5/7/20151 Critical Incidents, Collaboration, and Cyber-Reflection or What we don’t know is probably hurting us. Daniel J. Glisczinski, Ed.D. University

04/18/23 1

Critical Incidents, Collaboration, and Cyber-Reflection

or

What we don’t know

is probably hurting us.

Critical Incidents, Collaboration, and Cyber-Reflection

or

What we don’t know

is probably hurting us.

Daniel J. Glisczinski, Ed.D.University of Minnesota Duluth,

[email protected]

Daniel J. Glisczinski, Ed.D.University of Minnesota Duluth,

[email protected]

04/18/23 2

“We teach

to change the world”

(Brookfield, 2000).

“We teach


(Brookfield, 2000).

We aim to create informed,

scientific,

humanistic,

pluralistic,

nuanced,

contextual,

thinkers

decision makers

citizens

human beings


scientific,

humanistic,

pluralistic,

nuanced,

contextual,

thinkers

decision makers

citizens

human beings

D. Glisczinski | University of Minnesota Duluth, U.S.A. | [email protected]

04/18/23 3

As professionals, we have a great deal of…As professionals, we have a great deal of…

Content knowledge: experts in fields Curriculum control: teaching what and how we see fit Exposure to best practices in teaching: access to learning

theory Scholarly colleagiality: wise, experienced colleagues

And still, we suffer from a comparative dearth of…

Access to student insights: To what extent are we changing our students’

worlds? How In what ways?

Content knowledge: experts in fields Curriculum control: teaching what and how we see fit Exposure to best practices in teaching: access to learning

theory Scholarly colleagiality: wise, experienced colleagues

And still, we suffer from a comparative dearth of…

Access to student insights: To what extent are we changing our students’

worlds? How In what ways?


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How might we gain access to student insights regarding key learning events in our courses?

How might we gain access to student insights regarding key learning events in our courses?

Confernce with all students: Impractical time-wise

Survey a random sample and analyze findings: Limited by survey language

Administer standard course evaluations:Do these questions speak to our transformative aims?

Utilize Wiki-based Critical Incident QuestionnairesProvide time and place for authentic student

voices


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From

A Vision of Students Today

by M. Welch and students Kansas State

University


http://youtube.com/watch?v=dGCJ46vyR9o



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Wiki (“a Hawaiian language word meaning fast”--Wikipedia, 2007 )Wiki (“a Hawaiian language word meaning fast”--Wikipedia, 2007 )

Reminding: A set of interconnected web pages that can be edited by

multiple users (Wagner, 2004) Software that enables open editing through a collaborative

medium (Louridas, 2006; Watson & Harper, 2007) Described by wiki creator (Cunningham, 2001) as an inherently

democratic process, wikis enable any registered user to add, delete, or modify wiki content

Maligning: Wikipedia--the ubiquitous collaborative knowledge site featuring

varying levels of accuracy

Redefining for education: Modular, Object-Oriented, Dynamic Learning Environment’s

(Moodle’s) Wiki resource requires secure user authentication, limited to students actively enrolled in an course of study

Variety of other free wiki tools available (Wiki Spaces. PB Wiki, etc.)


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Why Wiki?Why Wiki?

Transparent, collaborative, knowledge construction: (constructivist assumptions)

Creating common site for all authenticated users to lurk, read

(noting connotations and assumptions of such behavior)

Hosting site for knowledge construction (noting connotations and assumptions of

each)


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Backward design: begin with end in mind Secure collaboration: authentication desirable Predictable technology function: does institution

use C.M.S or other wiki tools (Moodle, for example)

Accessible: ubiquitous, proprietary, archivable Pedagogically rich: integrative of other learning

media

Selecting a course-related WikiSelecting a course-related Wiki

D. Glisczinski |University of Minnesota Duluth, U.S.A.| [email protected]

04/18/23 9

Establishing a Wiki (via Moodle C.M.S)Establishing a Wiki (via Moodle C.M.S)

Source: http://www.d.umn.edu/~dglisczi/4501web/schedule4501Fall07.htm

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Inviting Critical Reflection via Wiki tools

Based on Brookfield’s (1995) Critical Incident Questionnaire (C.I.Q.)

Inviting Critical Reflection via Wiki tools

Based on Brookfield’s (1995) Critical Incident Questionnaire (C.I.Q.)


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Creating Critical Incident Questionnaire (CIQ) Wiki Content

Brookfield (1995)

Creating Critical Incident Questionnaire (CIQ) Wiki Content

Brookfield (1995)


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C.I.Q. Wiki edits (by course particpants)C.I.Q. Wiki edits (by course particpants)

40 out of 47 enrolled students Authenticated and visited wiki site 90 authenticated visits over 10 days 75 C.I.Q. edits No record of students modifying other

participants’ text was foundThematic analysis of 75 student C.I.Q. edits

suggested the following major themes


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Student Insights: (Via Education Psychology C.I.Q. Wiki)


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Reflection on Student Insights: Thematic analysis

(Via EdSe 4501 C.I.Q. Wiki)

Students reported feeling most engaged when: • being challenged • to reflect on professional decisions• with advanced notice • in a community of peer support • and gentle scrutiny

Students reported feeling most distanced when:• being pushed to reflect on professional decisions • while their sense of confidence and efficacy were low

Students found most affirming and helpful:• receiving feedback on how they’re doing as learners

Students found most puzzling or confusing:• feeling that insufficient empathy is shown • for their struggles as new professionals

Students found most surprising:• feeling strangely engaged by the uninvited burden of critical thinking


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Methods of InquiryMethods of Inquiry

PopulationUMD secondary school teaching licensure candidates

Participants40 education psychology students

Qualitative Method:Critical Incident Questionnaire (Brookfield, 1995)Wiki data collection (via Moodle C.M.S)Phenomenological AnalysisSeeking essence of experience (Moustakas, 1994)

Rationale Insight into critical incidents may guide

transformative pedagogiesD. Glisczinski | University of Minnesota Duluth, U.S.A. | [email protected]

https://moodle.umn.edu/mod/resource/view.php?id=18360

04/18/23 16

“We teach


(Brookfield, 2000).

“We teach


(Brookfield, 2000).


scientific,

humanistic,

pluralistic,

nuanced,

contextual,

thinkers

decision makers

citizens

human beings


scientific,

humanistic,

pluralistic,

nuanced,

contextual,

thinkers

decision makers

citizens

human beings


04/18/23 17

Discussion and

feedback, please.

04/18/23 18

Discussion and

feedback, please.

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Appreciation for C.I.Q., Wiki tools, student candor Data spoke to my research questions Data suggest new questions to follow

Dissatisfaction with my research questions: Discovered more blank spaces in critical places (Elmore,

2007) “Ask better questions of our data, Use data to ask better questions.” (Duneier, 2007)

DiscussionDiscussion


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Transformative Learning Theory Mezirow (1970) and Herbers (1998)

I.Disorienting

Dilemmas:

II.Critical

Reflection:

III.Rational Dialogue:

IV.Action:

More blank spaces in critical places

(Elmore, 2007)

What are students reporting about these in our curriculum and

study together?

Drafting of a second incident

questionnaire. (I.I.Q.)

More blank spaces in critical places

(Elmore, 2007)

What are students reporting about these in our curriculum and

study together?

Drafting of a second incident

questionnaire. (I.I.Q.)

Critical Incident Questionnaire (C.I.Q.) Brookfield (1995)

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Morph C.I.Q. into I.I.Q. (pronounced “ick”--as in disagreeable or dissonant sound)

More intentionally inquire into four quadrants characteristic of perspective transformation

Cognitive dissonance of disorienting experiencesCritical reflection on assumptions that contribute to

dissonanceRational dialogue on alternative perspectivesDirected action consonant with new understandings


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Intense Incident Questionnaire (I.I.Q.--pronounced “ick”)

1. What event(s) associated with this course have troubled your thinking or caused you cognitive distress?

2. What assumptions, beliefs, or perspectives about learning have you or others held that have contributed to this distress?

3. What other assumptions, beliefs, or perspectives about learning may suggest value in proceeding otherwise?

4. In what ways does what you think know affect and inform your choices and behavior?

(Glisczinski, 2007)

DRAFT

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Curiosities: How to proceed with analysis of

transformative possibility in own courses without pressing on egomaniacally?

Does studying one’s own courses in this manner contaminate results?

What better options might I consider?


04/18/23 24

Maslow (1971)Maslow (1971)

Our work is to develop individuals who “are able to face tomorrow . . . with confidence enough in [themselves, that they] will be able to improvise in that situation which has never happened” (p. 57).

“When I graduate, I will probably have a

job that does not even exist today. I

am one of the lucky ones. Over one

billion people make less than one dollar

a day. I did not invent these

problems, but they are my problems.”

(http://youtube.com/watch?v=dGCJ46vyR9o).

K.S.U. Students (2007)with M. Welch

K.S.U. Students (2007)with M. Welch

04/18/23 25

Research QuestionsResearch Questions

1. Which scaffolded learning dilemmas were most effective in helping teacher candidates understand how to effectively use learning theory in support of meaningful student learning?

2. Which scaffolded learning dilemmas were least effective in helping teacher candidates understand how to effectively use learning theory in support of meaningful student learning?

Documents

5/7/20151 Critical Incidents, Collaboration, and Cyber-Reflection or What we don’t know is probably hurting us. Daniel J. Glisczinski, Ed.D. University