S1-Week 2-Class

Semester 1 (Week 2)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 26th September 2017.  The tutor was Dr Claire McAvinia.

Topic for today’s workshop

– Re-introduction to Academic Writing

Consider your choice of academic paper.

Phyllis Creme, Writing at University

Mike Wallace and Alison Ray, Critical Reading and Writing for Postgraduates

Paul J Silva, How to Write a Lot: A Practical Guide to Productive Academic Writing

Note: Approaches to Learning (look up this learning theories pirated copy online)

What is academic writing?

Clear formal language
Evidence from others (references)
Answers or debates a specific question in the feld
Has clear organisation and layout

Writing is a process that happens to have a product

Prepare -> Research -> Organise -> Draft -> Revise
(Circular)

Getting started

What do you do to help you start writing

Brainstorming
Free-writing
Mind-mapping
Outlining
Sharing writing with someone else
Speaking aloud
Asking W questions (who, what, when, where, why)

Key elements in your writing (from Creme & Lea, 2003)

Development an argument
Linking theory and practice
Drawing a conclusion
Analysing
Being critical
Developing a central idea
Processing information
Incorporating facts
Correct terminology
Logical order
Use of evidence to support argument
Use of primary texts
Use of quotation
Drawing on personal experience

Why can it be difficult to write?

Academics are taught to be analytical and critical
There can be few short-term deadlines for the work
Writing is often undertaken in isolation

Writing Strategies: Free Writing

The following will be use to me in Year 2:

I have previous experience of research and academic writing from a previous Masters (thesis and publication) in 1994. This, together with MSc Year 1 has given me a lot of confidence in my ability to successfully get through this year. I enjoy working alone on longer term projects, of a creative nature, so I am looking forward to Year 2 overall.

Setting a writing goal

Where are you now?
– Amending proposal?
– Starting some literature review?

What is the next piece of writing you need to do?

When will you start this piece?


2 more questions

A commonly used structure

Abstract
Introduction
Literature Review

… plus a few more

Starting to think about journals

Who is the publisher?
Who is the editor / who is on the editorial board?
Is the journal national or international?
What do the guidelines for contributions stipulate?
Is some or all of the content peer-reviewed?
How many issues are there per year and how many of these are themed/special issues?
What types of material are published?
Are articles illustrated?
How many references do papers typically include?
How long is the average article?

My note: try to match keywords and topics with journals.

What is the impact factor of the journals.

Reference the people on the editorial board.

Why do journals reject articles?

It fails the technical screening
It does not fall within the Aims and Scope
It’s incomplete

M4-Week 2-Home

Educational Research Design Module (Week 2)

The following is the research work I carried out on the week immediately after the class that took place on 25th April 2017.  I was interested in finding out about the Horizon 2020 Newton Project as I was aware that Dr. Ioana Ghergulescu, Head of Research and Adaptive Learning, Adaptemy was involved in this project.  Dr. Ghergulescu had previously advised me to read up on Professor Peter Brusilovsky’s work.

Horizon 2020 Newton Project
NEWTON is a large scale European-funded international project which involves 14 partners from 7 countries and is funded under Horizon 2020 Research and Innovation programme (2016 – 2019).

NEWTON develops, integrates and disseminates innovative technology-enhanced learning (TEL) methods and tools, to create new or inter-connect existing state-of-the art teaching labs and to build a pan-European learning network platform that supports fast dissemination of learning content to a wide audience in a ubiquitous manner. NEWTON focuses on employing novel technologies in order to increase learner quality of experience, improve learning process and increase learning outcome.

CONTACTS

Contacts (DCU)
Dr. Gabriel-Miro Muntean
Tel: (01) 7007648
Email: gabriel.muntean@dcu.ie
Room: S326, Research & Engineering Building, School of Electronic Engineering.
http://www.eeng.dcu.ie/~munteang

Contacts (NCI)
Dr. Cristina Muntean
Title: Project Principal Investigator (PI)
Tel: (01) 4498623
Email: cristina.muntean@ncirl.ie
Room: 3.16, Lecturer, School of Computing
https://www.ncirl.ie/Research/-Research-Projects/NEWTON-Project/NEWTON-Team-Members

Contacts (NCI)
Dr Pramod Pathak
Title: Project Co – Principal Investigator (Co-PI)
Tel: (01) 4498611
Email: pramod.pathak@ncirl.ie
Room: 3.22, Dean of School of Computing
https://www.ncirl.ie/Research/-Research-Projects/NEWTON-Project/NEWTON-Team-Members

Contacts (NCI)
Dr. Arghir Nicolae Moldovan
Title: Postdoctoral Researcher
Tel: (01) 4498209
Email: arghirnicolae.moldovan@ncirl.ie
Room: none, Lecturer, School of Computing
https://www.ncirl.ie/Research/-Research-Projects/NEWTON-Project/NEWTON-Team-Members

Contacts (NCI)
Ms Josephine Andrews
Title: Research Assistant
Tel: None
Email: josephine.andrews@ncirl.ie
Room: none, Research Assistant, School of Computing
https://www.ncirl.ie/Research/-Research-Projects/NEWTON-Project/NEWTON-Team-Members

Contacts (Adaptemy)
Dr. Ioana Ghergulescu
Title: ???
Tel: (076) 888 6150
Email: hello@adaptemy.com,
Room: none, Head of Research and Adaptive Learning
https://www.adaptemy.com/about-us/

Contacts (Adaptemy)
Mr. Conor O’Sullivan
Title: ???
Tel: (01) 76 888 6150
Email: hello@adaptemy.com,
Room: none, CEO
https://www.adaptemy.com/about-us/

LINKS

Horizon 2020
The EU Framework Programme for Research and Innovation
https://ec.europa.eu/programmes/horizon2020/en/what-horizon-2020

Enhancing STEM Education
http://horizon2020projects.com/pr-knowledge-innovation/enhancing-stem-education/

NEWTON About

About

NEWTON at INTED2017 with “A New Experiential Model to Innovate the STEM Learning Process” and “Review of Virtual Labs as the Emerging Technologies for Teaching STEM Subjects”
March 2017
http://www.newtonproject.eu/2017/03/

NEWTON Coordinator DCU Dr Gabriel-Miro on Finding the best user experience for rich media over wireless networks
February 2017

NEWTON Coordinator DCU Dr Gabriel-Miro on Finding the best user experience for rich media over wireless networks

NEWTON Mulsemedia-enhanced Teaching Laboratory Sessions
December 2016
http://www.newtonproject.eu/2016/12/

NEWTON at E-Learn 2016 with “An Evaluation Framework for Adaptive and Intelligent Tutoring Systems”
November 2016
www.newtonproject.eu/newton-at-e-learn-2016-with-an-evaluation-framework-for-adaptive-and-intelligent-tutoring-systems/

NEWTON at NCI
https://www.ncirl.ie/Research/-Research-Projects/Newton-Project

NEWTON Post-Doctoral Researcher Job Advert
https://www.ncirl.ie/About/Jobs-in-NCI/Current-Vacancies/Postdoctoral-Researcher-NEWTON-Project

NEWTON at DCU
https://www.dcu.ie/news/2016/mar/s0316h.shtml
https://www.dcu.ie/sites/default/files/hr/Postdoctoral%20Researcher%20Electronic%20Engineering1.pdf

NEWTON at Adaptemy
https://www.adaptemy.com/research/

Adaptemy
https://www.adaptemy.com

Adaptemy Junior Cert Maths Knowledge Map
https://www.adaptemy.com/junior-cert-maths-knowledge-map/

Adaptemy Science
https://www.adaptemy.com/adaptemy-science/

Adaptemy Job Advert for NEWTON
https://www.adaptemy.com/we-are-hiring-a-senior-researcher/
N.B. Research skills required in ‘Assessment and evaluation of learning effectiveness’

EmpowerThe User
(software to build learning simulations)
http://www.etu.ie/

Check out Adaptemy links with DCU, NCI, Learnovate, Folens and HORIZON project. Also Learnovate links with TCD, Professor Vincent Wade, Fallons. Also EmpowerThe User links with Professor Vincent Wade.

Home 2018

Check out Folen’s BuildUp software and find out if it was developed in conjunction with Adaptemy
https://www.buildup.ie/

NEWTON at NCI

NEWTON Project

NEWTON is a large scale European-funded international project which involves 14 partners from 7 countries and is funded under Horizon 2020 Research and Innovation programme (2016 – 2019).

NEWTON develops, integrates and disseminates innovative technology-enhanced learning (TEL) methods and tools, to create new or inter-connect existing state-of-the art teaching labs and to build a pan-European learning network platform that supports fast dissemination of learning content to a wide audience in a ubiquitous manner. NEWTON focuses on employing novel technologies in order to increase learner quality of experience, improve learning process and increase learning outcome.

The NEWTON project goals are to:

develop and deploy a set of new TEL mechanisms involving multi-modal and multi-sensorial media distribution.
develop, integrate, deploy and disseminate state of the art technology-enhanced teaching methodologies including augmented reality, gamification and self-directed learning addressed to users from secondary and vocational schools, third level and further education, including students with physical disabilities.
build a large platform that links all stakeholders in education, enables content reuse, supports generation of new content, increases content exchange in diverse forms, develops and disseminates new teaching scenarios, and encourages new innovative businesses
perform personalisation and adaptation for content, delivery and presentation in order to increase learner quality of experience and to improve learning process, and validate the platform impact and the effectiveness of the teaching scenarios in terms of user satisfaction, improvement of the learning and teaching experience, etc. and the underlying technology through an European-wide real-life pilot

Newton at NCI
National College of Ireland is a partner for the NEWTON project and aims to:

contribute with innovative learning pedagogical methods that make use of technology when teaching STEM subjects in secondary schools and 3rd level education institutions.
research innovative multi-sensorial media (mulsemedia) content delivery solutions that make use of olfactory, gustatory, tactile, and thermoceptive sensations, and how these can be employed for learner benefit.
design and build User Models that support content personalisation and adaptation.
assess the learning performance and learner satisfaction as result of applying various pedagogical methods.

Novel concepts emerging from the performed research are validated experimentally by integrating them into the teaching and learning process of a number of subjects delivered in 3rd level educational institutions as well as secondary schools.

National College of Ireland is leading Work package 4 of the NEWTON project that has the following objectives:

to identify and investigate innovative pedagogical methods that can be used to teach STEM subjects
to propose a suite of teaching solutions that make use of technology enhanced teaching and learning approaches
technology-enhanced teaching and learning approaches that use:
augmented reality
gamification-based learning
self-directed learning and teaching methods
to define a link between virtual labs (WP2) and the proposed pedagogical methods

This project has received funding from the European Union’s Horizon 2020 Research and Innovation programme under Grant Agreement no. 688503.

M4-Week 2-Class

Educational Research Design Module (Week 2)

The following is a description of the Tuesday morning class that took place on 25th April 2017 from 10:00 to 13:00.

Description

THIS WEEK:  Research Questions (Part 1); Library (Part 2)

NOTES:  from today’s class…

PART 1

#LTTCRM = Twitter Feed

From research area to research question.

Research is about asking good questions

Good research is about asking better questions

When you’re reading papers, focus on what the author’s research question is.

Do I need a hypothesis?

No, it is not mandatory.

For each narrow research question, can you predict what is likely to be found.

Research Area = Adaptive Learning

Research Topic = Towards a domain model for secondary school mathematics

Research Question = 

Clear, focussed, complex,…..

Appropriate level of complexity.

Feasibility – do you have the resources, how long will the research take, can you obtain the permission if the necessary participants.

Use a question format (rather than a statement)

Making a strong research question

Do I know the field and its literature well?

What are the important research questions?

What areas need further exploration?

Could my study fill a gap?

Hourglass Model

Cough & Nutbrown, 2002, p.33-34

– Goldilocks Test: is the question too big, too small, too sensitive, what question would be just right?

– Russian Doll Principle: break down the research question from the original statement, get to the heart of the question

PART 2

Library – Roisin Guilfoyle (and Diana)

Devise search strategy

Find relevant information for your proposal

Evaluate your information

Set up an EndNote account.

Research – can be

=======

Theoretical

Empirical

Practice

Policy

Literature – can be

========

Published or unpublished

Peer reviewed or refereed by editor

Not reviewed

Community reviewed

Not always scholarly

Types of Literature

==============

Books

Journal Articles

Reports

Official Publications

Conference Proceedings

Grey Literature

Websites

Theses

Popular Media (Newspapers, magazines, etc)

Literature and Your Proposal (2,500 to 3,000 words)

======================================

Proposal heading

Introduction – Possible sources (Books, grey literature, journal articles,

Context and rationale for research

Chapter 1 – Aim of the research and research objectives

Chapter 2 – Literature Review – critical – Possible sources (Books, journal articles, reports, official publications, ……

Chapter 3 – Research Design – Possible sources (Books, journal articles, conference proceedings, theses)

* Theoretical Perspective

* Methodology

* Methods

Ethical Considerations – Possible sources (Books, DIT policy

Delimitations and limitations and outline of timescales/research plan

Beginning to search

===============

– Background reading

– Define your topic

– Identify concepts/keywords (very important)

– Narrow/broaden focus

Example – the highest level of abstraction

– Formative assessment of first year university students

– formative assessment of university students

– assessment of university students

How to narrow the focus of a subject

===========================

The experience of part time postgraduate students in using electronic library resources during their first year.

Tips on topic selection

================

– You can research one or two aspects of a larger subject/topic

– You should make a list of keywords

– ??????????

Finding alternative keywords

=====================

Thesaurus/Dictionaries

Tips for searching with Keywords

Find alternative keywords

Link terms with Boolean search operators (AND/OR/NOT)

Use advanced search features

Don’t use generic terms, sentences

Keep a research log

Evaluate results

– relevance

– quality

Databases

========

Subject Gateways

A – Z by Subject

Education

Australian (distance learning)

Science Direct

ERIC

myendnoteweb.com

M3-Topic 2-Assessment

TELTA Module (Week 2)

The following is the continuous assessment work carried out by my group during the week immediately after the Tuesday afternoon webinar that took place on 17th January 2017 from 13:00 to 14:00.

Group 4 – Copyright Gate Task (Gerry, Rachel L, Cora)

Four years ago, an employee within your organisation designed and developed an entire online twelve-week CPD module. Since its inception, the module has been run very successfully, for employees only, three times a year. The employee who designed the original module left your organisation last year to take up a post at another institute.

Word has since spread about the success of this module, and you started receiving enquiries six months ago from ‘outsiders’ asking if they could pay to participate. As a result of this, you and your colleagues decided to run an instance of the module for participants from outside your organisation. Thirty five people registered to participate and the module started two weeks ago.

One of the participants on the module is an eminent barrister who specialises in copyright law. He noticed during the first week of the module that there have been numerous copyright infringements and he sent you a private email listing these infringements: one of these happens to be a journal article that he himself wrote five years previously that has been downloaded from a closed access journal and uploaded into the virtual learning environment for all module participants to read.

You have brought the situation to the attention of your line manager and you both need to make some decisions!

In your groups, using your group wiki and discussion board (and any other tools of your group’s choosing), consider the following:

  1.  What course of action are you going to take regarding the module? Explain briefly (in no more than 250 words) why you have made this decision.
  2. You have decided that some guidelines, with links to appropriate resources, need to be created and shared with those in your organisation who design and develop learning materials. Identify (no more than) five key points that should be included in the first draft of this user guide.

Once you have completed the above tasks, nominate one member of the group to post a copy of your responses to the appropriate discussion board. (Please paste the text into the body of the discussion posting rather than attaching a document). Your group’s submission posting must be made by Sunday January 22nd at 18:00 GMT.

Take the time to review what the other groups have written – rate their submissions and feel free to comment on their decisions!

Group 4 – Response (Gerry, Rachel L, Cora)

Decisions

(1) The immediate suspension of any items which were claimed to be copyright infringement from the module.

(2) The barristers’ article and access to the closed journal needs to be immediately removed.

(3) Communicate with and assure the barrister that his notifications have been received and that the matter is being dealt with appropriately.

(4) Assess and corroborate the infringements. This may lead to the removal of any other documents, images or articles which are infringing on copyright until such copyright can be obtained.

(5) Attribute non-OER material (including images) used in the module to the author until a full assessment is completed. Links to copyright material should be used, as this is not considered to be a copyright infringement (CJEU 13 Feb 2014, Case C-466/12).

(6) Bring the infringements to the appropriate body within the HEI and have them assessed by the Intellectual Property Department.

(7) Assess whether the materials are of significant value to the course before seeking appropriate permissions to use any material which had been infringed upon.

(8) Assess other modules in order to ensure compliance, especially should the original developer have been involved.

(9) Examine the copyright policies within the HEI and seek further information and training for all relevant staff.

(10) Create a ‘User Guide’ for ‘Designing and Developing eLearning Materials’ (see below).

Important Note

The ‘User Guide’ (below) includes much of the rationale behind these ten decisions.

User Guide

Section 1 – What is Copyright? 

1.1    Definitions

Copyright is the legal term, which describes the rights given to authors/creators of certain categories of original work, including:

(i)        Text
(ii)       Images
(iii)      Audio
(iv)       Video
(v)        Software

The employer is the owner of the copyright for a work created by an employee of an educational institution.

1.2    Exceptions

Exceptions for educational purposes are given under ‘fair dealing’.  If in doubt about copyright exceptions, seek legal advice.

1.3    Licensing

Copyright legislation differs from country to country e.g. the UK differs with Ireland.  Ensure the appropriate educational licenses are obtained.

1.4      Links

Irish Patents Office
https://www.patentsoffice.ie/en/Copyright/

http://www.irishstatutebook.ie/eli/2000/act/28/enacted/en/html
Copyright and Related Rights Act 2000, Part II, Chapter 6, Section 49-52

Irish Copyright Licensing Agency (ICLA)
http://www.icla.ie/

The Copyright Licensing Agency (CLA)
http://www.cla.co.uk

Section 2 – Placing Non-OER Materials on a LMS (Top Tips)

2.1    Text

  • Use materials created/written by yourself or your organisation as these can be used freely.
  • Make links to web based materials – do not copy and paste web pages.
  • Scanning/uploading of Irish printed publications to the LMS is permitted for some materials under the ICLA licence.

2.2    Images

  • Do not make images available unless you are the copyright holder or have permission from the copyright holder.

2.3    Audio

  • Do not download music or other audio (such as podcasts) – provide a link instead.

2.4    Video

  • Do not download materials from YouTube and other video sharing websites – provide a link instead.

2.5    Links

Irish Copyright Licencing Agency
http://www.icla.ie/

CJEU 13 Feb 2014, Case C-466/12
http://curia.europa.eu/juris/document/document.jsf?text=&docid=147847&pageIndex=0&doclang=EN&mode=req&dir=&occ=first&part=1&cid=58394

Section 3 – Protecting Your Own Work

3.1    Top Tips

  • Keep supporting evidence, such as early drafts.
  • Use the copyright symbol and year of publication.
  • Upload your own photos or photos taken by anyone at the educational institute using a CC0 Creative Commons License.

3.2    Links

The UK Copyright Service
https://www.copyrightservice.co.uk/protect/

Search Free Images having CC0 Licence
http://creativecommons.photos/

Section 4 – Open Education Resources (OER)

4.1    Definition

OER are the teaching and learning materials that are freely available online for everyone to use and adapt.

4.2      Top Tips

  • Use OER to supplement
    (a) materials created by you or your organisation
    (b) materials permitted for use under ICLA
    (c) links to copyrighted materials.
  • Use the Creative Commons search engine to search for Open Access Images e.g. Google Images, Flickr and Fotopedia.
  • The Open Access Policy in Ireland is a useful resource which informs the education institutes policy.

4.3      Examples of OER

  • Course materials, syllabus, lectures, assignments, classroom activities, pedagogical materials and many more resources contained in global digital media collections.
  • Public Domain information.
  • Public Service data.

4.4    Links

Open Educational Resources (OER)
https://www.heacademy.ac.uk/enhancement/definitions/open-educational-resources-oer

Creative Commons Search Engine
https://search.creativecommons.org/

Flickr
https://www.flickr.com/creativecommons/

Section 5 – Creative Commons Licensing

5.1    The Licenses

Familiarise yourself with the six regularly used ‘CC’ licenses plus CC0 (Public Domain):

  • CC 0
  • CC BY
  • CC BY-SA
  • CC BY-ND
  • CC BY-NC
  • CC BY-NC-SA
  • CC BY-NC-ND

5.2      Links

Creative Commons Licenses
https://creativecommons.org/licenses/

M3-Week 2-Home

TELTA Module (Week 2)

The following is a selection of my contributions to the group chat on Slack from from Wednesday 18th January to Tuesday 24th January 2017. The Slack ‘Chat Channel’ was set up by Dr. Frances Boylan on 10th January 2017 and I joined the channel on 11th January 2017.

17th January 2017

On Tuesday 17/01/17, I integrated my Twitter account with the DIT TELTA Slack channel.

18th January 2017

In the early hours of the morning, I sent the following message on Slack to Kevin O’Rourke, Frances Boylan and Pauline Rooney in relation to issues with Blackboard:

Gerard Kilkenny [2:38 AM]
Kevin, Frances, Pauline. I have spent over an hour trying to get ‘Chat’ and ‘Virtual Classroom’ (in Collaboration link for our group) working with Chrome, Firefox and Safari on my iMac in the group area on Blackboard. It seems to be a Java plug-ins issue. I downloaded and installed the latest version of Java. It comes up with ‘Loading…’ and / or Java exception errors. Previously, I have had no problem with accessing the Blackboard webinars using Chrome on my iMac. I’m going to bed to try to get that 4 hours sleep that Kevin referred to during yesterday’s webinar!

Terri Gray [8:14 AM]
Gerry sounds like you had lots of fun and at 2am!

Frances Boylan [9:20 AM]
@gerard.kilkenny We moved recently to an updated version of Collaborate but it would appear that the ‘lecture hall’ under the ‘collaboration’ group tool is trying to open the older version. That’s something we’ll have to report to Blackboard. I’m not sure why the chat isn’t working. For now I’ve disabled the lecture hall and chat functions in the groups. You’ve loads of other tools at your disposal to use to communicate so it should be ok. Feel free to set up a private slack channel for your group if you’d like. I think I allowed you those kinds of options in the settings but if not get back to me. I’m at a daylong seminar today but I could look at it after that for you.

Gerard Kilkenny [11:27 PM]
@frances Thanks very much for your reply. I have just set up a new private channel for our group (called group4). I was able to invite Rachel L to the group. However, Cora’s name does not appear in the list of students in our TELTA class so I can’t yet invite her to our (hopefully soon to be) three person group. This is because several names are missing from the list of all possible invitees. Only 10 names out of (the approx) 20 in our TELTA class appeared on the list. Cora’s name is one of the missing names. I don’t know why this is the case. Any ideas? (If I press the @ key, her name does appear here in this chat channel!) By the way, I began this message with @frances. What’s the purpose/effect of this? (I noticed some of our TELTA group do this and some don’t).

19th January 2017

Gerard Kilkenny [12:57 AM]
removed an integration from this channel: gerardkilkenny

Frances Boylan [6:48 AM]
@gerard.kilkenny: using @ flags your posting for someone in particular. This helps others filter postings & to easily recognise when a posting is referring back to a comment made by that other person earlier.
And Cora is on slack. If you type just ‘@’ a list of all those who have accepted my invite to slack should show up for you. You’ll see Cora’s name in there & can invite her to your group.

Gerard Kilkenny [9:36 AM]
@frances Thanks for the flagging explanation. However, I definitely could not invite her to the group though despite her being a member of Slack (which I knew using @). Cora and about 9 other Slack members were missing from the invited attendees list that appears during the invite process. I am certain of this.

Frances Boylan [10:20 AM]
@gerard.kilkenny I’ve checked the team members list and Cora is there as a full member. I was in touch with her by email about something else this morning and asked her to contact you.

Cora O’Donnell [10:20 AM]
Hi All, I seem to have had the same problem as Mary and a few other DIT staff. Using my Staff ID I could see everything (I think?) apart from my Group! I thought I had to read through all the material first before I was going to find out who was in the group!! Anyway resolved now! -So Rachel, Gerard, feel free to contact me.

Gerard Kilkenny [11:26 AM]
@cora: @rachellynch @frances Hi Cora, if you visit our group’s discussion board in Blackboard you will see a thread created by Rachel and responded to by me two nights ago. I have created a private channel in this Slack team called ‘group4’. Rachel was invited by me and is a member. I could not invite you as your name does not appear in the list of ‘invited attendees’ even though you are a member of this Slack team (20 members roughly) and a member of the Blackboard group 4 (3 members). I will login to the full Slack website shortly and see if your name will appear today in the ‘invited attendees’ list.

Cora O’Donnell [11:49 AM]
Hi Gerard, Yes, I responded to the discussion board thread created by Rachel.

Cora O’Donnell [11:54 AM]
@gerard.kilkenny @frances I do not see a private channell for Gp 4. I see three channells: twitter, announcements and chat. Frances, do you have any idea what the problem might be?

Frances Boylan [12:13 PM]
@cora & @gerard.kilkenny I’m not seeing the group either as I haven’t been invited to it so there’s little I can check out from this end. Lets see how Gerard gets on using slack via the browser later and go from there. He’s he’s still having problems then maybe add me as a member of the group and I can see then if as admin I can ad you to it too.

Gerard Kilkenny [4:20 PM]
@frances: @cora Slack functioned properly this afternoon allowing me to invite Cora to the group 4 private channel.

Frances Boylan [9:14 PM]
How is the group task going everyone? Any initial observations about participating in a collaborative task online and at a distance?

Gerard Kilkenny [9:32 PM]
Positives: (1) Learning more about different ways of using Slack. We have now set up a private Slack channel and all three of our group are communicating this way. (2) Set up a new Group Wiki in Blackboard to contribute our text. (3) Finding out that the Blackboard collaborative tools look very old-fashioned in comparison to Slack’s tools!

Gerard Kilkenny [9:40 PM]
Negatives: (1) DIT administrative error meant that one member of our group only got access to the group on Blackboard today. (2) A glitch in Slack meant that one member of our group could only access the private Slack channel for our group today. (3) As you said yourself, you will be reporting to the Blackboard folk that lecture hall and chat functions for the groups are not working. You have now disabled them. This means that the group has no webinar type collaborative tool to use within Blackboard (4) Consequently, the first two to three days have been spent test communication tools and trying to establish communication within our group.

Gerard Kilkenny [9:50 PM]
Suggestions: (1) Find out times that individuals within groups are free to work on tasks and try to form groups to correspond to individual time availability (2) Unless communication tools are working and ready to go, and groups have been organised around individual time availability, give 2 weeks for the task next year (3) For the webinar, disable the chat function. It does not sync well with the audio contributions from the lecturer and the students. (Two others in the TELTA group have said the same thing). (4) For the webinar, align it more closely with the materials the students create (i.e. the homework) during the week so that it has no focus. Last week, the webinar was ‘bouncing’ all around the place because of the text chat on the right hand side. Text chat with audio works when there is a small group of people and a longer webinar. In my opinion, it doesn’t work with 20 students and 3 lecturers in 1 hour. Now, back to being creative but not common…

Correction: “…so that it has focus.”

21st January 2017

Late that night, I sent the following message on Slack to Kevin O’Rourke, Frances Boylan and Pauline Rooney in relation to my conclusions regarding the task for Week 2:

Gerard Kilkenny [10:30 PM]
@frances @paulinerooney @kcor1964 Now that our group task is near an end, I have to say that the difficulties in working on an online collaborative project with Blackboard and Slack has been informative and a very good learning experience. I think that if everything had gone smoothly, the pitfalls and challenges of working with a group consisting of previously unknown individuals might not have been apparent. I feel that I learned quite a bit about copyright, licencing (including Creative Commons) and OER and for me, this reinforced previous learning of this material from the Instructional Design module of the MSc in Applied eLearning degree that I am currently pursuing. I have been one of the students who pointed out deficiencies and problems with the software and how Task 2 had been set up, and I made suggestions as to how things might be improved. I feel those reflections have been a part of my learning experience this week. Thanks to all three of you for creating the experience, for being available outside of webinar time and for being brave (or foolhardy?) enough to engage with 20 plus students questions, comments, gripes, etc. in an online forum. I’m sure that there was plenty of background work to do in setting things up and correcting problems in Blackboard. Feeling positive! :slightly_smiling_face:

22nd January 2017

Gerard Kilkenny [4:10 PM]
@frances @paulinerooney @kcor1964 “When this task has been done come back here and click the ‘Reviewed’ button to collect your week 2 badge!” This should be changed to ‘Mark Reviewed’ button as clicking on the ‘Reviewed’ button prompts Blackboard to warn you that this will mark your Group Task submission as ‘Unreviewed’. (The text is correct for the introductory video at the top of the page).

23rd January 2017

Pauline Rooney [10:48 AM]
@Gerry In relation to your point regarding the discussion boards…….there are different settings which you can select from when setting up a discussion board. Last week, Kevin decided to make it a requirement that you have to making a posting before you can view the postings of others. This week I left it at the “standard view” where you can simply view everything as it is posted (whether you have posted or not.)

Pauline Rooney [11:26 AM]
@Gerry I agree, the text “Mark reviewed” on the Blackboard badge is confusing. I’ve removed it and am going to award badges manually instead! In the webinar tomorrow we’ll cover how to view your badges as the module progresses.

Gerard Kilkenny [11:27 PM]
Check out the following Vimeo video which recreates the Ringelmann Effect. ‘Social loafing’ is the phrase used to describe the individual ‘slacking’ (no pun intended!), sliding and hiding that occurs when the individual members of a group are aware that they will be assessed as a group. Individual effort declines when there is no recognition of individual effort.

The Ringelmann Effect
In 1913, Max Ringelmann performed a simple experiment using German workers. He asked subjects to pull on a rope alone or in groups and measured the strain to demonstrate social loafing. This video recreates this experiment and talks about the theory.

Is Your Team Too Big? Too Small? What’s the Right Number?
When it comes to athletics, sports teams have a specific number of team players: A basketball team needs five, baseball nine, and soccer 11. But when it comes to the workplace, where teamwork is inc

Is Your Team Too Big? Too Small? What’s the Right Number?

I think that the piece above is worth a read. It’s not an academic paper but I think that it is a reasonable starting point to provoke some thought on the subject of group size.

Pat Zaidan [11:41 PM]
Interesting stuff Gerard!

Mick Mc Keever [11:50 PM]
Looks like it’s easier for 1 student to ‘ game’ the system with 4 in a group than 3 if you are that way inclined.

Gerard Kilkenny [11:55 PM]
Yes, Mick. There may be evidence to suggest that people feel that they can hide in a larger group. Here’s another piece to read:

The psychological theory that explains why you’re better off working solo
In 1913, a guy named Max Ringelmann noticed something strange about humans. Ringelmann, a French agricultural engineer, took a rope and asked individual people to pull on it.
Then he asked those same people to pull on the rope with a group. He observed that when people pulled with a group, they put in less effort than when pulling on their own.
We call it “the Ringelmann effect,” or social loafing. It describes the tendency for individual productivity to decrease as group size increases. And it doesn’t just happen in tug-of-war games: It’s present in companies like Google and Facebook more than a century after Ringelmann’s discovery.

https://qz.com/848267/the-ringelmann-effect-productivity-increases-when-youre-working-solo-rather-than-on-a-team/

From the above piece: “The Ringelmann effect appears beyond the workplace, too. It’s why you feel like you can clap more softly in a crowd. It’s why people don’t vote, because they think it won’t make a difference. It’s why dozens of people watched Kitty Genovese get murdered in New York in 1964, because everyone thought someone else was doing something about it.”
@kcor1964 Kevin, was it 3 or 4 hours sleep that you were recommending before webinars?

24th January 2017

Gerard Kilkenny [12:01 AM]
@mick_mc_keever Mick, I know that you’re probably still doing some late night research on group size. However, you really should consider the danger of not waking up in time for today’s webinar.

Pat Zaidan [12:03 AM]
There’s also a bit of ‘human nature’ in it! I don’t think that this is really anything new. Trust, and encouragement and playing nice goes a long way in group dynamics, in my opinion.

Gerard Kilkenny [12:08 AM]
That’s true too Pat. I thought there was a nice social dynamic to the online group that I was in. Everyone was very courteous.

Mick Mc Keever [12:09 AM]
Gerry – now we are Working as a group! I will be asleep 1-2 tomorrow but who will know?

Gerard Kilkenny [12:19 AM]
You must be using that new software ‘Slackinar’ as well Mick. It fools webinar presenters into believing that a student is actually ‘present’. The trial version allows you to set a timer and uses a macro to record the keystrokes to remotely access the webinar without the ‘participant’ having to leave their bed. The pro version causes the ‘hand’ to be raised randomly during the webinar as well as mimicking the ‘participant’s voice if called upon to make an erudite interjection.

Mick Mc Keever [12:23 AM]
No it’s called STELTAR

Kevin O’Rourke [9:08 AM]
:slightly_smiling_face:
Gerard Kilkenny
@kcor1964 Kevin, was it 3 or 4 hours sleep that you were recommending before webinars?
Posted in #chatJan 23rd, 2017

Pauline Rooney [9:12 AM]
@Gerry Nice to see that you are using your research skills and time productively to prepare for TELTA webinars :smiley:

 

 

M2-Week 2-Home

Instructional Design & eAuthoring Module (Week 2)

The following is a reflection on the week immediately after the class that took place on Tuesday 1st November 2016 using Gibbs Reflective Cycle.

Tuesday 1st November 2016 – CONFERENCE

Description

Immediately after today’s class, I cycled to Dublin City University to attend a conference in The Helix.  I had previously registered online for this conference entitled The Next Generation: Digital Learning Research Symposium 2016.  Here us a link to Professor Mark Brown’s Conference Summary on Twitter.

Feelings

It was interesting to meet Professor Gráinne Conole at the conference.  She have a very interesting keynote called Research Through the Generations: Reflecting on the Past, Present and Future.  (Click on this link for my description of Professor Gráinne Conole’s keynote).  I had read some of Professor Conole’s work before including her association with The 7Cs of Learning Design.

Evaluation

It was informative to hear that digital learning is not yet considered to be an established field of research.  Professor Conole’ stated that it is her belief that digital learning research is currently positioned between stage 4 (diversification) and stage 5 (established).  I was already familiar with the NMC Horizon Report series having attended previous CESI and EdTech conferences.  During the keynote, Professor Conole referred to the Innovating Pedagogy 2015 (a UK report) that she reckons is more nuanced than the Horizon Report series.

Analysis

It was good to hear Richard Millwood’s HoTEL Project referred to at the conference.  I was already aware of this from Module 1 – Learning Theories.  I often find that I pay more attention to a topic when I hear it referred to on a second occasion by a different source.

Conclusions

Having enjoyed this conference, I think that I will register online for more digital events organised by the National Institute for Digital Learning in DCU.

Personal Action Plans

Put the dates for forthcoming events organised by the National Institute for Digital Learning into my diary.

Wednesday 2nd November 2016 – DOCTORAL WORKSHOP

Description

Today, I attended a Doctoral Workshop jointly hosted by the National Institute for Digital Learning (NIDL) and the new Institute of Education at Dublin City University (DCU).  This workshop was primarily designed for prospective doctoral students who are thinking about embarking on either an EdD or PhD in the general area of Digital Learning.  The purpose of the workshop was to:

• answer common questions prospective students have about doctoral study
• identify/discuss potential research topics in the general area of digital learning
• help prospective doctoral students learn how to prepare research proposals.

In the course of the workshop, approximately 30 participants (including me) had an opportunity to discuss how to select the right institution, the right supervisors, the right topic and the most appropriate doctoral study option for their own circumstances.  The workshop was opened by Professor Mark Brown who gave an interesting talk on why he pursued a career in educational research.  A number of his DCU colleagues from Education / Digital Learning were in attendance including Dr. Deirdre Butler, Dr. Enda Donlon, Dr. Eamonn Costello as well as Visiting Professor Gráinne Conole.

Feelings

Eventually, it came to my turn to describe the topics within digital learning that I may be interested in pursuing a PhD.  I was quite nervous as I understood that I would be speaking to a number of respected scholars in the field of digital education.  I explained to those gathered at the workshop that I was interested in both research and development in the areas of personalised learning and eAssessment.

Evaluation

Professor Gráinne Conole and Dr. Eamon Costello both suggested that I speak to Professor Vincent Wade (Trinity College, Dublin) as he is an expert in the area of personalised and adaptive learning.

Professor Mark Brown suggested that I have a look at Fish Tree, a US Company specialising in personalised learning software.  He also suggested that I might pursue an interdisciplinary PhD (Computer Science and Education) and consider using the Castel research centre in DCU.  He also said that I should read what Stephen Downes and George Siemens have to say about personalised learning.

Analysis

We were told that the new DCU Education Department based in a new purpose-built building in the St. Patrick’s College Campus was incorporated on 01/10/16 and consists of 130 Staff and Postgraduate Research Students and 12 Research Centres.  This new education department will be headed up by Charlotte Holland with the title Associate Professor, Education, Dublin City University.  Her email address is charlotte.holland@dcu.ie.

Conclusions

Professor Mark Brown was at pains to point out that the process of deciding what one’s research question should be is a lengthy one.  He repeatedly stated that prospective PhD students should refine their research proposals by having lots of discussions with numerous research staff.  It was interesting to hear that a PhD student can choose his/her External Examiner.

Thursday 3rd November 2016 – STORYBOARDING & VIDEO EDITING

Description

Wrote up minutes of Group Meeting 1 held on Saturday 29th October 2016 in the Westbury Hotel, Dublin 2

Downloaded files for Week 1 and Week 2 from Webcourses

Looked at the 10 minute video Visitors and Residents: Credibility (by David White, University of Oxford), from the link https://youtu.be/kO569eknM6U
This video explores perceptions relating to the legitimacy and currency of online information versus traditional sources. This is a required debate as more and more educational courses are moved online, e.g. MOOCs. In (say) 10 years time, will the survival of traditional universities be threatened in the same way as the newspaper industry is today?

Adobe Captivate – experimented with desktop app for authoring
Adobe Captivate Draft – downloaded and install iPad app
Adobe Captivate Draft – experimented with iPad app for storyboarding

Adobe Creative Cloud – downloaded and install iMac app and iPad app
Adobe Creative Cloud – first sign in using my existing Adobe Id

Created Adobe Captivate Draft test storyboard file (.CPDX file) on iPad
Uploaded this test storyboard file to Adobe Creative Cloud
Opened this Draft CPDX file in Adobe Captivate desktop app on iMac
Saved this Draft CPDX file as a CPTX file using Adobe Captivate desktop app on iMac

Reviewed YouTube Downloaders from
http://mac.eltima.com/list-of-best-youtube-downloaders.html
Downloaded and installed Total Video Downloader for Mac
Downloaded a 30 second waste management video from YouTube
Edited it to a 5 second video using iMovie

Simultaneously developed Composting course / lesson in Adobe Captivate and Microsoft Powerpoint
Published the course / lesson to an Adobe Captivate Project in HTML 5 format
Uploaded this Adobe Captivate Project to gerardkilkenny.ie/compost using the FileZilla FTP application for Mac
Tested that it works using the URL http://gerardkilkenny.ie/compost/index.html
It does work!

Friday 4th November 2016 – ePORTFOLIO DEVELOPMENT

Description

Today I set about more fully researching ePortfolios and blogs, with WordPress already chosen as my software tool of choice. I began constructing my ‘skeleton’ ePortfolio some weeks ago on my MSc Induction Day on 5th September 2016.  I added sections under the headings ‘Hopes’, ‘Fears’ and ‘Expectations’.  On ePortfolio Seminar Day on 18th October 2016, I began the process of creating new WordPress ‘pages’ and a ‘menu’ system that I based on the structure of the taught modules on the first year of the MSc in Applied eLearning programme.  The page / menu system that I created then looked like this:

Professional Development
Prior Learning
Personal Development Plan
Philosophy Statement
Programme Induction
Hopes
Expectations
Fears
Learning Theories
What is Learning
Constructivism
Behaviourism
Debate
Presentations
Instructional Design & eAuthoring
Introduction to Module
Storyboarding
eLearning Toolkit
Models of Instructional Design
Rapid Development
Top 100 Learning Tools
Elevator Pitches
Group Presentations

I also learned how to back up my WordPress website using Chapter 11 (Advanced WordPress) of the the excellent book:
Darryl, B. (2015). WordPress: web development for beginners. Leamington Spa: Easy Steps Limited.  See link below:
http://ineasysteps.com/products-page/all_books/wordpress-easy-steps-web-development-for-beginners-wordpress-4/

Saturday 5th November 2016 – LEARNING WORDPRESS

Description

Today, I resolved a problem whereby I had a database connection error when trying to access my website.  This occurred as a result of me changing the MySQL database password in the Control Panel of https://www.register365.com.  This part of the Control Panel uses phpMyAdmin which in turn provides support for a lot of MySQL functionality.  I had also changed this password the wp-config.php file on my website.  However, I eventually discovered that the password also needs to be updated in a table in the WordPress MySQL database. This means that the password exists in three different locations. If the password is not the same in all three locations, WordPress reports a database connection error.  I decided to revert to the original password.

I also discovered Citation Producer which converts information entered in fields (Author Name, Year of Publication, etc) into an APA reference.  Here’s the link:
http://citationproducer.com/apa-citation/cite/book.html

I learned the following aspects of WordPress:

Page Attributes (Parent)
Page Attributes (Order)
Home Page
Blog Posts
Header Image and Tag Line

Page Attributes (Parent and Order)
I changed the attributes on all WordPress ‘pages’ to reflect the menu structure I had early created via WordPress ‘appearance’ yesterday Friday 4th November 2016.

Front Page and Posts Page
WordPress automatically uses the blogroll as the homepage.
To force WordPress to go to your newly created homepage (‘Home’) on typing in the portfolio URL, do the following:
Select Settings > Reading

In the ‘Front page displays’ options presented:
Choose “A static page” for the ‘Front Page displays’
Select “Home” from the list of items (which are the WordPress pages you created) in the ‘Front Page’drop-downlist box.

We now also need to specify where the blog posts will go

Select “Blog” from the list of items (which are the WordPress pages you created) in the ‘Posts Page’drop-down list box.
Click the ‘Save Changes’ button.
After saving changes, when you type in the portfolio URL, the page should go to your new actual homepage.

Header Image and Tag Line
For ‘Header Image’, I had ‘Site Title’ and ‘Tagline as follows:

Site Title:  MSc in Applied eLearning
Tagline:  DIT Aungier Street

I then added a DIT logo via Appearance>Header.
The image had to be first uploaded to the Media Library.

M2-Week 2-Class

Instructional Design & eAuthoring Module (Week 2)

The following is a reflection on the Tuesday morning class that took place on 1st November 2016 from 10:00 to 13:00 using Gibbs Reflective Cycle.

Description

According to the hard copy Module Handbook 2016/17, today’s class was to address the following topics (and to include the guest lecturers Ciaran O’Leary and Patrick Walsh):

  • Why teach
  • Storyboarding and Personas
  • Learning Analytics

In reality, the topics for today’s class were:

  • Why teach
  • Storyboarding
  • Open Source Tools
  • Visitors and Residents: Credibility (Dave White, University of Oxford)

The first three topics were dealt with by Damian Gordon and the last topic was delivered by Pauline Rooney.

Personas and Learning Analytics were not dealt with today.  Ciaran O’Leary and Patrick Walsh did not appear today nor was any reference made to them.

The Why teach section of today’s class was an exploration of the reasons why we teach and the different teaching methodologies that can be used to teach a group of students.  Some reasons to teach are:

To enthuse students, to provide information, to assess students, to change student beliefs, to give the student group a sense of identity.

Some of the methodologies explored today were:

Ask the students to spend 3 minutes writing down the 3 most important ideas followed by 1 minute comparing ideas with the adjacent student.  Ask the students to reflect on how they are learning.

The Storyboarding section of today’s class looked at the definition of a storyboard (“a visual organizer, typically a series of illustrations displayed in sequence for the purpose of pre-visualizing a video, web-based training, or interactive media sequence”, the history of the storyboard (developed by Disney Studios in 1930s) and examples of storyboards for movies (Star Wars, Forrest Gump, Gladiator, Psycho, Watchmen and Apocalypse Now).

Some Open Source Tools referred to in today’s class were FocusWriter, MoodleCloud, Brackets, RedNotebook, Pidgin, TagSpaces and TaskBoard.  The only app that I had previously heard about was MoodleCloud.

For the last part of today’s class, Pauline Rooney showed a very interesting YouTube video by Dave White (University of Oxford) entitled Visitors and Residents: Credibility.

Feelings

I found today’s class quite disjointed.  The Why teach section felt like it was designed for a ‘dumbed-down’ introductory lecture to students about to experience teaching practice for the first time.  The Storyboarding section looked at storyboards that had been used for famous movies but failed to present any storyboards that had been used for eLearning artefacts.

Evaluation

I only found one out of the four topics in today’s class to be of any benefit:
– The YouTube video Visitors and Residents: Credibility (Dave White, University of Oxford).

This video will be of no benefit to me in relation to Instructional Design & eAuthoring.  However, I found the ideas that it explored in relation to how knowledge is valued and information sources are cited in bricks and mortar universities versus their equivalents in the digital world to be very interesting and highly stimulating.

Analysis

In my opinion, the entire class today should have been devoted to Storyboarding which is an essential pre-requisite to producing an eLearning artefact.  Moreover, storyboarding is one of the four items to be evaluated in this module and I am quite sure that it is something that is new to most, if not all, of the students in the class.   Why were the text editor open source tools FocusWriter, Brackets and RedNotebook referred to instead of storyboarding tools such as Microsoft PowerPoint (desktop app) and Adobe Captivate Draft (iPad app)?  Why was Pidgin which is a Chat app referred to at all?  TagSpaces is a digital note organizer.  TaskBoard is a task/project management tool.  MoodleCloud is the cloud based version of the popular Moodle LMS.  None of the aforementioned apps were illustrated, examined or compared – merely listed.

Conclusions

I am going to have to learn about Storyboarding without any ‘institutional help’.

Personal Action Plans

Explore the Open Source Tools referred to in today’s class: FocusWriter, MoodleCloud, Brackets, RedNotebook, Pidgin, TagSpaces and TaskBoard.

Experiment with Adobe Captivate Draft (Storyboarding App for iPad).

M1-Week 2-Home

The following is a description of Week 2 (Home) of the Learning Theories module.

Description

This week I looked at the brilliant hypertextual concept map of established learning theories designed by Richard Millwood.  It is called Learning Theory v6 and was part of deliverable D2.2.1 for the HoTEL EU project.

Millwood, R. (2013). Learning Theory. HoTEL EU Project v6.

 

M1-Week 2-Class

The following is a reflection on Week 2 (Class) of the Learning Theories module using Gibbs Reflective Cycle.

Description

Today’s class represented the second class of five classes that will constitute the core teaching section of Module 1 (Learning Theories).  The lecturer for today was Ms Orla Hanratty.

Today’s class dealt with the two major learning theories:  Constructivism and Connectivism.  However, to add more detail, Orla dealt with the following ideas:

(1) Social Constructivism…..scaffolding, Vygotsky (zone of proximal development or ZPD)
(2) Critical Constructivism
(3) Constructionism
(4) Connectivism…..underpins MOOCs

…..and examined the following types of learning:

(1) Experiential learning (associated with constructivism)
(2) Discovery learning
(3) Problem based learning
(4) Social learning
(5) Situated learning
(6) Collaborative learning (associated with connectivism)

…..and the following educational researchers/psychologists/philosophers/social anthropologists/authors:

(1) Jean Piaget (1896 – 1980)
(2) Jerome Bruner (1915 – 2016)
(3) Albert Bandura (1925 – present)
(4) Seymour Papert (1928 – 2016)…..associated with constructionism
(5) Malcolm Knowles (1913 – 1997)…..associated with adult learning/andragogy
(6) Michel Foucault (1926 – 1984)
(7) Paulo Freire (1921 – 1997)
(8) Jürgen Havermas (1929 – present)
(9) David Kolb (1984 – present)…..associated with experiential learning
(10) Lev Vygotsky (1896 – 1934)
(11) Jean Lave (1939 – present)…..associated with situated learning and communities of practice
(12) Étienne Wenger (1952 – present)…..associated with situated learning and communities of practice
(13) Siemens (1964 – present)
(14) Stephen Downes (1959 – present)

My link:  Learning Theorists
https://en.wikibooks.org/wiki/Learning_Theorists#Jean_Lave

LEARNING THEORIES

Constructivism
Learners make mental models or ‘constructs” from their personal understandings based on knowledge not experience.  (See Jordan, Carlile & Stack, 2008, p.55).

Constructionism
This is a a learning theory stemming from the constructivist model, noting that students learn best when they are able to construct a tangible object or product which they can share with others.

Social Constructivism
This is the philosophical and scientific position that learning is the result of social interaction and the use of knowledge.

My link:  http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

Critical Constructivism
This is also known as ‘critical pedagogy’.  It emphasises the importance of learners being self-reflective and able to challenge dominant social views.  It emphasies the idea that knowledge is linked to power.  Critical constructivism maintains that historical, social, cultural, economic, and political contexts construct our perspectives on the world, self, and other.  It encourages the establishment of dialogue orientated towards achieving mutual understanding. Critical constructivist thought encourages the questioning of dominant systems of knowledge production and the opening-up of a dialogue concerned with critical awareness.

The principal individuals who contributed to this field of study were Michel Foucault (1926 – 1984), Paulo Freire (1921 – 1997) and Jürgen Havermas (1929 – present).

TYPES OF LEARNING

Experiential learning
This is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”.  Beginning in the 1970s, David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.

Situated Learning
This involves contextual or situated learning resulting from co-participation with others.  It is often associated with how we learn professional skills.  Situated learning is an instructional approach developed by Jean Lave and Etienne Wenger in the early 1990s, and follows the work of Dewey, Vygotsky, and others (Clancey, 1995) who claim that students are more inclined to learn by actively participating in the learning experience. Situated learning essentially is a matter of creating meaning from the real activities of daily living (Stein, 1998, para. 2) where learning occurs relative to the teaching environment.
e.g. Communities of Practice (Lave & Wenger, 1991).

Communities of Practice (CoPs)
Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour.  Their characteristics are:  Domain, Practice, Community (Etienne Wenger) and include
Special Interest Groups (SIGs).

Domain => a community of practice
Community => help each other and share information.

Communities of Practice versus Formal Work Group versus Project Work.

LEARNING THEORISTS AND PSYCHOLOGISTS

Jean Piaget
Theory of Cognitive Development – ages and stages
Play – children explore their world
Discovery learning movement in the 1960s
Bridging gap between cognitivism and constructivism

Jerome Bruner
Learning is goal-directed and driven by curiosity
There are three processes
(i) knowledge acquisition – learner asks ‘Does this confirm or challenge my previous knowledge’
(ii) knowledge transformation – learner asks ‘What other things can this knowledge do’
(iii) knowledge review – learners asks ‘Is the knowledge relevant’
Application of his work – ‘The Spiral Curriculum’

In a much later work, The Culture of Education (1996), Bruner postulated that culture provides a framework and an environment for learning.

Albert Bandura
He worked in the area of social learning / cognitive theory.  He is from a behaviourist tradition and is interested in imitation.  In 2008, he contributed to work on self-regulating efficacy in relation to the overload of information available through technology.

Seymour Papert
He was a pioneer of the constructionist movement in education which built upon the work of Jean Piaget in constructivist learning theories.  He was author of the important book Mindstorms: Children, Computers, and Powerful Ideas (1980) as well as the co-inventor, with Wally Feurzeig and Cynthia Solomon, of the Logo programming language.

Malcolm Knowles
He said that as a person matures the motivation to learn is internal.

Michel Foucault
His theories addressed the relationship between power and knowledge, and how they are used as a form of social control through societal institutions.    Power is used to control and define knowledge.  What authorities claim as ‘scientific knowledge’ are really just means of social control. Foucault shows how, for instance, in the eighteenth century ‘madness’ was used to categorise and stigmatise not just the mentally ill but the poor, the sick, the homeless and, indeed, anyone whose expressions of individuality were unwelcome.

Paulo Freire
Dewey often described education as a mechanism for social change, explaining that “education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction”.  Freire’s work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.  His most famous book, Pedagogy of the Oppressed, was first published in Portuguese in 1968.  In this book, Freire champions that education should allow the oppressed to regain their sense of humanity, in turn overcoming their condition.

Jürgen Havermas
He considers his major contribution to be the development of the concept and theory of communicative reason or communicative rationality, which distinguishes itself from the rationalist tradition, by locating rationality in structures of interpersonal linguistic communication rather than in the structure of the cosmos.

David Kolb
Beginning in the 1970s, David A. Kolb developed a model of learning through experience and created the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.  The Kolb experiential learning cycle basically involves four stages: concrete experience, reflective observation, abstract conceptualism and active experimentation.

Lev Vygotsky
Language an important tool.
Zone of Proximal Development (ZPD).
Guided learning and scaffolding.
ZPD is the area between what the student can learn unaided and what the student can learn with help.

IMPLICATIONS FOR YOUR PRACTICE – learner-centred teaching and learning strategies

Approach materials from learners perspective
Acknowledge and accommodate student diversity
Encourage reflection
Present an overview of topic including purpose and objectives
Build on what is already known
Encourage active learning
Provide timely feedback

(Adapted from Carlile et al, 2008).

Feelings

Evaluation

Analysis

Today’s class was the final stage three of the journey that took us from  behaviourism (remember, understand) to cognitivism (apply, analyse – see the big picture) to constructivism (evaluate, create – see if something works).  These are essentially the three learning theories that underpin Bloom’s taxonomy of the cognitive domain.

Bloom’s Taxonomy of Learning Domains
http://www.nwlink.com/~donclark/hrd/bloom.html

Conclusions

Personal Action Plans