Professional development and innovative pedagogy in an online community through the lens of activity theory Global Skills for College Completion http://www.globalskillscc.org/ Brenda G Kaulback Knowledge in the Public Interest (KPI) Learning Design and Community Support Fielding Graduate University, School of Human and Organizational Development Specialization: Information Society and Knowledge Organizations (ISAKO)
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1. Professional development and innovativepedagogy in an online
community throughthe lens of activity theory Global Skills for
College Completion http://www.globalskillscc.org/ Brenda G Kaulback
Knowledge in the Public Interest (KPI) Learning Design and
Community Support Fielding Graduate University, School of Human and
Organizational Development Specialization: Information Society and
Knowledge Organizations (ISAKO)
2. Outline of Presentation Global Skills for College Completion
(GSCC) Activity Theory GSCC as Activity System Three Aspects of
GSCC as Highlighted by Activity Theory Conclusion
3. Community Colleges Two-year institutions educate nearly half
of all US undergraduates (Mellow, Woolis, Laurillard, 2011)
Approximately 20% of CC students transfer to four-year institutions
(National Center for Educational Statistics) More low-income
students, immigrant students, and black and Latino students enroll
in community colleges than in four-year colleges and universities
(Mellow, Woolis, Laurillard, 2011)
4. Developmental Education More than one half of community
college students are required to enroll in at least one
developmental education course. And many take more than one.
(National Postsecondary Student Aid Study, 2003-4) Pass rates of
developmental education students barely reach 60 percent (Bailey,
2012; Gates, 2010) Seventy-five percent of student who take
remedial classes will not graduate from college. (National Center
for Education Statistics, Bailey, 2012)
5. GSCC Premises Pedagogy is a part of the story. Educators
estimated pedagogy accounted for 30% of student success. (Knowledge
in the Public Interest, Pedagogy Matters Survey, 2011) Technology
offers new ways to deliver professional development to improve
pedagogy.
6. Global Skills for College Completion Improve faculty
teaching practice Develop a developmental education pedagogy Create
a model of professional development)
7. GSCC Campuses
8. Global Skills for College Completion When practitioners,
with the help of researchers, transform their own work, a new kind
of learning emerges . (Sannino, Daniels, Gutirrez, 2009)
9. Technology-enabled Tasks Document and reflect on practice
Dialogue about practice and innovations Learn from each other and
innovate
10. Activity Theory, Briefly Activity is the unit of analysis
Systems view Joint collaborative activity Change comes from
contradictions in system Marx, Vygotsky, Leontyev, Engestrm
11. Activity System of GSCC
12. Three aspects of GSCC highlighted by activity theory The
mutual boundaries of the learning and knowledge creation systems
The contradictions created by the use of tags, themes, patterns The
changing division of labor
13. Mutual boundaries of the learningand knowledge creation
systems Professional Development and Developmental Education
Pedagogy Professional Development Pedagogy
14. Three aspects of GSCC highlighted by activity theory The
mutual boundaries of the learning and knowledge creation systems
The contradictions created by the use of tags, themes, patterns The
changing division of labor
15. Sample Themes
16. Faculty Pattern Sample
17. Three aspects of GSCC highlighted by activity theory The
mutual boundaries of the learning and knowledge creation systems
The contradictions created by the use of tags, themes, patterns The
changing division of labor
18. Division of Labor
19. Limitations of GSCC as aNetworked Learning PD Model Not in
a university setting No assessment No credentialing High-performing
faculty
20. Viewing GSCC through anActivity Theory Lens Overall useful
in terms of seeing activity systems and contradictions in the
system Situated in real practice making insights relevant and
practical Important to be able to move back and forth between
system level and more granular level Changes that emerge from
contradictions are long term important to view from a shorter term
view
21. Leontyev, speaking about the basis ofactivity theory in
Marxism, describesactivity as a sensory, practical activityin which
people enter into a practicalcontact with objects of the
surroundingworld, test their resistance, and act onthem,
acknowledging their objectiveproperties.
22. Results Qualitative data extremely positive No
corresponding rise in pass rates
23. I know, without a doubt, that I am a better teacher now.
Because I CAN characterize myself as a teacher and BECAUSE I have
the tags and themes to act as identifiers as well as quality
assurance guides, I am a better teacher. Frankly, I had not been
actively practicing as a teacher. I had been teaching, but I had
not been studying what was happening in the classroom and
consistently using that information to make me a better teacher I
think that Im a more effective teacher because Im a more confident
teacher. The GSCC experience has made me more aware of the nuances
of my teaching practice. It has helped me to hone my craft and not
doubt my instincts. Even though my pass rates did not dramatically
improve, I feel like more students passed my class BECAUSE I was in
GSCC. I think that over
24. I had to explain to my colleagues why I chose to construct
each lesson so, why I timed it so, how I could tell whether my
students were learning and in doing this I was explaining myself to
myself in a way that I ought to have done before Ive always
practiced a pedagogy of caring, but I felt that was more of a
weakness than a strength. Its been a privilege to work with others
who care as much as I do. The tags have helped me drill down on
what I do and why, and theyve given me a vocabulary to talk about
teaching thats free of controversy and evaluation ... One of my
best learnings was the ability to characterize myself as a teacher
through tags and conversations with peers. It was truly an "ah ha"
moment for me. Quite simply, life-changing.
25. Possible Interpretations Pedagogy didnt improve It is still
early Faculty high performers Pass rates affected by other than
pedagogy Difference between use value and exchange value
26. Conclusion 1 The coextensive activities provide a way of
grounding the learning in the practice of the learners. Questions:
To what extent do the varying motivational factors of each activity
impact engagement with the learning? Will a weaker emphasis on
generating new knowledge for the field decrease participant
motivation?
27. Conclusion 2 Innovation and improved practice were
generated through the mirror provided by patterns and by the
contradictions between ones own pattern and that of respected
faculty. To what extent will a different demographic (not
high-performing faculty) impact the development of contradictions
and innovation?
28. Conclusion 3 The division of labor and changing role of the
teacher and learner supported a collegial community of learners
engaged in joint labor. Questions: At the same time, the reaction
of the learners to the changing role created some push-back from
learners and a rethinking of the division with the creation of a
role for faculty coaches. To what extent is this desire a result of
the impact of change? Will this new division of labor adequately
respond to the desire for more intervention?
29. References Bailey, T., Jeong, D. W., Cho, S.W., (2012).
Referral, enrollment, and completion in developmental education
sequences in community colleges. In Economics of Education Review,
29 (2010) 255270. Cohen, A.M., and Sanchez, J. R. (1997). The
Transfer Rate: A Model of Consistency. Los Angeles, CA: Center for
the Study of Community Colleges. (ERIC ED409952) (cited in NCES)
Engestrm, Y. (1987). Learning by expanding: An activity-theoretical
approach to developmental research. Helsinki, Finland:
Orienta-Konsultit Key facts on developmental education. Bill and
Melinda Gates Foundation website. Retrieved March 6, 2012 from
http://www.gatesfoundation.org/postsecondaryeducation/Pages/key-facts-on-
developmental-education.aspx Leontev, A.N. (1978). Activity,
consciousness, and personality. Translated from Russian by Marie J.
Hall. Englewood Cliffs, NJ; London: Prentice-Hall. Retrieved March
6, 2012 from
http://www.marxists.org/archive/leontev/works/1978/index.htm
Mellow, G. O., Woolis, D. D. and Laurillard, D. (2011): In search
of a new developmental-education pedagogy. Change: The Magazine of
Higher Learning, 43:3, 50-59. Sannino, A. , Daniels, H., Gutierrez.
(2009). Learning and expanding with activity theory. New York:
Cambridge University Press. U.S. Department of Education. National
Center for Education Statistics. (2001). Research and development
report: Community college transfer rates to 4-year institutions
using alternative definitions of transfer. By Ellen M. Bradburn and
David G. Hurst. Project Officer, Samuel Peng. Washington, DC:
Retrieved from http://nces.ed.gov/pubs2001/2001197.pdf