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Hoven Cnie 08

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Information about Hoven Cnie 08

Published on May 8, 2008

Author: debrah

Source: slideshare.net

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Learning innovation and the individual-community nexus: Intercultural applicability of social networking tools in open and distance education CNIE Reaching new heights: Learning innovation Banff, April 27-30 2008

Previously … Community formation … Across semesters Across cultures From novice to expert From receiver to reflector From learner to practitioner to mentor

Community formation …

Across semesters

Across cultures

From novice to expert

From receiver to reflector

From learner to practitioner to mentor

Experiences of pedagogy Experiential learning Task/project-based learning Collaborative learning Community of mutually-supportive reflective inquirers Extended community of experts-novices Community of learner-practitioners

Experiential learning

Task/project-based learning

Collaborative learning

Community of mutually-supportive reflective inquirers

Extended community of experts-novices

Community of learner-practitioners

Social constructivism & teacher change Self-reflection on beliefs & values Exposure to choice Experience of affordances Consciousness of conflict/dysjuncture Exposure to modelling of effective uses of technology Experience & practice in a range of applications facilitating change in attitudes/beliefs (Richardson & Placier, 2001; King, 2002; Bird & Rosaen, 2005; Brook & Oliver, 2005; Hughes, 2005)

Self-reflection on beliefs & values

Exposure to choice

Experience of affordances

Consciousness of conflict/dysjuncture

Exposure to modelling of effective uses of technology

Experience & practice in a range of applications

facilitating change in attitudes/beliefs

(Richardson & Placier, 2001; King, 2002; Bird & Rosaen, 2005; Brook & Oliver, 2005; Hughes, 2005)

Attitudes towards technology & effective use of it entwined with teacher learning, comprising: subject matter knowledge pedagogical knowledge, and pedagogical content knowledge In other words … teachers will only embrace change and innovation when they can see positive benefits in terms of: direct relevance to their content area usefulness from a practical task perspective, and increased effectiveness for their day to day classroom teaching. (Hughes, 2005)

entwined with teacher learning, comprising:

subject matter knowledge

pedagogical knowledge, and

pedagogical content knowledge

In other words …

teachers will only embrace change and innovation when they can see positive benefits in terms of:

direct relevance to their content area

usefulness from a practical task perspective, and

increased effectiveness for their day to day classroom teaching.

(Hughes, 2005)

Tools used Webquests using SDSU portal <http://www.webquest.org/> Dreamweaver + online media & resources Hot Potatoes + various other online templating tools + media Social communication/networking: Wiki – MediaWiki hosted on university server (www-viewable) Individual blogs – Blogger (www-viewable) IM Discussion forum Chat e-Portfolios

Webquests using SDSU portal <http://www.webquest.org/>

Dreamweaver + online media & resources

Hot Potatoes + various other online templating tools + media

Social communication/networking:

Wiki – MediaWiki hosted on university server (www-viewable)

Individual blogs – Blogger (www-viewable)

IM

Discussion forum

Chat

e-Portfolios

Expectations vs Use of SN Tools 1 .../2 Expectations Wiki for internal-remote collaboration ownership easily accessible from everywhere (where my students were located) Blogs ownership reflective space flexible (& re-purpose-able) space extensible outside timelines of course Uses Wiki Experimenting with the interface Group organization: sharing & collaboration Hints & tips (Q & A, quick fixes) Interesting articles/sites Posting projects Blogs Reflection self-reflection peer evaluation Communication mutual support & feedback Community formation & maintenance Interaction Among members of single cohort Across continents & oceans Across semesters Across cultural & social dysjunctures

Expectations

Wiki

for internal-remote collaboration

ownership

easily accessible from everywhere (where my students were located)

Blogs

ownership

reflective space

flexible (& re-purpose-able) space

extensible outside timelines of course

Uses

Wiki

Experimenting with the interface

Group organization: sharing & collaboration

Hints & tips (Q & A, quick fixes)

Interesting articles/sites

Posting projects

Blogs

Reflection

self-reflection

peer evaluation

Communication

mutual support & feedback

Community formation & maintenance

Interaction

Among members of single cohort

Across continents & oceans

Across semesters

Across cultural & social dysjunctures

Expectations vs Use of SN Tools 2 .../2 Expectations IM for quick changes of plan to check if online Discussion forum formal course-related theoretical Qs & responses Chat synchronous local & international coordination e-Portfolios formal annotated electronic record of program documents, artefacts, achievements Uses IM Notification of: Lateness chat entry new posts Discussion Forum Formal course evaluation Formal comments on the course & projects … in response to instructor’s postings Chat synchronous remote/ internal communication on: Discussion catch-up Socializing course-related transactions E-Portfolios Created but hardly (yet) used Possibly because of formal nature cf digital stories

Expectations

IM

for quick changes of plan

to check if online

Discussion forum

formal course-related theoretical Qs & responses

Chat

synchronous local & international coordination

e-Portfolios

formal annotated electronic record of program documents, artefacts, achievements

Uses

IM

Notification of:

Lateness

chat entry

new posts

Discussion Forum

Formal course evaluation

Formal comments on the course & projects

… in response to instructor’s postings

Chat

synchronous remote/ internal communication on:

Discussion

catch-up

Socializing

course-related transactions

E-Portfolios

Created but hardly (yet) used

Possibly because of formal nature cf digital stories

Course outcomes: Processes Self-reflection Self-evaluation Self-efficacy Independent inquiry Self-initiation Self-motivation Peer evaluation Realization of usefulness of formation of community network Products Webquests Online media-supported teaching module Wiki sites Blogs Course-related Personal Travel Post-course/ practitioner

Processes

Self-reflection

Self-evaluation

Self-efficacy

Independent inquiry

Self-initiation

Self-motivation

Peer evaluation

Realization of usefulness of formation of community network

Products

Webquests

Online media-supported teaching module

Wiki sites

Blogs

Course-related

Personal

Travel

Post-course/ practitioner

Social presence: effective interaction & learning community formation No. & frequency of interactions initiated No. & frequency of responses to others Cultural effects on interactions ** Types of communication actions **

No. & frequency of interactions initiated

No. & frequency of responses to others

Cultural effects on interactions **

Types of communication actions **

Classification of postings Supportive Supporting Compliment Empathy Advice Information Thanks Reflective Musing Complaint Photo Transactional Help Request Help giving Query Organizational Announcement

Supportive

Supporting

Compliment

Empathy

Advice

Information

Thanks

Reflective

Musing

Complaint

Photo

Transactional

Help Request

Help giving

Query

Organizational

Announcement

Features emerging from classification High incidence of supportive comments (1/3): Complimenting, supporting, giving advice, thanking, empathizing High incidence of reflective comments: Musing, photographs, complaints Much less transactional: Asking & answering Qs, requesting & receiving help Smallest category: organizational

High incidence of supportive comments (1/3):

Complimenting, supporting, giving advice, thanking, empathizing

High incidence of reflective comments:

Musing, photographs, complaints

Much less transactional:

Asking & answering Qs, requesting & receiving help

Smallest category: organizational

Persistence of post-course blog use All but 1 posted on their blogs post-course >50% maintained & expanded theirs, creating others, & using with own classes >30% maintained blog contact & mentored subsequent cohorts Similar patterns across subsequent semesters have shown Experience of being mentored seems to engender willingness to mentor Experience of becoming reflective, independent & interdependent members of a community promotes willingness to support emerging independence

All but 1 posted on their blogs post-course

>50% maintained & expanded theirs, creating others, & using with own classes

>30% maintained blog contact & mentored subsequent cohorts

Similar patterns across subsequent semesters have shown

Experience of being mentored seems to engender willingness to mentor

Experience of becoming reflective, independent & interdependent members of a community promotes willingness to support emerging independence

And now the story continues … In fully online mode … - or is it a different story??

New context, similar approach In transition from f2f CALL Teacher Ed to … Blended/hybrid CALL Teacher Ed to … Fully online mix of CALL & general DE to … Fully online DE Teacher Education

In transition from

f2f CALL Teacher Ed to …

Blended/hybrid CALL Teacher Ed to …

Fully online mix of CALL & general DE to …

Fully online DE Teacher Education

Online constraints & considerations Intercultural aspects Geography & access Timezones Appropriate technology

Intercultural aspects

Geography & access

Timezones

Appropriate technology

Tools made available 1 … /2 Synchronous & asynchronous CMC: Moodle: Discussion forums IM near-synchronous chat Wikis Blogs (not used) Email VoIP (Skype) Elluminate Live Elluminate vRooms

Synchronous & asynchronous CMC:

Moodle:

Discussion forums

IM near-synchronous chat

Wikis

Blogs (not used)

Email

VoIP (Skype)

Elluminate Live

Elluminate vRooms

Tools made available 2 … /2 Instructional technologies Discovery/exploratory technologies Community-facilitating technologies (Facebook, Me2U, Flickr, tagging applications, RSS etc)

Instructional technologies

Discovery/exploratory technologies

Community-facilitating technologies (Facebook, Me2U, Flickr, tagging applications, RSS etc)

Beginning with a tale of 2 wikis … & 2 Moodles … Exploratory learning - using the available tools for purposes that seem appropriate … Learning together …

Exploratory learning - using the available tools for purposes that seem appropriate …

Learning together …

Choices & constraints 1 …/2 Individual vs community “ traditional” personality of DE students Role of academic dialogue at Masters level Facilitation in DE environment?

Individual vs community

“ traditional” personality of DE students

Role of academic dialogue at Masters level

Facilitation in DE environment?

Choices & constraints 2 …/2 Mismatch between: Requirements Expectations (teacher & learners) Teaching & learning approaches (including intercultural aspects) Assessment criteria Assessment process (in transition) What constitutes PARTICIPATION??

Mismatch between:

Requirements

Expectations (teacher & learners)

Teaching & learning approaches (including intercultural aspects)

Assessment criteria

Assessment process (in transition)

Collaborative Moodle wiki sites CDE Moodle & wiki Internal to course Password protected Locked down by university admin Unable to add guests or students

CDE Moodle & wiki

Internal to course

Password protected

Locked down by university admin

Unable to add guests or students

CDE Moodle wiki site

CDE Moodle wiki site

Collaborative Moodle & wiki sites Education University of Iceland Open Moodle Password protected Guests & students added manually http://moodle.khi.is/course/category.php?id=8 Wikispaces sites for student-student, student-teacher & teacher-teacher collaboration http: //athabascakhi . wikispaces .com/Athabasca

Education University of Iceland

Open Moodle

Password protected

Guests & students added manually

http://moodle.khi.is/course/category.php?id=8

Wikispaces sites for student-student, student-teacher & teacher-teacher collaboration

http: //athabascakhi . wikispaces .com/Athabasca

Communications Technologies Elluminate Live http://www. elluminate .com/ Elluminate vRooms http://www. elluminate .com/vroom/ Skype

Elluminate Live

http://www. elluminate .com/

Elluminate vRooms

http://www. elluminate .com/vroom/

Skype

Changing roles Reflective practice Openness Collaboration Negotiation Changing assessment practices: e-Portfolios

Reflective practice

Openness

Collaboration

Negotiation

Changing assessment practices: e-Portfolios

Some advice from my students

Critical differences in DE 1 …/2 a necessity for lifelong learning “ green”-er (x4) Accessibility & openness (x5) centrality of CMC Flexibility importance for lifestyle & commitments freedom to design your own program & courses according to interest Accessibility, breaking down barriers & reaching remote locations autonomy in experience & direction (x4) Of both experience of learner & direction of studies i.e. Self-motivation Self-designed courses & program Keeping up with advancements in technology (x3)

a necessity for lifelong learning

“ green”-er (x4)

Accessibility & openness (x5)

centrality of CMC

Flexibility

importance for lifestyle & commitments

freedom to design your own program & courses according to interest

Accessibility, breaking down barriers & reaching remote locations

autonomy in experience & direction (x4)

Of both experience of learner & direction of studies i.e.

Self-motivation

Self-designed courses & program

Keeping up with advancements in technology (x3)

Critical differences in DE 2 …/2 multi-modal techniques to cultivate engagement (x2) Move from “compensation model” to “celebration model” (x3) DRAGONS: Diverse (many and different; distinct and unalike) Requisites (anything indispensable) Accessing (obtain or retrieve from a storage device like information on a computer Global (not limited or provincial in scope Opportunities (a possibility due to a favourable combination of circumstances) Non-traditionally (not conforming or in accord with the considered norm) Sustained (supply with necessities and support)

multi-modal techniques to cultivate engagement (x2)

Move from “compensation model” to “celebration model” (x3)

DRAGONS:

Diverse (many and different; distinct and unalike)

Requisites (anything indispensable)

Accessing (obtain or retrieve from a storage device like information on a computer

Global (not limited or provincial in scope

Opportunities (a possibility due to a favourable combination of circumstances)

Non-traditionally (not conforming or in accord with the considered norm)

Sustained (supply with necessities and support)

Questions? Comments? Suggestions? Advice?

Questions?

Comments?

Suggestions?

Advice?

Debra Hoven Centre for Distance Education, Athabasca University http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/ http://lifentheuniverse.blogspot.com [email_address]

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