survey questions:
https://spreadsheets.google.com/viewform?formkey=dExhWXAtc2ZtcG10ODFiQTJpNXNWZXc6MA
Here are the results thus far:
https://spreadsheets.google.com/gform?key=tLaYp-sfmpmt81bA2i5sVew&gridId=0#chart
It is clear to me that this little sample is not enough, my next step has been to ask students' to build questions for their own survey around the same topic matter. This is (in-progress) and showed some good questions being developed.
This is a concept very close to my heart. I see it as imperative that students get the recognition for Web 2.0 tool capabilities that they can take forward with them. Simply embedding may be the catch phrase of choice at present , but it doesn't go far enough.
To which end I have canvassed the students' both verbally and in some cases using an online "google form" survey in order to gauge responses.
Here is the survey questions:
https://spreadsheets.google.com/viewform?formkey=dExhWXAtc2ZtcG10ODFiQTJpNXNWZXc6MA
Here are the results thus far:
https://spreadsheets.google.com/gform?key=tLaYp-sfmpmt81bA2i5sVew&gridId=0#chart
It is clear to me that this little sample is not enough, my next step has been to ask students' to build questions for their own survey around the same topic matter. This is (in-progress) and showed some good questions being developed.
Reflections on reading #9 "Personal Alignment"
A framework model is a difficult choice. as I've heard said "Your personal teaching style does come into it".
I'm favouring a constructivists model but liked what I saw on the (Laurillards) link as well, and then there was...
It may be a case of look at what I naturally see as lesson tasks, e-devices use, etc... and recognise from these which model I'm actually developing towards. I like to think it is a Constructivist Model but...
Here I'm going to add an example of the type of exercise I'm developing to promote and provide a means for students to build collective knowledge from their own spaces.
The premise is to have students research and review from given subject matter. This task is done in an application available online, with all students invited into the document. I've chosen to use Google presentation for this end. I know what you are thinking... just another blooming MS Powerpoint snore.
As this task cycles through, over many weeks, we review "What" has been added each week in a face-face discussion. This is when critical thinking and group building of understanding can happen. If a student feels he can do a better job, I ask that he duplicates the slide he feels able to redevelop (with the assistance of the first slide attemptee) remove first renditions on the duplicated slide and we may review the second (revised) "Term" descriptor in due course. It is important that the student group feel safe in having their work discussed and critiqued, this I believe is where I can moderate and guide the session, not as an answer machine.
As a means to start each "Theory" session with students it is a good student centred activity.
I thank Scott Gallagher for expressing his "One Fact a Day", a regime he has with his students, for getting my creative juices going for this one. (Scott! I now do a verbal "So... what little gem of knowledge have you been learning since we last met" every day, great to start our practical sessions. They get a giggle and I don't relent 'till I get something. They are slowly learning to expect this little greeting.)
Lastly I believe this approach is (eventually) student led, collaborative, prompting of enquiry and research, multi mediae, transparent and knowledge building in a similar way to the ideals held up as good pedagogical examples in (C.McLoughlin, 2008) "The Three P's of Pedagogy.....Appendix A, bottom p25 where a group of law students' build a wiki with the same ideal as "wikipeadia" and with similar possibilities.
Many other systems of student-centred activity are being used/explored, "Blogbooks of learning" (Journals to you) google doc assessment portfolios both individual and collaborative in nature. recording theory debates in smartboard scribble. (not tidied up to aid recall) the start of review videos as training, iterative, access anywhere tools. etc...
I can clearly see the pedagogical relevancy and feel it is right on target.
BUT!
The question remains: "What framework does this represent?"
I'm likely to phrase my framework in a schematic form in order to express my ideal. Not sure yet how to present this.
Below is my "invitation to you" to view this work. Please be mindful that this is student work (in-progress) so 'view only' is the rule for visitors.
Work Cited:
McLoughlin, Catherine, and Mark J.W. Lee. "The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity." International Journal of Teaching and Learning in Higher Education. Http://www.isetl.org/ijtlhe/index.cfm, 27 Oct. 2008. Web. 15 Sept. 2010.
I'm favouring a constructivists model but liked what I saw on the (Laurillards) link as well, and then there was...
It may be a case of look at what I naturally see as lesson tasks, e-devices use, etc... and recognise from these which model I'm actually developing towards. I like to think it is a Constructivist Model but...
Here I'm going to add an example of the type of exercise I'm developing to promote and provide a means for students to build collective knowledge from their own spaces.
The premise is to have students research and review from given subject matter. This task is done in an application available online, with all students invited into the document. I've chosen to use Google presentation for this end. I know what you are thinking... just another blooming MS Powerpoint snore.
"But wait there's more."
By giving students access to the presentation document, I only input into two slides myself.- A slide for the directives and rules of engagment within this collaborative document, and
- A second slide set up as an exemplar.
As this task cycles through, over many weeks, we review "What" has been added each week in a face-face discussion. This is when critical thinking and group building of understanding can happen. If a student feels he can do a better job, I ask that he duplicates the slide he feels able to redevelop (with the assistance of the first slide attemptee) remove first renditions on the duplicated slide and we may review the second (revised) "Term" descriptor in due course. It is important that the student group feel safe in having their work discussed and critiqued, this I believe is where I can moderate and guide the session, not as an answer machine.
As a means to start each "Theory" session with students it is a good student centred activity.
I thank Scott Gallagher for expressing his "One Fact a Day", a regime he has with his students, for getting my creative juices going for this one. (Scott! I now do a verbal "So... what little gem of knowledge have you been learning since we last met" every day, great to start our practical sessions. They get a giggle and I don't relent 'till I get something. They are slowly learning to expect this little greeting.)
Lastly I believe this approach is (eventually) student led, collaborative, prompting of enquiry and research, multi mediae, transparent and knowledge building in a similar way to the ideals held up as good pedagogical examples in (C.McLoughlin, 2008) "The Three P's of Pedagogy.....Appendix A, bottom p25 where a group of law students' build a wiki with the same ideal as "wikipeadia" and with similar possibilities.
Many other systems of student-centred activity are being used/explored, "Blogbooks of learning" (Journals to you) google doc assessment portfolios both individual and collaborative in nature. recording theory debates in smartboard scribble. (not tidied up to aid recall) the start of review videos as training, iterative, access anywhere tools. etc...
I can clearly see the pedagogical relevancy and feel it is right on target.
BUT!
The question remains: "What framework does this represent?"
I'm likely to phrase my framework in a schematic form in order to express my ideal. Not sure yet how to present this.
Below is my "invitation to you" to view this work. Please be mindful that this is student work (in-progress) so 'view only' is the rule for visitors.
Work Cited:
McLoughlin, Catherine, and Mark J.W. Lee. "The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity." International Journal of Teaching and Learning in Higher Education. Http://www.isetl.org/ijtlhe/index.cfm, 27 Oct. 2008. Web. 15 Sept. 2010.
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