Presentation to trec august 23

transcript

Networked Learning: Not should we, but how?

August 23, 2013TREC PD Session

Cyri Jones

Modality is actually a moot point.

It’s all about the type of learning taking place. Is it rote learning, i.e. surface learning…

… or is it deep learning -- engaging, participatory, ideally with real-life, multi-disciplinary projects

Online learning strength -- it can help overcome the tragedy of the teacher bottleneck and the course and program silo.

"In a time of stable knowledge, teach; in a time of rapidly-changing knowledge, learn."

– Carl Rogers

“Teaching used to be telling students about the world. Now it’s about engaging students with the world."

Three integrated components can really enable a more modern pedagogy that helps prepare learners for the world they live in…

Social Networks

Mobile Technology

E-Portfolios

e-Portfolios + Social Network + Mobile Devices =Engaged, empowered, deep learning

Authentic, real life scenariosExperience to perceptions to conceptions

Truly student owned butaffiliated with schoolDigital literacyEases career transition

Power of the classes’ networkAccessible from anywhereActivity feeds

From the sage on the stage to the guide on the side to one of many embedded guides

EmployabilityGap

Internal Communications Gap Alumni & External Stakeholder Communications Gap

Schools Work & Life

Students, faculty and staff “trapped” in “closed” courses within unit silos within program silos within school silos!

Inter-disciplinary Project Gap

The world is moving rapidly from hierarchal structures to network structures. Schools risk becoming irrelevant by training students for a world that no longer exists using tools that are often out-dated.

LearningGap

The Problem

Internal Social Network

SchoolWork & Life

Communities of practiceStudent club sitesCourse sitesProject sites

External lifelong learning network

E-Portfolio is at the root of this and provides an anchor to other social media like Twitter, Facebook, Linked In etc.

TwitterLinked In

Facebook

The Solution

MKTGBCPT

Bachelor of Business Admin.

IBUSBFIN

E-Portfolio integrates curriculum and showcases evidence of skills and abilities, empowers student to reflect on what they are learning for better retention.

Classmates can also connect and get better integrated

E-Portfolios enable integration!

researchstream.net

Zen Portfolios

Sample Site – Eraccommons.ca

Sample Site – DeltaLearns.ca

Sample Site – sd8learns.sd8.bc.ca

The Case for Eportfolios

How Recent Studies of Adult Learning Support Use of Eportfolios

Trent Batson, Ph.D., Executive Director,The Association for Authentic, Experiential and Evidence-Based Learning

AAEEBL.org

High-Impact Educational Practices

(Kuh; AAC&U) First year seminars

Common Intellectual Experiences

Learning Communities

Writing-Intensive Courses

Collaborative Assignments and Projects

Undergraduate Research

Diversity/Global Learning

Service Learning, Community-Based Learning

Internships

Capstone Courses and Projects

Kinds of Learning in these Practices?

Social – in groups; collaboration

Authentic – real life

Experiential

Writing in all courses

Synthesizing – capstone courses

Expecting students to be adults – undergraduate research

Evidence-Based

AAEEBL = Association for Authentic, Experiential and Evidence-Based Learning

How Adults Learn

All learning starts with experience – visiting a cathedral, for example

Learners have perceptions about that experience – the cathedral had more natural light than other cathedrals

With help from teaching staff, develop conceptions that are current in the field – such” creating a sense of ethereal light is an important design element in classical gothic architecture”

But, Teaching is Backwards

Teacher has had experience, has had perceptions, and has already developed conceptions

Teacher, then, talks to students at the conceptual level

Students have not had the preliminary and necessary experience or perceptions to understand or embrace the conceptions.

High-Impact Practices reverse this process

Eportfolios support and Augment These

Practices Collect evidence of experience

Record perceptions of that experience; written reflections, audio clip, video clip, photos

Review perceptions; share with other learners, develop beginnings of conceptions

Review perceptions over time of many experiences, develop conceptions; eportfolios allow educators to design a better learning process

Teaching/Learning Model for This Century

Developing Perception

Consulting with

Professor

Developing Conception

Experience Collecting Evidence

Reflection

Better word: PERCEPTION; refining perceptions is a reflective process.

Perception happens automatically; reflective practice requires training

Both perception and reflection are PROCESSES

Reflection can result in an analysis or a meditation or an essay.

Evaluation of Learners’ Work

NOT LISTEN Memorize TEST

But: Listen … form group … develop problem statement … assign deliverables among group … field work, gather evidence … present group report with links to evidence in eportfolio … each individual learner does capstone eportfolio presentation; outside assessors evaluate eportfolios.

Task-level rubrics Task Evaluate per learning outcomes

Oculus Rift

MOOPs?

M Multidisciplinary=

Massive? Maybe… but not required

O Open=

At least part of it openTransparent goals

O Online=

At least part of it online

P Projects=

Clear start and endUnique ComplexTangible deliverableBenefit to communityAcademic credit

S Scalable=

Infrastructure in placeNot just “one-offs”Can build on previous yearsCan scale across schools and regions

Source: Green shopping cart by Polycart, CC by 2.0Consumers

Source: Workers inside Kenworth plant, Seattle, 1934 by IMLS DCC, CC by 2.0Producers

Creating a group for BuddyCamp Vancouver

https://zenportfolios.ca/groups/student-entrepreneurship-handbook-project-2012/

https://zenportfolios.ca/studententrepreneur/

Talent Cloud – A new Zen Portfolios service

Talent Cloud

http://zenlaunchpad.com/programs-services/workshops/upcoming-workshops/