Inspired by FLO micro-course!

FLO MicroCourse iconI’m currently on a professional learning journey – exploring longer, ongoing learning (through BCCampus Online Book Club) and distinctly separate (but linked) digestible chunks of learning offered by Sylvia Currie and her FLO’rs (through FLO – MicroCourses)*

I’ve taken one micro-course (Creating and using rubrics) on and I’m immersed in the 2nd: Experience and design a community building activity, facilitated by three creative and experienced facilitators:  Colleen Grandy, Gina Bennett, Sylvia Currie.

So, Ilooking through scope‘ll take the micro-scopic view this week as I’m currently challenged to pick, describe and share my idea(s) for an engaging online community building activity!. I’ve got some drafts on the go – will share them below here after I share them with my colleagues!

a random photo story opportunity

5 Card Flickr

I started by waffling between using one of two amazing free online tools:  Five Card Flickr by Cogdog (aka Alan Levine) or the TinEye Lab (Multicolr: Search by color). Both do random searches by keyword and/or colour for Creative Commons-licenced images. How great is that eh? I mentioned that I’d been waiting for an opportunity to use Cogdog’s app for a long time (Sylvia Currie pointed out tha

a random search by color or keyword

Tineye Multicolr

t he’d launched it in a 2011 event at UBC!!!)

And I think I probably found the search by colour site by Tineye sometime around 2012?  I can’t remember exactly and it may have come from Stephen Downes or, more likely, by amazing edtech boss Grant Dunham! He was always combing the Internet for new ideas to make online learning and distributed learning more interesting, engaging and to help people learn!

And here’s the great thing about taking the plunge into self-direct professional learning – the feedback I received from the three micro-course facilitators and participants really expanded my perception of how I could offer this as a community building activity and made me take a closer look at whether it was edtech fascination or a focused intention to support better learning (yikes – guilty of letting my digital magpie take over to some extent!)

Check out the value-added feedback from the micro-course – and you’ll see why I am a fan and encourage you to sign up for the next FLO micro-course!

Constructive commentary from my colleagues:

Gina:  try one image and then space out the contributions of other learners – to build a story together from the images from random searches (maybe contribute one every other day?) My note:  Which tool would be best to support the shared presentation of image and story? We are working in Moodle primarily – Lightbox might work? Or is Google more flexible? and accessible? or move away from the Web2/3.0 tools entirely and just provide a selection of random images and they can pick?

The point is to build connection and community among disparate learners. Maybe best to do a themed search, collect the random images and post them in the learning space? Allow learners to select one image and add to the story line? Could be done with Glossary tool?

SylviaC:  try the same set of random sorted images and ask everyone to build a story and then comment/think about others?

Beth Cougler Blom:  she encountered some challenges with saving images from a random search on the 5 Card Flickr site so she went to a random search on Adobe Spark and created a quick story – and shared the steps she took and what she thought about what she was doing – invaluable feedback!

And she made me reflect on my underlying motivation by asking: “I feel this story doesn’t have anything to do with me…was it supposed to? Or was it supposed to just be a cool, creative process/story to engage with?”  Yup, I have to admit, part of this was driven by the ‘cool’ factor rather than the community building factor. Yikes, you’d think I’d be over that. But that’s the value of these micro-courses – where else would I get such honest, thought-provoking feedback. I’m so appreciative!

UK random image generatorGina – again:  She stayed on track and watched Beth’s Spark video and contributed another awesome resource – Random Image Prompts. I have never encountered that one but it’s now tucked away in my Ideas file and I’m sharing it out to you in case you want to try some variation of this approach to building community!

So thanks to everyone who contributed ideas and took the time to test my idea – I have even more ideas now! Try it yourself – and let me know how it went?

Sylvia

 

 

 

 

 

 

 

 


* Facilitating Learning Online (FLO) MicroCourses are short, single-topic, hands-on and free. In one week, you will dip into the FLO experience, and leave with something practical and useful for your own teaching practice.

Making marks and dancing feelings at SKiP2018

Sketching in Practice logoOne of the things I love about living ‘down south’, is the opportunity to follow a whim or curiosity in terms of professional development. When I saw some tweets fly by about a Sketching in Practice symposium sponsored by SFU, my interest was piqued. When I poked around a bit I found the pages and pictures from the 2016 and 2017 events and then followed the blog until the presenters for this year’s event were posted. I checked my calendar, figured out travel details and registered.

I’ve explored graphic facilitation and sketchnoting in the past but I appreciated the wider scope of SKiP2018. From a young art teacher, Meghan Parker, who had just completed the first “..thesis of an autobiographical nature in comic book form” to two academics, Dr. Kathryn Ricketts and Dr. Andrea Kantrowitz, who proposed to explore intersections between movement, gesture, and meaning, the day looked pretty full of thought-provoking experiences!

A last minute surprise was my winning a draw for a pre-event workshop with Carnegie Mellon’s Doug Cooper called “Drawing by Touch.” Thanks SKiP!

So…what?

So, what did I learn? what did it change about my ongoing professional development ideas and interests?

Comics in education

I am still ambivalent about the role of comics (as most comics are drawn) in education. After listening to Meghan Parker speak her comic thesis, I realized that part of my resistance to comic strips may have been the structure (connected boxes) and the visual busy-ness I perceive when I try to read them. I was surprised at how much I learned from Meghan’s comics and how some of her simple images and complex messages stayed with me afterwaMeghan Parker's thesis comicrds. I realized I appreciated the variation in presentation of her visual elements – sometimes she drew around boxes while at other times she had a pageful of boxes. I’ll revisit some comic strips and try reading them out loud too – might help me to understand the attraction 😉

 

Hand drawing on paper

I have always found that writing can help me work out ideas but I often struggle with using drawing the same way. I’ve found that the challenge of imagining an image to represent a complex idea takes a fair bit of thinking at times and my lack of any drawing automaticity means that I’m also struggling to think of how to draw the image I can picture. Sometimes that means drawing is a block to understanding rather than an aid. So, the natural drawing exercises (from author/teacher Kimon Nicolaides: The Natural Way to Draw (1941)) that Doug talked/walked/drew us through on Thursday afternoon were really helpful as he introduced me to some new ways of relaxing about drawing and finding ways to feel the shapes of what I see and to let my hand and arm relax and stay connected with the paper. Now, to make drawing a more natural part of my day so that I can use it more effectively in my practice.

drawing scienceDrawing Science

I thoroughly enjoyed Armin Mortazavi’ Lightning Talk. His understated delivery and self-deprecating humour make it easy to miss the impressive abilities of this young science cartoonist. His story about juggling personal crises while holding various government entities at bay while he created a meaningful story to communicate complex health and nutrition information through his comics was hilarious but enlightening. I’m only sorry I couldn’t be part of his session – I heard it was great.

Maps for inspiration; maps for understanding

Two related afternoon sessions: Professor Chris Lanier shared some interesting examples of some of his favourite graphic novels and then pulled us into an exploration of how drawn images can inspire story narratives. An interesting use of this narrative mapping technique that certainly drew some interesting stories from the audience. Chris is currently working on a novel about the Department of Justice’s Ferguson Police Department Report (An Anatomy of Institutional Racism), using comics and infographics.

Erin Fields hosted an interesting session exploring the Information World Mapping (IWM), developed by Dr. Devon Greyson. She involved us in a brief application of the technique, having us draw our information world – mapping the process and connections we think of when we try to resolve a problem. This enriched our understanding of her story about applying this method at UBC when she participated in an application of IWM to try to understand the information-related needs and preferences of student refugees during resettlement. Erin is Liaison Librarian in the humanities and social sciences and the Flexible Learning Coordinator at the University of British Columbia.

Drawing as a form of thinking

I had read about Sandra’s use of drawing journals in a recent article from Capilano University’s Bettina Boyle so I was curious to hear her story and learn more about how she integrated drawing in her teaching. She shared her journey and her efforts to understand the evidence underlying her beliefs and practices in the classroom. Some of her examples were very compelling and a good “push” to start incorporating more drawing and journaling to support my own personal reflective practices!

Marks, movements and meanings

I think there is much more to the ideas Dr. Ricketts and Andrea Kantrowitz wanted to share with us than I was able to absorb from their Lightning Talk and interactive three-part session. Although the fluidity of movement, the variation in emotional expression and story conveyed by Kathryn’s movements was interesting, and the use of the projected overlays of line, colour and form that Andrea drew as she was inspired and interacting with Kathryn’s story were eye-catching, I never really felt the two blended or augmented my understanding, although the group I was part of during the “audience participation” piece had a lot of fun trying to use movement to express emotions depicted by tiny drawings on scraps of paper. I was grateful for the small printed booklets Andrea shared afterwards and I’ll be “unpacking” the ideas as I have time.

Whew! It was a full day and a half – had to leave early to catch a ferry home. Too bad I missed the summation and the opportunity to get together with people afterwards. But my hat is off to the hardworking, enthusiastic SFU staff that helped us all learn together – and kept it fun!

Cheers to Jason Toal’s team of sketching enthusiasts – from Simon Fraser University’s, Faculty of Communications Art and Technology; School of Interactive Art and Technology; and the Teaching and Learning Center

 

Making learning personal

Have you noticed the the increased use of the terms “individualization”, “differentiation” and “personalization” ? While more prevalent in K-12 education conversations, the terms (often linked with adaptive technologies) are increasingly part of the focus within higher education. They are cited as being part of the move to more effectively engage diverse learners and help them learn what they are interested in, and need for their future.

Do you think you know what they mean? Do you feel you are able to offer one or all of these approaches in your teaching?

When I asked myself, I realized I was a little hazy on the differences between the terms and was finding the link to online learning and the power of adaptive approaches and technologies. So, to clarify I turned to my Googlebrain and found what seemed to be a useful explanation (from the U.S. Department of Education, Office of Educational Technology) and discovered that two were actually subsumed in one (i.e., individualization and differentiation are considered a part of personalization).

Individualization Differentiation  Personalization
 instruction paced to the learning needs of each student  instruction to meet learning preferences of different learners  instruction paced to learning needs, preferences and interests of different learners
 learning goals same for each student  learning goals same for each student  learning objectives, content, method and pace may all vary
learning progress allows faster, slower pace for each student  method and/or approach varies for each student, based on their preferences or what research has found works best for students like them  encompasses both individualization and differentiation
Personalization – “Personalized Learning”
instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs.

In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.

Based on my own experiences, I would say I try to offer this kind of flexibility to individual learners as often as I can but I doubt I ever fully achieve “personalization”. I don’t really see how it is possible to address all the aspects described in the definition, within a structured school system built on measurable, demonstrable, similar learning outcomes.

Many of us face increasing class sizes, increasing diversity of learners, and a growing complexity of teaching. Even in the face-to-face classrooms, teachers are hard-pressed to get to know each of their students well enough to provide appropriate flexibility of timing, approaches, and completion options. The laudable intentions of the “personalization” approach assume that every learner is able to identify what is meaningful and relevant when new ideas, concepts and content are shared. While the learner-centred interpretation of the three terms put forward by Bray and McClaskey are inspiring, I have had many students who weren’t focused enough on my course (among all the competing demands in their busy adult lives) to even want to achieve “mastery” or to take the time to monitor and reflect on their own learning.

And a challenge that is never mentioned in the articles and conversations about the benefits of personalization, is how do you keep track of what you’ve done, why, for whom, and whether and what they have achieved and how it relates to the stated outcomes of the syllabus? “Aha,” you might say. “There’s an app for that!” Technology is often cited as the answer to customizing learning for individuals.

Some practical examples of how “the machine” can identify problems (in curriculum) quickly, help to improve curriculum on the fly, and help an online instructor identify emergent or potential problems that individuals were presented several years ago by Stanford’s Daphne Koller in her popular What we’re learning from online education TED Talk. Since then the possibilities of machine-assisted teaching surround every conversation about how to help students learn and succeed. A more recent EDUCAUSE article, “How Personalized Learning Unlocks Student Success” provides a list of ways in which instructors can use machine-generated data to personalize learning activities and includes a Utopian vision of accessibility, enjoyment and positive partnerships between instructors, adaptive courseware and happy students.

If I sound a little skeptical of many of the claims of technology, it’s based on my experiences and observations. While technology makes it possible to provide amazing learning experiences and to manage the outcomes, we’re still learning how to use the tools well. The power, scope and potential of new technologies progresses faster than we seem to be able to respond – both in using those powers for positive effects and to protect our learners (and ourselves) from the potential harm and loss of privacy.

 


Header image: On-screen analytics @Jisc and Matt Lincoln and Teacher and learner group, @tamuc via Flickr, CCBY

eRefs

Alli, Nazeema, Rahim Rajan, Greg Ratliff (Mar 7, 2016) How Personalized Learning Unlocks Student Success, EDUCAUSE review, Retrieved from https://er.educause.edu/articles/2016/3/how-personalized-learning-unlocks-student-success

Basye, Dale (Jan. 24, 2018) ISTE Blog – Education leadership, Personalized vs. differentiated vs. individualized learning, retrieved from https://www.iste.org/explore/articleDetail?articleid=124

Bray, Barbara and Kathleen McClaskey, (??) for Education Alberta, “Personalization vs Differentiation vs Individualization  https://education.alberta.ca/media/3069745/personalizationvsdifferentiationvsindividualization.pdf

Koller, Daphne (https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education)

Lam, Evelyn (Aug 31, 2016) Review:  Weapons of Math Destruction, Scientific American Blog, Retrieved from https://blogs.scientificamerican.com/roots-of-unity/review-weapons-of-math-destruction/

U.S. Department of Education, Office of Educational Technology, (2010) Transforming American Education: Learning Powered by Technology (pdf) – https://files.eric.ed.gov/fulltext/ED512681.pdf  (see p.12)
Note:  These periodic reports are referred to generally as National Education Technology Plans.

U.S. Department of Education, Office of Educational Technology, (January 2017) Reimagining the Role of Technology in Education:  2017 National Technology Plan Update (pdf),  https://tech.ed.gov/files/2017/01/NETP17.pdf (see p. 9 sidebar, Personalized Learning)

Beliefs and values drive design and delivery

looking through scopeAre you getting ready for a new semester or preparing for a training event? Are you finding it challenging to select a design approach for a new course, to find ways to improve your current courses or your in-class lessons? Despite the long list of tasks you need to complete before you begin a new teaching experience, you should consider taking some time to ground yourself by identifying what you really believe about how people learn effectively and the role you play in helping them do that. I wanted to share a few strategies to help you do that more easily than you might think!

  1. Tell a story

    Start from what you know or believe to be true (don’t research – just respond).  It’s best to find a partner or a small group to complete this reflective activity (based on a more extensive reflective exercise called the “metaphorical mirror” (Wagenheim, Clark, Crispo, 2009)).
    First, ask yourself:
    -What is a sport or activity or hobby that I do well and enjoy? Think back to when you first began. How did you get interested in the activity? How did you learn the basic skills? What helped you develop your abilities?
    Next:  document your answers – write a brief summary, record a narrative video or audio, create something visual – whatever helps you recall the experiences. Be prepared to share them with a colleague (or a small group).
    Then: ask a colleague or your small group to listen as you share your story. Ask the listener(s) to listen carefully and ask clarifying questions to ensure they understand. Allow time for them to share their responses to your story and any additional insights that might provide a helpful perspective. You can take turns helping others to clarify their stories.
    Afterwards: Revisit your story. Can you identify parts of the story that illuminate aspects of your current teaching approaches? Does it help you to see areas of your practice that you’d like to modify, improve or eliminate?  Document your ideas about how this increased understanding can help you redesign your course, workshop or learning event.

  2. Complete a teaching perspectives survey

    Check out the Teaching Perspectives Inventory, developed by Dan Pratt and John Collins (originally instructors at UBC). Take time to complete a series of online questions (free) about your perspectives on teaching. The results of your answers are graphed across five different perspectives:  Transmission, Apprenticeship, Developmental, Nurturing and Social Reform. You’ll receive a brief report and interpretation (by email) and you can learn more by exploring the website or purchasing their book.
    Suggestion for use:  While it’s an interesting snapshot of your perspectives on teaching, you can gain more from the inventory by using it to identify areas of teaching you want to improve or change. Test out your new approaches or modifications and then take the inventory again. You may be surprised by how quickly your changed practices create differences in your TPI results.
    The TPI can be a useful monitoring instrument and help you track and be more aware of the choices you make when you teach or develop courses.

  3. Review Seven Principles of Good Practice in Higher Education

    Arthur W. Chickering and Zelda F. Gamson reviewed research from various universities in the United States and distilled the findings into the well-known “Seven Principles for Good Practice in Undergraduate Education.” The principles are:
    – Encourage contact between students and faculty
    – Develop reciprocity and cooperation among students
    – Encourage active learning
    – Give prompt feedback
    – Emphasize time on task
    – Communicate high expectations
    – Respect diverse talents and ways of learning
    These principles still seem relevant and meaningful today. You may find it useful to reflect on how many of these principles you employ in your teaching practice and/or course design.

  4. Write a statement of teaching philosophy.

    If you’ve completed some form of teacher training or completed recent job applications, you may already have one. If you don’t, here’s some guidelines for how to compose one: Teaching Philosophy Statements (from University of Guelph).
    In general, statements (usually 1-2 typed pages) include:
    – a statement of your values and beliefs about teaching and learning;
    – an identification of different strategies or practices that demonstrate how you see your beliefs reflected in your teaching or course development;
    – a list of your future objectives in terms of your professional development
    – a conclusion that highlights your commitment to your professional practice
    Suggestion for further development:  You might consider augmenting your written statement with some form of visual – a collage, an interactive presentation (brief) or a short video. It’s worth creating various forms as each may provide additional insights into your beliefs and how you apply them in practice. The teaching philosophy statement can (and should) be revisited periodically. I also suggest that you revisit them when you change the subject or type of teaching you do (e.g., switching to online or blended forms of teaching).

A closing thought – if you make significant changes in the way you teach (modality, technologies, subject areas, diversity of learners, country, etc.), you may find that your reflection on your values about how people learn may shift and expand. Mapping or charting the journey of your professional development can be a fascinating challenge and provide you with both personal and professional satisfaction.

References:

Center for Instructional Technology and Training, University of Florida (June 30, 2017) Chickering and Gamson: 7 Rules for Undergraduate Education, retrieved from http://citt.ufl.edu/tools/chickering-and-gamson-7-rules-for-undergraduate-education/

Pratt, Daniel D., and John B. Collins, Teaching Perspectives Inventory (website) retrieved from http://www.teachingperspectives.com/tpi/

Pratt, Daniel D., John B. Collins, Sandra Jarvis Selinger,  (2001) Development and Use of The Teaching Perspectives Inventory (TPI), AERA 2001, retrieved from https://cvm.msu.edu/assets/documents/Faculty-and-Staff/Development_and_Use_of_the_Teaching_Pers.pdf

University of Calgary, Taylor Institute for Teaching and Learning, Sample Statements of Teaching Philosophy, retrieved from http://ucalgary.ca/taylorinstitute/resources/teaching-philosophies-dossiers/sample-teaching-philosophy-statements

University of Guelph, Graduate Student Development, Teaching Philosophy Statements, retrieved from http://opened.uoguelph.ca/student-resources/teaching-philosophy-statements?_mid_=1073

Wagenheim, Gary; Clark, Robert; Crispo, Alexander W. (2009) International Journal of Teaching and Learning in Higher Education, v20 n3 p503-509, retrieved from http://files.eric.ed.gov/fulltext/EJ869334.pdf

Diversifying design – exploring culturally responsive online design

Setting the Scene

Last year I spent a fair bit of time reviewing my understanding of foundational ideas and research that provide “us” (teachers and instructional designers) with guiding theories, principles, frameworks and guidelines to design “quality” programs, courses, lessons and learning activities. What I found was that, the closer I looked, the more it seemed as though there was no “best way” to recommend. The different ideas or theories each seemed to provide some value, in different learning contexts, for different learning outcomes, to address different kinds of knowledge or thinking/learning process.
I tried to incorporate that perspective in a four week online design workshop I developed for BCcampus and provided a quick review of the major (persistent and/or supported by a significant body of evidence) theories, etc. I selected three design approaches for participants to select (constructive alignment/reverse design, design thinking for education, open education) and asked each of them to think about their own beliefs about teaching and learning and to try to identify the reasons for their choices in their project design.

diversitySparks for Diversity

When we talked about facilitating, teaching, designing for online learners, we considered various perspectives on diversity. One major aspect of diversity that all educators seemed to be wrestling with is how to address the increasing diversity of cultural perspectives that students bring into online learning experiences. And, another challenging aspect identified by participants – how to deal respectfully and authentically with the issues of decolonization and “indigenizing the curriculum.” Although I had acknowledged diversity in my workshop design, I had sidestepped issues of decolonization, intercultural learning and indigenization, as I was uncertain how to address these issues meaningfully in a four week workshop.

One of my participants was Donna Desbiens, an intercultural learning expert currently with Royal Roads University. She shared a recent journal article she had co-authored with Gail Morong “Culturally responsive online design: learning at intercultural intersections”  The paper incorporates some thoughtful ideas about “internationalisation” and “indigenisation” and introduced me to some current thinking about “culturally competent facilitation” and “participatory intercultural learning”. Donna and Gail reviewed a wide range of research and provided some recommendations for learning design within online environments, from an intercultural and indigenous perspective. Their Culturally Responsive Online Design Guidelines list the “most critical research-indicated supports” and show how they can be integrated into course design. Although my main focus was to find new ideas for designing culturally sensitive (inclusive?) online learning, the article also introduced me to some new terminology and intercultural concepts that I’ll follow up over the summer to improve my understanding. Various references to AAC&U VALUE rubrics seem to indicate they could be a good place to start identifying ways to update our online facilitation practices as well.

Next Steps

  1. Review the treatment of quality/accessibility rubrics in FLO-Design workshop – find a simple way to introduce the basic tenets of intercultural learning and suggestions from Culturally Responsive Online Design Guidelines.
  2. Review the ideas and recommendations for creating culturally safe online environments and intercultural competencies in facilitation techniques – find a way to update “online community” and “collaboration” section in FLO-Fundamental workshop. Current thinking, as explained in Morong and Desbiens’ article is to clarify role of collaborative and cooperative work and allow space for individual learning and cultural contributions.
  3. Further exploration of recommended “crucial supports for intercultural learning” (suggested by research):
    – critical and holistic pedagogies;
    – explicit intercultural learning outcomes and assessments that address cultural knowledge;
    – affective learning;
    – relational skills; and,
    – intentional diversity group work
  4. Further exploration of “idiocultures” and potential impact on structuring and supporting online collaborative/cooperative groupwork or knowledge building.

Note:  idiocultures:  refers to unique small group realities,”a system of knowledge, beliefs, behaviors and customs shared by members of an interacting group to which members can refer and employ as a basis of further interaction (derives from G.A. Fine’s analysis of small groups and culture creation 1979)

Reference

Morong, G., & DesBiens, D. (2016). Culturally responsive online design: learning at intercultural intersections. Intercultural Education, 27(5), 474-492. http://dx.doi.org/10.1080/14675986.2016.1240901