Learning Technology

Laptops in the Classroom - fundamental questions

nobody@vox.com(Hazel Owen) — Fri, 06 Nov 2009 17:09:09 +1300

The other day, two colleagues asked if I knew of any videos of sound practice around students using laptops in the classroom. Actually, there appears to be a dearth of such material. I have some word pictures I could paint around the experience I have had in Dubai and at Unitec, and I am sure Thom could do the same...but not quite as visual :-)

I did however, after some hunting around come up with the range of videos:

While watching the video, for me a number of fundamental questions arose:

What are the assumptions around learning indicated by what is said by students and teachers/lecturers in these videos?
What are the assumptions around teaching indicated by what is said by students and teachers/lecturers in these videos?
Was there much evidence of 'real' collaboration and co-construction of knowledge?
What did the educators do to facilitate 'real' collaboration and co-construction of knowledge?

I could go on, but I think four questions are about right! Thoughts, ideas, issues, concerns...?

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Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development

nobody@vox.com(Hazel Owen) — Fri, 30 Oct 2009 17:01:51 +1300

This was a paper Vickel Narayan and I presented at the eFest meets Teaching & Learning conference, UCOL 2009. It was an interesting experience at a vibrant conference. A time for firsts, it was Vickel's first time to present and write an academic paper for a conference, and it was the first time that we had written and presented together. I felt that we both learned a lot on the way, from each other, from the feedback we gathered from the audience (see below), and from reflecting on how well it went on the day.

It was an interesting audience, and it was great to have much more of a discussion underway throughout the session. There appeared to be a lot of sharing of experiences, strategies, and problems faced, which saw the audience fully engaged. Throughout the session there was also a couple of people Tweeting about main points, and I found this was a great way, afterwards to see how people had interpreted what had been said, and what they saw as central points. It was also great to find out, for example, that the mindmap I had made building on previous work I'd done in 2006, was in fact useful and did illustrate some key factors behind why learners plagiarise.

All in all, judging from the comments, the discussion, and the feedback, I think the audience went away with some new ideas and approaches, as well as affirmation that they 'not alone'! :-)

To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l

To access the full paper: http://www.scribd.com/full/18077894?access_key=key-2d8r0452hsbwlgdffwx7

Feedback

Excellent; general overview; positive approach to manage plagiarism
Session was great. Just enough time to have our discussion!
Liked the suggestion: getting students to have constructive dialogue about plagiarism
Love the handout w the links. Thanks heaps. T
I enjoyed the session but needs longer time for discussion
Plagiarism is a lot more than I realised
Important - see a way to move from punitive to formative
"Use a free tool for formative use" - this was a new idea for me! Thanks for all the links - I will use
Good to see Turnitin as a formative tool rather than punitive
Turnitin as a tool - not the answer
Thanks for the references
Cultural issues seem to be the main factor but I value the deterrence factor and want to improve arguments

Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.

Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.

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The Web: End of the classroom era?

nobody@vox.com(Hazel Owen) — Thu, 01 Oct 2009 13:32:12 +1200

eFest meets Teaching and Learning Conference 2009

The “The Web: End of the classroom era?” debate today at the eFest meets Teaching and Learning Conference, was well-attended. Initially the rules around the debate were established: panel of 6 people, 3 affirmative (in agreement with the statement) and 3 negative (in disagreement with the statement). Both panels were seated on the stage. The audience and a red and green voting paper. There was an adjudicator and a timekeeper. Each panel had 3 minutes each to speak.

The first speaker was from the affirmative team, and began by giving some statistics around online learning. Learners in online courses spend more time on task than in purely face-to-face contexts, and achievement of learning outcomes is higher. The second speaker from the panel in disagreement, responded by coming from the ‘human’ aspect – human teachers for human learning. It was interesting that face-to-face was seen as a positive approach for emotive factors, and being able to ‘see’ where learners were at, and what they were feeling. There appeared to be no understanding around the range of tools that can facilitate these same factors, the fact that somehow face-to-face learning is better – that there is no boredom, more engagement, more opportunities to contribute. Joyce was quick to challenge these ideas, pointing out that in face online it can be more democratic, that more learners have a voice, can create an identity. She recommends the You Tube video: Mr Winkle awakes. The Internet releases the teacher from the information transfer model and frees them up to debate.

The next speaker did not rebut any of the previous points, saying that she felt nothing had been said that needed to be rebutted! She feels that the Internet caters for the trivial, and referred to Andy Warhole’s 10 minutes of fame. The Web lets inadequate, foolish people express their thoughts, and the Web can deceive. You can’t trust the Web and there are perils and traps for young players. The next affirmative speaker chose to rebut the previous speaker’s points. He pointed that Ivan Illich foresaw the Internet. Schools and classrooms are industrial strength learning and that this is not the sort of learning we need. He quotes Illich’s book around conviviality. Learners are reliant on teachers and the system that makes education work. Learning is what happens on the Internet, and that will usher in the post-industrial age.

The final person from the disagreement panel, Colin Cox made a comment about the fact that he had not heard the previous speaker as he was Tweeting. He than gave an overview of his flight from Auckland to Palmerston North, pointing out that pilots who had learned in a simulated environment would not have the skills to really fly a plane.

Next stage was to throw things open things open to the audience for questions and comments. The first person from the audience made the point that simulators have been used to train medical professionals and pilots for years; that dentists were being trained in second life. The rebuttal made the point that the classroom is as big as the world – which played directly into Joyce’s hands – who pointed to the title of the debate!!

A question from the audience asked why eFest took place in a classroom on Tuesday. It was argued that eFest in fact had started months before in wikis, through Twitter, in Skype meetings – in a collaborative, globally diverse participants. The one laptop per child initiative enables children to connect to each other, even if they are not able to connect to the Internet.

One of the audience pointed out that she felt nervous about contributing to the discussion, but if she were online she would be able to contribute more comfortably. She poses the question – are teachers motivated by popularity, and their ‘ego’, when students appear to ‘love’ them?

A final comment from the audience pointed out that he could’t imagine his kids picking up the skills they currently have in an online environment…like kicking a ball.

A final vote from the audience was requested after a humorous summary of the main points made in the debate. It was a close call. The adjudicator declared the debate a draw given the quality of the debate and the spirit behind it!!!

I heard the people behind me say that it had been the best part of the conference. It certainly provoked passionate responses that showed the depth of commitment and feeling educators invest in their ‘calling’.

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Talent development

nobody@vox.com(Hazel Owen) — Thu, 01 Oct 2009 09:35:56 +1200

eFest meets Teaching and Learning Conference 2009

“If people knew how hard I had to work to gain my mastery, it would not seem so wonderful at all” Michelangelo

This post describes a session given by Colin Cox at the eFest meets Teaching and Learning 2009 on October 1st 2009. It focussed on talent, motivation and myelin! It posed the questions: do you do what you do because you have natural talent? Mystery about how to people have talent, what is it, and where does it come from?

A session that explored what the components that make talent and how you ‘grow’ talent. It was a quite interactive session, which involved for example speaking to the person sitting next to you and asking what they felt talent is, and then collecting some of the responses from the audience verbally. Only about 30 seconds per question was given, but the replies indicated that it was just long enough for people to formulate ideas and replies. The answers indicated quite a cross-section of opinions around the subject of talent, its source, and how/if it can be enhanced. Some key ways that were seen as effective ways of enhancing the potential of learners in education, including coaching, self-belief, practice, mentoring, commitment, opportunity.

Some examples of people with talent were Lance Armstrong, Tiger Woods, Jerry Rice, Shane Cameron, and this then moved to a discussion of ‘nature or nurture’. If it isn’t nature then the conclusion was that it would exclude a lot of people. The question was also raised about excellence or mastery in any endeavour and if it was about innate talent, IQ, memory, physical prowess, motivation, practice or a combination.

The example of Tiger Woods was unpicked, and the notion of the fact it was hard work and role models that made the difference as opposed to genetics (although genetic potential does determine height, weight, and muscle mass). By his first major competition at the age of 17 he had already been practising golf since he was 1 ½ years of age.

The next area that was explored was short-term memory (cited the 1978 Carnegie Mellon University study). Cox role=played the part of SF who was able to remember 22 digits after hearing them only seconds before – 1 per second. The amount of effort was physical and emotional. With 250 hours of practice SF was able to recite back 88 digits having only heard them once – 1 per second. The short-term memory is something that can be expanded and extended with practice. The records are now being broken regularly, from 102, to 3 card decks (52 cards in a deck). It was emphasised that SF had average ability.

IQ was the next subject to be put under the spotlight. A study around sales people and horse racing was cited, and looked at who was the most successful, given the information that they have, at predicting results. IQ was not a predictor of success – the lawyer (IQ 118) was not as successful as a construction worker (IQ 85), with the construction worker using more complex formulae, and a success rate double that of the lawyer.

Cox gave an overview of the ‘Myelin secret’ – it’s not about neurons and synapses it’s about Myelin, the neuron insulator. The more you do an activity, the more it insulates the neuron, which takes a neuron from basic functionality to ‘super’ functionality that enables quick responses, thinking and interconnections. Neurons are stimulated by outside actions and influences; the first time you do something neurons fire slowly and are relatively ‘uncoordinated’ – the more something is done, the more the myelin insulates the neurons, and the better the performance of the neuron. Einstein’s brain was the same size as the average person but it had a lot more white matter – myelin.

As an overview, Cox concluded with a discussion of:
1) passion; passion maximises talent because talent requires effort and time, and is not always fun; Where talent meets talent, the person becomes unstoppable. Initially, the passion is not there; there is the requirement for a role model who encourages people to try something. Once a person tries something and realises that they are quite good at something, then this can translate to passion that helps you overcome difficulties and hardships. It helps when the role model is also passionate.
2) practice; it is not any old practice that makes the difference, it is ‘perfect practice’. The elite don’t just practice, they do deliberate practice that is designed to improve performance, and helps the individual identify specific elements for improvement. What meaning has this for students? The comfort zone is not your friend! Life needs to include challenge, things that push you outside of your comfort zone – things you do not know how to do. However, the ‘panic zone’ is also a negative space where a person is pushed too far, which often results in an individual giving up and/or withdrawing. Each student has a different range of comfort, learning and panic zones, so learning experiences need to be tailored to the individual. Practice is the ‘mother’ of skills and includes observation, imitation and repetition. It includes focussed work that builds myelin. Anders Ericsson says the 10-year (10,000 hours) rule appears to be consistently accurate – i.e. it takes 10 years to master something, whether it is playing a musical instrument, playing a sport, excelling in a career.
3) Feedback is vital when you are practising.

A thought-provoking session, with a lot of application for education, and helping learners meet their potential.

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Association for Authentic, Experiential and Evidence-based Learning

nobody@vox.com(Hazel Owen) — Wed, 30 Sep 2009 19:43:42 +1200

Not only are the conversations on the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) site lively, but there are some great resources being shared that members have developed. For example, this list of resources around reflection for learning compiled by Helen Barrett. The particular focus is ePortfolios, and it is a good place to start if you are looking for ideas and would like to join in the conversation.

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Evaluating feedback and collaborating at conferences

nobody@vox.com(Hazel Owen) — Wed, 16 Sep 2009 12:27:15 +1200

Complex interrelatedness

Image source (full size image available)

Bettina Schwenger and I recently presented at The student experience: HERDSA 2009 in Darwin. As part of the presentation we asked participants to add details to the mindmap pictured below - the original mindmap only included the nodes that have images. Participants collaborated in pairs or small groups to add to the mindmaps, and we collected all of their contributions at the end of the session. The results have been collated and added to the original mindmap, which has created an insightful visual resource into beliefs around Professional Development and the embedding of Literacy, Language and Numeracy into programmes.

At the end of the presentation we asked for evaluation of our session via sticky notes that were left on the door as people left, and received some very positive comments which have been collated below. In particular, it was reassuring to see the comments about the transferability and generalisability of the model in particular, and the approach to PD as a whole.

Resources

Link to our presentation: http://www.slideshare.net/hazelowendmc/supporting-academic-development-to-enhance-the
Link to our handout: http://www.scribd.com/share/upload/13811344/16po9clq1zj2zeys7rrp
Link to the full paper: http://www.scribd.com/doc/17624375/Supporting-Academic-Development-To-Enhance-The-Student-Experience-Handout-of-resources-HERDSA-2009

Feedback from the participants at the session:

Well presented and food for thought in dealing with resistant teaching staff. Thank you
Great project. Well done
Great model (transferable to any T& L context or group) for meaningful PD engagement of academics. (Could be replicated with students)
Generalisable model. Thanks
Inspiring. Good stuff
Provoking. Thanks for some great ideas
Thought provoking.
Breaking down barriers
Interesting pictures on slides
Nice symbolism
Used accessible terminology
Excellent. Good job. Well done.

Mindmap
Link to the 'live' mindmap (pictured below): http://www.mindmeister.com/23798819/building-capability (you will need to access the online version to be able to view the full mindmap :-) )

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Intrinsic motivation: Seven Great Walks in seven days....

nobody@vox.com(Hazel Owen) — Wed, 16 Sep 2009 10:34:02 +1200

Mal Law

Image source

Not sure if this is the right forum for this, but thought it was not only an awesome example of planning an incredible feat, but also something that highlights what is potentially possible when we are motivated and engaged.

The introduction to the site explains that "The 7 in 7 is something that has never been attempted before. This will come as no surprise to most people – it is after all a pretty crazy thing to do! But for its creator, and main protagonist, Mal Law it is the opportunity of a lifetime to “make pain my friend”, experience New Zealand wilderness at its best, and most important of all, raise at least $50,000 for a great cause – The Leukaemia & Blood Foundation of NZ. The Challenge is a world-first attempt to RUN New Zealand’s 7 mainland ‘Great Walks’ in just 7 (consecutive) days. Completing it will be the equivalent of running 9 off-road marathons and climbing Mt. Cook twice, all within just 7 days."

Jeff Greenwood

Image source

I found out about the planned epic when a couple of dear friends, whose son Matthew was diagnosed with leukaemia in his first few months of life, mentioned the run. Matthew not only survived after much treatment, care and love, but is now a strapping 2-year-old. Jeff Greenwood (Matthew's dad) is joining Mal for the Heaphy and the Kepler; you may spot him training around Auckland...complete with baby buggy! :-)

Motivation is a strange thing, comes from many sources, and can help people achieve what appears to be impossible. Long live motivation!!

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Building communities in Te Hononga: Unitec Department of Architecture Maori Studio

nobody@vox.com(Hazel Owen) — Tue, 15 Sep 2009 17:03:03 +1200

Te Hononga: Unitec Department of Architecture Maori Studio

Image source

A sunny day and a pleasant stroll across campus set the scene for the Ning session Ed and I facilitated today with students and academic faculty from Te Hononga: Unitec Department of Architecture Maori Studio. Already keen Moodle users, students and faculty were looking for ways that students could be empowered to create their own space, add their own multimedia, try out ideas and designs in a safe space, receive feedback, work in groups on projects, and keep online journals. In response, Rau Hoskins and I set up a Ning site and today's session was to explore and discuss some of the potential uses of the site, and answer questions.

Te Hononga: Unitec Department of Architecture Maori Studio

Image source

Rather than have a 'how to...' session students have been encouraged to access Anthony Armstrong's great online resource...a step-by-step Ning tutorial (with accompanying .pdf should you wish to download key points).

Te Hononga: Unitec Department of Architecture Maori Studio

Image source

A decision was made to keep the Moodle site as the showcase for work and projects everyone is collaborating, and to use the Ning site a test and prototype area, as well as somewhere to get to know each other better. The Ning site is already buzzing with student activity, which is great. It will be fascinating to see the momentum build.

Te Hononga: Unitec Department of Architecture Maori Studio

Image source

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Knowledge creation/management and communities....

nobody@vox.com(Hazel Owen) — Fri, 11 Sep 2009 13:55:14 +1200

EtienneWenger

Image source: http://www.ewenger.com/

This is an informative, insightful interview conducted by CIO Insight with Etienne Wenger entitled Expert Voice: Etienne Wenger on Knowledge Management. I felt it, in part, addressed a couple of questions that arose in the Ning workshop Vickel and I facilitated with the Department of Management and Marketing this week on why one might cultivate communities between colleagues, learners, and a combination where appropriate.

The interview covers questions such as 'Who has used technology well to support a community?', 'Is there a risk of overmanaging communities?', and 'So the value of communities extends beyond the creation of knowledge?'.

The introduction to the interview reads:

"How is knowledge created? And what's the best way to put that knowledge to use? Those two questions have long been central to the work of Etienne Wenger, an independent researcher, consultant and author. The 49-year-old Wenger, a native of Switzerland, has spent his career spreading the concept of "communities of practice"—groups of people within organizations working together to create and apply knowledge."

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Enhancing online discussions - some ideas from the blogosphere...

nobody@vox.com(Hazel Owen) — Thu, 10 Sep 2009 16:22:44 +1200

Image source: http://blog.sciencegeekgirl.com

Good afternoon. I thought you may be interested in this blog post about encouraging learners to 'talk' in online discussion forums. It is entitled "Say what? Promoting discussion in online courses", and has some interesting tips and wrinkles.

The introduction from the blog post is as follows: "How can we get learners to talk in online discussions, and how can we get the chatty students to shut up? The results have been pretty disappointing so far. Most instructors set up a discussion forum, and ask students to post an original post and to comment on two other posts. But instructors complain that students are doing the minimum and the discussions aren’t exciting. But what are they assessing? They’re just counting how many posts each student gives. The discussions, hence, are seen as tedious busywork."

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