Video Basics

While procrastinating about my initial offering for Jim Grooms Digital Storytelling MOOC discovered some wonderful tutorials created by Vimeo about everything you need to know in order to produce videos for sharing on the web.

Challenge Ahead -DS106

Seemingly addicted now to a frenetic workpace albeit during official holiday time, prior to Christmas I registered for Jim Groom's Digital Storytelling MOOC believing the commencing date of January 10 to be galaxies away. Alas, in the midst of a break on my cousin's property down the South Coast of NSW and with intermittent internet connectivity I realise today that the space ships have launched and prioritising is in order. Reading Alan Levine's post describing how some participants have already embarked on the project with feverish enthusiasm I realise it's time to head back to Sydney and some serious video editing if I'm not to fall behind in yet another course. I intend to steer clear of distracting signposts this time and focus on the tasks immediately at hand in an endeavour to actually complete something for once.

Connectivism again

Perspective or Perspectives

It's well known that George SIemens and Stephen Downes are both promoters of the power of Connectivism in the learning process. They do each have their own styles and takes on the concept.

Georges Introduction 

Connectivist Learning and Teaching according to Stephen

Connectivist Learning and Teaching

Downes Is Up Again !

In the middle of my computer streamlining process discovered that Stephen is facilitating another MOOC on Connectivist Networking (#CCK11) commencing January 17. I'm not sure I'm ready for the intensity of another PLENK, however I won't miss the opportunity for some professional development. I aim to be a lot wiser this time around having some basic MOOC literacy skills under my belt, and with all the projects I'm currently juggling I would imagine I may move no further than 'lurker' stage.

"Are you a lurker" offers a balanced, non judgemental  perspective on this interesting phenomenon which seems to get some people's knickers in a knot- not sure why. It's somewhat of an oxymoron to mouth acceptance of individual differences and respect for others yet endeavour to impose social etiquette behaviours on the group which may make some feel uncomfortable.

I've heard 'lurkers' referred to as 'peripheral learners', not sure where, but I far prefer it. After all, we're not Spartan warriors off to fight at our own little Thermopylae-the stakes aren't life threatening !

Better Late Than Never

I've been spending some time organising my digital paraphernalia over this Christmas break and freely admit to missing some of the forum action from the PLENK2010 course. Revisited some of the blogs of some of the participants and stumbled across a video on succeeding in a MOOC by Dave Cormier which also generated some discussion about the entire concept of the PLE/PLN phenomena. I'm not convinced either way at the moment, but there is no doubt that the PLENK course was the best professional development I've experienced in many years - I'm still exploring leads and refining ideas generated through my participation and am loving the journey.

Be Very Afraid

I realise now now hopefully outdated this blog has become but with Christmas around the corner and so much to refine I anticipate it will remain so until at least January. However I choose not to feel too guilty as the blog remains of great relevance for me as a documentation of my thoughts and clarification of learning post PLENK.

For the moment I will concentrate on something a little easier - including some topical not necessarily PLENK related discoveries. Stumbled upon Be Very Afraid, the brainchild of Professor Stephen Heppell, an event which connected students from all over the UK to showcase incredible ICT related projects. You can also listen to Stephen's insights at the Virtual Staffroom which is a wonderful repository of podcasts with predominantly Australian educators. 
Of course these presentations are the products of true 'digital natives' a term touted by Marc Prensky to be the norm rather than the exception, a perception I strongly challenge. I believe I am in good company, not a lone voice in the wilderness, supported by Jamie McKenzie's article Digital Nativism Digital Delusions and Digital Deprivation  the Accidental Pedagogy blog  and well attested by Chris Betcher's personal experience with his students in his post "The Myth Of The Digital Native" on his Betchablog. Chris's post inspired some wonderfully insightful responses from his readers. The somewhat churlish response of Prensky to Chris's tweet re a Prensky presentation is interesting to say the least.

Now, as to who should be very afraid ? 

I would suggest:

1. Parents of students whose teachers are complacent and rely on system generated professional development to maintain professional credibility.
2. Executive staff in schools and institutions who with a wave of the hand dismiss the Web2.0 and Web3.0 reality as easily as they would a spider web outside the entrance to their homes
3. Students whose ICT proficiency and esecurity is placed at risk by mundane resources, trusting parents, squandered budgets and outdated instructional methods

What is needed is a substantial dose of enthusiasm for transformative change as espoused by Karl Fisch and this seems to be more feasible if bonds can be forged by like minded 'compulsive learners' and spread through a 'meganetwork' a network of vibrant Personal Learning Networks

PLE/Ns and Managing Personal Knowledge (PKM)

 What does anyone know about Knowledge ?

The task is to detail how I define information and knowledge and determine how I manage information. Do I follow a  structured PKM model or rely on a less formal system? I am meant to consider diagramming how my PKM relates to my PLE/N and share in the discussion forum. 

Once again, I'm questioning the relevance of the acronym. I'm becoming frustrated with the process of comparing apples to oranges and talking at cross purposes.  There appears to be no universal definition of KM, just as there's no agreement as to what constitutes knowledge in the first place so I question the relevance of discussing an acronym which has knowledge at the core ? My preference would be to replace it with P.I.M (personal information management)

There seems to be a dwindling of forum contributors. Some of the regulars have dropped off and some newbies have appeared. I anticipate a proportion would be working on a final artefact due in the final week, however I'm realistic enough to accept that it is best for me to forgo the artefact, and concentrate on refining my ideas and determining how they link together because I can definitely sense both a pattern and connection. The most effective method of demonstrating this currently eludes me.   

Interestingly enough there were no artifacts ! Guess I have to keep reminding myself that MOOCING equates with flying free, ignoring deadlines and pretty much doing whatever suits. Liberating ..............

The Waiting Game

Well it appears the signposts have distracted me to the extent that I'm maintaining a presence on the forum and the Groups Network but am sadly falling behind in the blogging - I'm not complaining, just documenting. I accept that my artefact will not be ready in time for the completion of the course-too much reflection, too many distractions, not enough time. BUT - it doesn't matter, because my learning will continue apace once the course is completed. I have a kaleidoscope of ideas to follow up. 

For the moment, I fear infoglut has me in its mire, but I will surface and will be a lot dirtier but a lot wiser. And I can always wash can't I, then the mire should be a dim memory with cleanliness an almost permanent state (fingers crossed)

And as I wait and linger I had time to watch and enjoy the 'Doodle Revolution'

The Doodle Revolution

And this one

Visual Creative Thinking

View more presentations from homehelper.

for future pondering and elaboration:

1.The Musketeer principle

2.The Jackhammer - network saboteur

3.The Informed Silence
4. The default versus the personal network

PLE/Ns Tools - What Exists,...... How are they used ?

 Am I at risk of becoming a real tool if I dismisses new tools arbitrarily ?

The task is to explore tool functionality missing from PLEs, determine what I need to create new tools and identify strategies for improving end user experience- perhaps new tools, new interfaces and imroving functionality

The term 'tool' exudes the typical ambiguity. 

When is a tool a resource ? 

Is an LMS a tool or resource ?

Creating new tools e.g GRSShopper presupposes a high degree of Perl scripting experience which I don't believe would be possessed by most teachers. And it is the discipline of teaching which is relevant to me. I don't believe the person who has the largest toolbox or the shiniest newest tool is necessarily the best craftsperson. For me the relevance lies in the tools functionality and ease of use. 
That old song -" If I had a hammer" comes unbidden into my head, and therefore hot on its heel's a favourite quote :  

If the only tool you have is a hammer, you tend to see every problem as a nail.  Alexander Maslow

Using PLE/Ns effectively: skills, mindsets, and critical literacies

Apple, Orange Or A Real 'Lemon' ? 

The focus has shifted to the skills needed to ensure success within PLE/Ns. What impact does literacy have on a learner's ability to not only function, but flourish in a digital world ? George Siemens believes that being literate requires technical skills, conceptual mindsets, as well as an attitude of tolerance of complexity and ambiguity.

  
A bit of fun - an online tolerance of ambiguity test. Additionally, an interesting study which explains that 'personality and tolerance of ambiguity' are also referred to as language ego, ego boundaries, or cognitive flexibility (Guiora,1981; Ehrman, 1993)It seems that various studies have shown that learners who can tolerate moderate levels of ambiguity are more likely to persist in language learning.

As I see it, the greatest hindrance to comparing theories is that there is no universally accepted definition of any of them. As with the PLN/PLE debate, it appears to boil down to 'scholarly' opinion. And what is quite unnerving to the student, if 'academics' disagree after studying a theory in great depth, what sense of clarity are the 'others' expected to achieve.
 

Firstly why do so many theories begin with "C" ? If I was going to submit a theory at some stage, I certainly wouldn't give it a title which began with "C". Connectivism, Constructivism, Constructionism, Cognitivism. Perhaps something with "Z" or "X" would make it easier to remember. However I can't think of one which suits so I'll go with the 'C' bandwagon and suggest 'Complexitism'. Humans are too complex to be pigeonholed according to any criteria which has a cognitive functioning component. If its so clear, why so varied ? 

Theories have their place - I enjoy reading about them, however I act according to my intuitive barometer. Their value lies in facilitating discussion and refinement of strategies which is the toolbox of the educator.I don't rally behind the banner of any one exclusively. Our ability as educators to critically evaluate learning theories is limited to a great extent by the degree of 'at the chalkface' experience. I look to my experience over 35 years of teaching and modify my approach according to my analysis of learner needs. I believe there are disadvantages in attaching pedagogical practice to the bandwagon of any one theory. Experience is the most humbling of teachers. If one accepts the concept of 'individual differences' there can be no justification in placing 'all the eggs in one basket'.

The Executive Summary of the 1990 Delphi Report from the American Philosophical Association (Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction) states:

The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair- minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal.

Daunting task for both educators and students ! I expect a highly evolved, well balanced personality would be a good place to start. Hands up all those who have evolved thus far ? My hands shall stay by my side for now !

Evaluating Learning in PLE/Ns

 WHO DOES IT, HOW DO THEY DO IT, AND IS IT WORTH DOING ?

Assessment and learner evaluation presents a probem similar to that which exists between hard and soft systems:
Apparently, hard processes = learning management systems and standardized testing  ans soft systems = no clear way to ascertain the quality or depth of learning. Therefore it doesn't require an extraordinary leap of faith to assume that an effective system of learning would maintain a balance between hard processes, soft processes and technologies which would reflect the needs within a particular context.

My focus therefore is to explore "how do we measure what matters, and, to whom does what we measure matter? 

There's been much discussion about the differences between testing, evaluating and assessing. The terms appear to frequently be used interchangeably. As I understand it, testing applies to assessments which have definitive yes/no answers e.g yes/no and multiple choice tests. Evaluation enters into a greyer area where judgements are made by the evaluator. For example, a teacher may use testing to identify  a students understanding of mathematical processes, however taken into account would be their daily interactions, conditions at the time ongoing assessments

Reading Keith Hamons post generated a new perspective for me.

All statements about any student are provisional. "This is John, an exemplary A student, and this is Mary, a problematic F student" are both provisional, and do not say all that can be said or measured about either John or Mary or about ourselves for measuring and saying such things. That to teach any thing, we must define that thing, but our definitions are always provisional, always subject to change, usually sooner rather than later.

I'd not really thought about it in this way before. I had of course considered the element of subjectivity with respect to many forms of assessment. However, the pigeonholing of a student can have great impact on not only future learning but on life. Many students are hamstrung by low expectations formulated by uninformed educators. While tests can generate a peer comparative 'score' and are situational, the evaluation of attitude and values is completely subjective and can be more reflective of the personality dynamics existing between teacher and student. There  is a real danger of students only living up to what appears to be expected of them.


Additionally:

"Our educational systems are overwhelmingly informed with the myth of the individual. Our testing regimes, grading regimes, pedagogies, epistemologies, and learning theories are all based on the individual, ignoring the role of the network or rhizome, in the creation and management of knowledge"

I have observed that the vocal MOOC contibutors are comfortable pursuing their own leads which supplement the course readings and generate discussion. Consulting the course agenda in order to guide thinking processes has been helpful and to see how the topics relate to one another - a learning destination.

In my field of primary education, diagnostic testing prior to the commencement of a unit represents a gauge of sorts. The comparison of diagnostic and summative assessment results represents a yardstick. Formative assessment is also often included which allows for an ongoing evaluation of both student progress and pedagogical effectiveness. The program is 'supposedly' dynamic, continually revised for maximum productivity.Hmmmm......

With a MOOC, the strengths and weaknesses of the guinea pigs are unknown, and the facilitators are unfamiliar with the learners' normal learning paradigm, so perhaps the best assessor of learning in this case would be the learners themselves. If the MOOC were to re-create a 'traditional' pedagogical stance with facilitator as imparter of knowledge, I would doubt its effectiveness, however this has not been the case and I would suggest that the only form of attempted manipulation appears to have come from a small minority of participants with a personal agenda.

http://www.facultyfocus.com/articles/online-education/online-teaching-challenge-creating-an-emotional-connection-to-learning-part-1/

September 28, 2010

Rob Kelly offers an interesting perspective in  Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1  He states that learning research indicates that people learn better in the presence of some emotional connection — to either the content or to other people, however he agrees that the creation of this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment.

Rick Van Sant, associate professor of education at Ferris State University agrees that :

“One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” 

Van Sant uses the site www.ted.org/ in his courses (Technology, Entertainment, Design) This features top presenters talking about a diverse offering of topics. Van Sant believes that technology provides access to a vast array of content which possesses the potential to resonate emotionally with students in this way, however he sees barriers in the delayed response time, not being able to respond in the moment to engaging content. 

He regrets the loss of many teahcable moments
In a typical online learning environment, students react and post to a discussion board or blog and wait for a response. “I think it’s one of the downsides of asynchronous learning. You lose that opportunity for the teachable moment,” Van Sant says. “There are many positive aspects to online learning, such as thoughtful reflection. One of the things I see, the students who do not often volunteer or engage in on-the-fly discussion in a face-to-face classroom will turn around in an online environment and become significant discussants. Not that they’re lazy in the classroom; they just don’t process information on the fly quite like somebody else.”

“The goal isn’t to cater to all eight individual multiple intelligences. It’s about providing, over the range of a course, the opportunity for people to learn and express their learning within their strengths and not always have to operate within their deficits. To do that, you need variety. You need redundancy. You need multiplicity. You need different ways of sharing and knowing. … What happens here is working in a much richer environment. It is a challenge for us to understand that in this rich environment we’ve got to become masters of that domain.” 

Rob Kelly, Online Education, Online Teaching Challenge: Creating an Emotional Connection to Learning, part 2,September 30, 2010

 With online learning being a relatively new medium the jury will be out for some time yet as to the effectiveness of this type of study, particularly in a largely unstructured course such as a MOOC. From what I have read and heard, the main features essential to good practice seem to be: dialogue(both sunchronous and asynchronous); learner commitment; facilitator support and a strong degree of learner autonomy.This autonomy impacts on, and is impacted by, time management, content choices, pace, interface navigation and assessment.
Perhaps all indications lead to rethinking our notion of 'individual' as a discreet individual to the notion of a Janus like personality, two pronged, a mashup of a unique humaneness and a network rhizome !

PLE, PLN and Learning Theories

Apple, Orange Or A Real 'Lemon' ?

source: http://www.dilbert.com/
As I see it, the greatest hindrance to comparing theories is that there is no universally accepted definition of any of them. As with the PLN/PLE debate, it appears to boil down to 'scholarly' opinion. And what is quite unnerving to the student, if 'academics' disagree after studying a theory in great depth, what sense of clarity are the 'others' expected to achieve.

Firstly why do so many theories begin with "C" ? If I was going to submit evidence to test and support an hypothesis hoping it would become a theory at some stage, I certainly wouldn't give it a title which began with "C". Connectivism, Constructivism, Constructionism, Cognitivism. Perhaps something with "Z" or "X" would make it easier to remember. However I can't think of one which suits so I'll go with the 'C' bandwagon and suggest 'Complexitism'. Humans are too complex to be pigeonholed according to any criteria which has a cognitive functioning component. If its so clear, why so varied ?

Theories have their place - I enjoy reading about them, however I act according to my intuitive barometer. As simply a plausible explanation for a certain phenomenon, theories are great for contemplating, critically appraising or tasting. Their value lies in facilitating discussion and refinement of strategies which is the toolbox of the educator. I don't rally behind the banner of any one exclusively. Our ability as educators to critically evaluate learning theories is limited to a great extent by the degree of 'at the chalkface' experience. I look to my experience over 35 years of teaching and modify my approach according to my analysis of learner needs. I believe there are disadvantages in attaching pedagogical practice to the bandwagon of any one theory. Experience is the most humbling of teachers. If one accepts the concept of 'individual differences' there can be no justification in placing 'all the eggs in one basket'.

An interesting comparison of some of the main theories from Ailsa's blog - CCK11 meets ANT

"....Adapted from a table George Siemens has on learning theories in week 1 readings, but with an additional column expanding on connectivism to consider actor-network theory...."

Still refining my thoughts on this one !