Jill's Resource Blog

Forum Summaries

Adult Learner Forum Summary

Thanks again everyone for your participation in this forum. Hopefully I have captured the conversations. I attached all the web links under each of the four headings for ease of finding.

Definitions from Video

Pedagogy – what is to be learnt and how is both determined and directed by the teacher;

Androgogy – it is determined by the teacher and directed by the learner;

Heutagogy – both determination and direction shift to the learner.

  • Heutagogy and Androgogy complement each other
  • Pendulum or continuum – pedagogy at one end, adrogogy in the     middle and Heutagogy at the other end.
  • Reflection is central to the learning
  • Application of learning
  • Different approaches for different environments – flexibility
  • Engaged / self investing
  • need to see how it will benefit my learning
  • how it builds on my interest
  • life long students
  • embrace what you are passionate about
  • learner is at centre of his or her own learner – learner centric 

Web Links

Pedagogy, Androgogy, Heutagogy

https://www.youtube.com/watch?v=BgnSJV10E90

http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html – heutagony

http://www.educatorstechnology.com/2013/11/interesting-chart-outlining-differences.html

http://bibblio.org/o/Dk/heutagogy-video-presentations

http://www.facultyfocus.com/articles/effective-teaching-strategies/using-the-readers-guide-to-increase-reading-compliance-and-metacognitive-awareness

 Facilitating learning

We can not teach another person directly – we can only facilitate learning

Key Points:

  • Provide context and meaning
  • Ask questions rather an answers
  • Prior learning plus new experience/context creates new learning
  • Empower students
  • Create an independent learner with desire to learn

Web Links

constructivist classroom

Environment for Learning Summary

What considerations would you use in creating the learning environment using a heutagogical approach? The learning environment begins with the instructors approach. Considerations might include: an environment where the student feels safe and supported; how to encourage students to take responsibility for their learning; how you will pace the class, create active involvement; how to provide feedback or how to create an environment where faculty and students are peers.

  • provide resources to the learners, and
  • provide opportunities for choosing different learning options that provide the same outcome.
  • The educator can be clear in communicating the learning goals,
  • build a cooperative learning environment,
  • help motivate learners,
  • facilitate learners initiatives,
  • serve as an adviser rather than a formal teacher.
  • facilitator / instructor to be very organized and to have the necessary milestones well documented in a clear and concise way.
  • two way communication,
  • positive contact,
  • use of various education tools and lessons.
  • an atmosphere where the student feels safe and supported
  • active learning: group discussions, group projects, case studies
  • reflecting real life scenarios, journaling
  • Ice Breakers – Bingo game; stand up sit down
  • Students involved in creating the environment
  • make sure that students were comfortable.

Think About things that impact the learning environment:

  • What about classroom Rules….
  • How do you handle cell phone usage?
  • What do you do clarify classroom rules.?
  • Texting/posting?
  • Should classroom norms be developed with the learners?
  • Instead of for the learners?

Websites

Icebreakers

https://www.youtube.com/watch?v=PrWVqLzNywA

https://www.youtube.com/watch?v=DV9C3CUd8jQ

https://www.mindtools.com/pages/article/virtual-ice-breakers.htm

Sharing power in the classroom:

https://utah.instructure.com/courses/148446/pages/sharing-power-in-the-classroom

Monitoring Students

http://hookedoninnovation.com/2014/02/24/the-best-app-for-monitoring-students/

Learning Environments

http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/

  1. self directed learners vs. self regulated learners vs how do we assess the learning and who is in charge of the assessment?
  • student generated test questions
    • In advance of a major examination (few weeks before a final say), students each prepare their own test on the material covered and provide answers.  They will be told in advance if any of their questions will be used on the real examination.
  • good teaching practice as opposed to just about teaching adults
  • There is the:

Self directed Learner

Self regulated Learner

Self determined learner

  • Knowing your weaknesses is crucial for success
  • employees can no longer be taught everything they need to learn
  • each individual in the organization must be constantly alert to opportunities to improve products, systems, or services; and they must be capable of learning what they need to know in order to do that – Change is happening too fast.’

Self-directed learning implies that the person has set their own learning outcomes (either formally or informally) and determines how they will be assessed and how their progress will be evaluated. This is great from a personal growth perspective, but not from a trades perspective. Yes, someone may know how to fry chicken and may use techniques that are the same (or even better) than what we teach. BUT, do they know proper food handling procedures? Have they let their chicken sit at room temperature too long, or not properly sanitized their cutting board?

  • Self-regulated learning on the other hand is a little more “do-able”. If we lay out what a student must achieve by the end of a course and evaluate how they meet those objectives

Websites:

Andragogy

https://www.youtube.com/watch?v=vLoPiHUZbE

Self directed Learner

https://www.youtube.com/watch?v=weSFo3Jk0qU

http://www.beachcenter.org/wisdom_based_action/the_self-determined_learning_model_of_instruction/default.aspx?JScript=1&JScript=1

http://www.sdlglobal.com/IJSDL/IJSDL8.1.v2.pdf

Comparison between self directed and self regulated

http://txcdk.unt.edu/sites/default/files/2010Fall_ScottBracey_Presentation.pdf

Forum #2

Learning Styles Summary
This course is providing us with the experience of a variety of instructional strategies. In this particular situation I was able to manage a discussion forum on four different topics during the period of Sept 14 – Sept 24th.
Learning styles are simply different ways of learning. Most learners use a combination of visual, auditory, and kinesthetic ways of receiving information. However, one or more of these styles is usually dominant. This dominant style defines the best way for a person to learn new information. This style may not always be the same for all tasks. Learners may prefer one style of learning for one task, and a combination of others for another task.

The concept that learning styles are a Myth really through me for a loop because it actually made me reflect and do some critical thinking. Critical self-reflection as the YouTube video implied.

It would be good to see a standard of learning styles similar to the bloom’s taxonomy. There is just way to many options out there.

What I struggled the most in the forum was finding the time. I was so engaged though I found logging in several times a day. I also had to find time to research what everyone was posting about. I think this was a great way to learn and support each other.

Discussion topic: Learning Styles

I have been tasked to wrap-up my topic with a final summary of key points. Thank you to everyone who took part in the discussion threads that I presented.

 Key Points

  • ·         Dominant Styles play an important role
  • ·         Each Style offers significant strengths
  • ·         Social Presence helps us learn about the online learner
  • ·         Synchronous is learning events that happen at the same time
  • ·         Learning Styles are an educational Myth. Why do they persist? Do they really matter?
  • ·         Most of what you learn is tied to meaning
  • ·         Learning Styles are here to stay
  • ·         “The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity. 

References:

Links to Articles

http://archive.adl.org/education/curriculum_connections/fall_2005/fall_2005_lesson4_dominant.html

Video

 https://youtu.be/855Now8h5Rs

 Links to Websites

 http://instructordiploma.com/

https://www.facebook.com/VCCSchoolOfInstructorEducation

https://uwaterloo.ca/centre-for-teaching-excellence/resources

 http://www.mcgill.ca/files/scsd/Kolb_Theory_of_Learning_Styles.pdf

 http://archive.adl.org/education/curriculum_connections/fall_2005/fall_2005_lesson4_dominant.html

 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19710

 http://www.goodnet.org/articles/whats-your-learning-style-quiz

Forum #3

Digital Storytelling Forum Summary

Key Points:

  1. There are 7 elements for effective digital storytelling (see link at bottom for webpage and/or video)
  • Point of view – be clear on your point of the story and who you are telling the story to.
  • Dramatic question – use at the beginning, engages viewer.
  • Emotional content – maintains interest, can create change in the viewer.
  • The gift of your voice – you may not like the sound, but others will!
  • The power of the soundtrack – compliments, and can enhance, emotion
  • Economy – keep it brief, use pictures to replace words.
  • Pacing – make use of rhythm, tempo and speed
  1. Emotion and dramatic question appear to be the most challenging parts as per participants
  2. Emotion is key for engaging the viewer
  3. PowToon lays out a great sequence of steps: Write your script, record voice and then add images
  4. There are many types of software, some higher grade and costing money but also some very good software that is free. (see links below)
  5. As instructors digital storytelling can be a powerful tool to break up the mundane, to teach course content, to inspire students in their chosen profession and to bring awareness of important facets of their chosen occupation.
  6. When preparing a digital story keep in mind that you have seven seconds to engage your viewer(s), make sure you start with a bang! Identifying a problem they may have or asking a powerful question are great ways to start.
  7. Only one participant had prior experience with digital storytelling
  8. People are more likely to remember a message presented through effective digital storytelling, as opposed to just being told the message, which is especially due to the emotional component.
  9. If using PowerPoint there are some very good points to remember in order to maintain the attention of your audience, and to increase retention of the information (see “How to Avoid Death by PowerPoint” video, there is also a great slideshow from a student to a teacher. Links are below)
  10. Digital Stories should be about 2-5 minutes long.

Links to Videos:

The Power of Digital Storytelling TED talk: (includes a great exercise one can use with their class)

Seven Elements of Digital Storytelling in Four Minutes Video:

https://www.youtube.com/watch?v=NipDAd3_7Do

The Evolution of Digital Storytelling video:

http://www.ted.com/talks/joe_sabia_the_technology_of_storytelling?language=en

Some great examples of Digital Storytelling:

https://mcli.maricopa.edu/storytelling

Short video simplifying the art of Digital Storytelling:

Changing Education Paradigms by Ken Robinson:

http://www.ted.com/talks/ken_robinson_changing_education_paradigms

How To Avoid Death by Powerpoint TED talk Video:

https://www.youtube.com/watch?v=Iwpi1Lm6dFo

Links to Articles:

Seven Elements of Digital Storytelling:
http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=31

Mindmap/Wolfquest game:

https://www.mindomo.com/mindmap/812927caf98947e88838b31ba44a1e39

Definition of Digital Storytelling:

https://en.wikipedia.org/wiki/Digital_storytelling

Another definition of Digital Storytelling:

https://net.educause.edu/ir/library/pdf/ELI7021.pdf

4 Inspiring Examples of Digital Storytelling:

http://mashable.com/2012/01/31/digital-storytelling/#u8s9tR4NKukl

Slideshow: Powerpoint tips

http://www.slideshare.net/sheldonict/stop-killing-students-with-powerpoint-presentation 

Digital Storytelling software:

Prezi:

https://prezi.com/business-1/?gclid=CjwKEAjws7OwBRCn2Ome5tPP8gESJAAfopWsQje8QRPYZQHJ8aqmLeovco18C2BcTGev4CP8vNRnQBoC-unw_wcB&c3api=7659%2C64217454291%2Cprezi%2Ce

Powtoon:

http://www.powtoon.com/?edgetrackerid=10055433747572&gclid=CjwKEAjws7OwBRCn2Ome5tPP8gESJAAfopWsFtePm34ULOOH_mRWcGcxJW7GTDvCxclq1UIiJg-z_hoClZXw_wcB

Adobe Flash:

http://www.adobe.com/ca/products/flash.html

Instructional Courses and Software:

http://www.lynda.com

Forum #4

Learning How to Learn

Key points
o Metacognition is essentially thinking about one’s own thinking; being aware of potential gaps in knowledge and being able to reflect on cognitive processes to the point of improving them. o Metacognition consists of 3 phases:

  •   Planning; “What do I need to learn from this” “What strategies should I apply to learn it best” “What prior knowledge do I have about this that would be helpful?”
  •   Monitoring; “How am I doing, am I learning what I need to learn?” “Should I adjust any of my strategies?”
  •   Evaluation; “Is there anything I don’t understand?” “Did my methods work well or could I have used better ones?” “How will I approach this next time?”

o Techniques to teach metacognitive skills include

  •   modelling skills by ‘thinking out loud’,
  •   using planning guides,
  •   having students write rationales or the process by which they came to a result or completed anassignment,
  •   having a daily agenda that students can add to,

 reflection and journalling,
 student generated tests,
 providing opportunities and guidance to learn from mistakes,  360 feedback, and
 self-assessments.

o Creating a more learner centred classroom (and sharing power) can encourage the development of metacognitive skills by placing the responsibility for learning with the learner.

o Reflexive thinking is a level of metacognition that involves becoming aware of one’s own biases.  Resources:

Fact Sheet: Metacognitive Processes
Radical Constructivism
Metacognition and Mistakes
Metacognition: Nurturing Self-Awareness in the Classroom Promoting Student Metacognition

Readers Guide
http://www.facultyfocus.com/articles/teaching-and-learning/secret-self-regulated-learning/
Developing Metacognition
Student Self Assessment: A Sample Assignment
Sharing Power in the Classroom
Five Characteristics of Learner-Centred Teaching
Teaching Learners to Think about Their Thinking http://www.businessballs.com/images/ReflectivePracticeLLW.jpg http://ose.arizona.edu/sites/ose.arizona.edu/files/Reflection%20Rubrics%20combined%20file.pdf
44 Prompts Merging Reflective Thinking With Bloom’s Taxonomy
The Effects of Reflective and Reflexive writing prompts on Students’ Self-Regulation and Academic Performance

Participation Statistics:

Visible Learning

Forum Discussion PIDP 3250 Sept 17-30, 2015

Includes facilitator and teacher in count of posts but not in participation

Topic

Number of posts

Number of participants

% of class participating

Significant Effect on Student Learning

34

10

83%

Know Thy Impact

20

8

67%

Evaluating Your Impact

9

3

25%

Feedback Questions

16

6

50%

Instructional Strategies

3

1

10%

What is Visible Learning? By John Hattie

Hattie has based his results around 15+years of research on what effects student learning, and created a scale that demonstrates what has a significant effect and what doesn’t as shown by evidence.

Forum Topics Included:

1. SignificantEffectsonStudentLearning 2. KnowingThyImpact
3. EvaluatingYourImpact
4. FeedbackQuestions

5. InstructionalStrategies
1. WhathasaSignificantEffectonStudentlearning?

Visible Learning

a. Evidencethathasbeenfoundtomakethegreatestimpactonstudent achievement was shared through this infographic

  1. Surprises included Classroom size and co-curricular activities and teacher’s knowledge of the subject area as bottom effects
  2. Video of John Hattie: Why are so many teachers and schools so successful
  3. A list was shared from page 169 of Hattie’s Book: Visible Learning for Teacher’s

“Your Personal Health Check for Visible Learning

1. I am actively engaged in, and passionate about teaching and learning.

2. I provide students with multiple opportunities for learning based on surface and deep thinking.

3. I know the learning intentions and success criteria of my lessons, and I share these with students

4. I am open t o learning and actively learn myself

5. I have a warm and caring classroom climate in which errors are welcome.

6. I seek regular feedback from my students.

7. My students are actively involved in knowing about their learning (that is, they are assessment-capable).

8. I can identify progression in learning across multiple curricular levels in my student work and activities.

9. I have a wide range of teaching strategies in my day-to-day teaching repertoire.

10. I use evidence of learning to plan the next learning steps with students.

iv. how not to get distracted by the politics of education like class sizes, infrastructure etc… (Politics of Distraction by John Hattie)

2. KnowthyImpact:
a. Hattie’s8GoldenRulesofbeingateacherthroughthisKnowthy

Impact Video and found that feedback was a major thread for all of us

  1. Discussion took place around which of the 8 rules stuck out,they were all linked but themes such as dialogue versus monolgue, and change agent rather than “doing our best” were important themes to many. Additionally the importance of evaluation and feedback
  2. A good link on The Politics of Collaborative Expertise:

3. EvaluatingyourImpact:

Kim Hodge Visible Learning Forum Sept 17-30th 2

Visible Learning

a. Thequestionofhowareyouachangeagent,andhowdoyouevaluate your impact on student’s learning was posed for discussion:

  1. A link for Evaluating the Importance of Continuing Professional Development in Education was shared as a great resource
  2. As well as these questions:

iii. Some options for gaining feedback included: peer review, formative assessment, 2 way feedback, and online surveys

4. FeedbackQuestions

  1. ThequestionsfromHattie’sBook:VisibleLearningforTeacherspage117 was shared as a way to start conversation:
  2. UsingFeedbacktoincreasestudentself-regulationandselfefficywas a good “Aha” moment. It is different than praise
  3. The importance of appropriate praise was discussed: i. http://www.interventioncentral.org/behavioral-interventions/motivation/teacher-praise-efficient-tool-motivate-students
  4. Tacticssuchas“ISAWYou”worksheetsforinformalassessments were shared
  5. Anadditionalresourcerecommended:Angelo,ThomasA.andK.Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers.

1. Where am I going? (lesson goals, outcomes to be achieved etc..)
2. How am I going there? (sharing learning intentions and criteria for success etc…)
3. Where to next? (can be learner directed, improving a self-regulated student)

Kim Hodge Visible Learning Forum Sept 17-30th 3

Visible Learning

5. InstructionalStrategies:
a. Thiswasthelasttopicandunfortunatelyabittoolateasnotalotof

time for discussion.
b. Agreatplacetoreflectonwhatstrategiesyouuseandhowtheyrank

according to the research by visible learning is here
i. Here’s a link to a PDF with further description on each strategy

Kim Hodge

Visible Learning Forum Sept 17-30th 4

Gamification Summary

Key Points

  1. Gamefication is:
    1. “The use of game design elements in non-game contexts”
  2. Video Game Design is based on human interaction with a digital story and/or objective. Narratives have meaning to us, and objectives do as well.
  3. Points of view can change when thinking about how different aspects of video games can promote learning in the brain, whether it’s a task or statistic
  4. There are many examples of current games to represent learning through gamefication, from Jeopardy to World of Warcraft.
  5. Gamefication in learning can promote growth in literacy, emotional, and soft skills
  6. There are 4 main traits that make up a so-called video gamer (imagine them in a spectrum):
    1. Killers: interfere with the functioning of the game world or the play experience of other players
    2. Achievers: accumulate status tokens by beating the rules-based challenges of the game world
    3. Explorers: discover the systems governing the operation of the game world
    4. Socializers: form relationships with other players by telling stories within the game world
  7. Non-video game Gamefication:
    1. Gamefication specifically has to do with video games, but on an off-topic, other games have taught us plenty. Think about learning from Monopoly, Yahtzee, and other such mainstream board games. Then, play other games with similar objectives in a video game. You can still learn, while making digital interactions.
  8. You can personally learn a lot through playing video games (such as World of Warcraft)
  9. Video games can be addicting if abused (like a lot of things)
    1. Everything needs balance and moderation!
  10. Video games can be used as learning tools (as a new medium of learning)
  11. “The Zone” that people get into when they are engaged into a video game is recognized. That energy is hoped one day to be harnessed and used for good
  12. Gaming can most definitely be a form of digital storytelling

 

Links to Media

https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en

https://www.knewton.com/gamification-education/

http://www.1worldglobes.com/1WorldGlobes/interactive-globe.html

http://thegogame.com/disaster-preparedness

https://youtu.be/JnEN2Sm4llQ

 

Links to Websites

http://www.ibew.org/articles/13ElectricalWorker/EW1311/IBEW%20EW%20V07%20N11.pdf

https://en.wikipedia.org/wiki/PeaceMaker

http://www.2kgames.com/civ4/home.htm

http://www.shakeout.org/downloads/ShakeOut_P3_DisasterSuppliesKit.pdf

http://www.gamasutra.com/view/feature/6474/personality_and_play_styles_a_.php?print=1

https://en.wikipedia.org/wiki/Bartle_Test

http://www.educationworld.com/a_lesson/lesson/lesson306.shtml

https://en.wikipedia.org/wiki/Hanabi_(card_game)

http://www.hooked-on-games.com/blog/view-articles-in-a-list/31-dopamine-is-linked-to-video-game-addiction.html

http://www.cbc.ca/news/canada/saskatoon/can-playing-video-games-help-seniors-age-better-1.3202586

http://www.scientificamerican.com/article/fact-or-fiction-video-games-are-the-future-of-education/

http://mediashift.org/2011/06/the-case-for-videogames-as-powerful-tools-for-learning164/

The Flipped Classroom

Some of the key take away points are below:

  • The flipped classroom is an approach that encourages active learning and is a very learner centred method for lessons.
  • I learned that using the flip allows more time for students to work on applying knowledge while in the classroom under instructor supervision and tutelage.   Students are also easily able to reach out to other students during class, without being disruptive, for assistance.
  • Because students watch the lectures whether video or digital presentation in the evening in place of homework, they are able to absorb the information at their own pace.   The ability to fast forward or pause is fantastic. This can apply to simply reading assignments as well.
  • Having students research their own information in the evening as opposed to watching a video could be the next evolution of this flip. I think this may however be best for advanced courses or for later parts of a course once they are all up to speed and comfortable.

Links from forum: 

https://en.wikipedia.org/wiki/Flipped_classroom

Performance in Blended Learning in University Teaching: Determinants and Challenges. 

http://www.slu.edu/cttl/resources/teaching-tips-and-resources/flipped-classroom-resources

https://youtu.be/yzMFdDT6FSA

https://youtu.be/9aGuLuipTwg

http://net.educause.edu/ir/library/pdf/ELI7081.pdf

http://blog.peerinstruction.net/2012/04/20/how-do-i-get-my-students-to-prepare-before-coming-to-a-flipped-class/

http://kimhodge.weebly.com/reflections/archives/12-2014

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/course-design-planning-flipped-class

https://youtu.be/bwvXFlLQClU

http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/

http://plpnetwork.com/2012/10/08/flip-love-affair/

 

https://youtu.be/u84ZsS6niPc

https://ccti-svg-june2012.wikispaces.com/10+Flipped+Classrooms

 

http://archive.aacu.org/pkal/regionalnetworks/documents/CRWG-SPEE-REF-01.pdf

 

 

 

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