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Deep Learning and Digital Stewardship: Discovery and Discernment in Christian Higher Education. Van Weigel [email protected]. Three Questions Relating to Digital Stewardship. Are we using technology in a way that enhances the experience of learning for our students? - PowerPoint PPT Presentation
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Slide 1
Deep Learning and Digital Stewardship: Discovery and Discernment in Christian
Higher Education
Van Weigel
Slide 2
Three Questions Relating to Three Questions Relating to Digital StewardshipDigital Stewardship
Are we using technology in a way that enhances the experience of learning for our students?
Are we using technology in a manner that makes good use of faculty time and energy?
What sorts of e-learning technologies can be sustained in a long-run environment of fiscal austerity?
Slide 3
These Questions Are a Subset of Other Questions Facing
Christian Higher Education
What is the proper mix between Internet-based and classroom-based instruction?
Will e-learning enhance or detract from the integration of faith and learning on Christian campuses?
Is distance education an effective alternative to face-to-face classroom interaction?
Can Christian perspectives on e-learning offer important new contributions to the field?
Slide 4
Slide 5
The First StewardshipThe First Stewardship Question: Question:
Does Technology Really Enhance the Experience of Learning?
Slide 7
Current Realms of TransformationCurrent Realms of Transformation Student Services (e.g., online course registration) E-mail and PowerPoint as ubiquitous e-learning
technologies Enhanced Communication? Enhanced Learning or Better Lectures?
The transformation of the Internet into a “research library” Google (1998) Is the Internet a Border’s SuperStore (10%) or one-half
of a Mall Bookstore (1%)? (Shapiro and Varian, Information Rules, 1999)
Upside: Digital journals and full-text databases Downside: Information Overload
Slide 8
The Loading Dock ApproachThe Loading Dock Approach
The Loading Dock Model Information is divided up into parcels and arranged neatly
on pallets The focus is on loading the cargo in the most efficient way
possible (i.e., lectures) Preoccupation with the logistics of weight distribution and
pallet sequencing—not on how the cargo will be ultimately used
The loaded cargo is certified through quizzes and exams and students are presented with an official bill of lading (i.e., grade transcript)
To what extent are current CMS models and approaches to “web-enhancement” captive to this approach (e.g., posting the syllabus)?
Slide 9
Consequences of the Loading Consequences of the Loading Dock ApproachDock Approach
Little opportunity to develop problem-solving skills beyond trivial “textbook” problems
Focus on getting the answer right instead of how one arrived at the answer
Skills and knowledge acquired in one domain are rarely applied to other knowledge domains—inhibiting the development of metacognitive skills
Students become passive (and often bored) observers of “education” instead of active participants in the learning experience
Learning is construed as a process of acquiring and certifying knowledge, instead of a process involving discovery and discernment
Slide 10
The Biology of The Biology of MemoryMemory
Working and long-term memory involve separate pathways in the brain
Working memory is very limited in capacity (e.g. remembering names)
New ideas come about by manipulating information stored in working memory to create new relationships that are stored in long-term memory (i.e., thinking)
Learning involves the selection of synaptic pathways that are useful to us.
Slide 11
Four Building BlocksFour Building Blocks
Knowledge Management
Cognitive Apprenticeship
Work Group Paradigm
The Knowledge Room
Slide 12
Cognitive ApprenticeshipCognitive Apprenticeship
Thinking is an Art Focus on Helping Students to be Knowledge
Creators and Integrators Practice in the Presence of More Skilled
Persons The Importance of Learning from Peers (or
Communities of Practice)
Slide 13
Communities of Communities of Practice as a Key Practice as a Key
Stewardship Stewardship ConceptConcept
Preparing students for Preparing students for the 21the 21stst century century
workplace through workplace through building knowledge building knowledge objects and gaining objects and gaining experience in “peer experience in “peer
assists” assists”
Slide 14
Methods of Cognitive ApprenticeshipMethods of Cognitive Apprenticeship
Modeling The teacher (or student) puts his or her mind on display, walking through the internal steps and strategies in problem solving, critical analysis, or creative development of alternatives.
Coaching The teacher observes students in the performance of a task or skill (usually in the context of problem solving) and asks questions or offers feedback on their performance.
Scaffolding Students are assisted by the teacher, their peers, or both in completing a task that they are unable to perform alone.
Articulating Students practice the skill of converting tacit knowledge to explicit knowledge by describing the internal reasoning involved in problem solving or critical thinking exercises.
Reflecting Students debrief and critique their own performance by comparing their approaches to problem solving and critical analysis with those of other students or the teacher.
Exploring Students are encouraged to tackle new knowledge domains and problems on their own; the teacher stimulates intellectual curiosity and facilitates the discovery process (e.g., guiding students in forming and testing hypotheses).
Slide 15
Five Knowledge RoomsFive Knowledge Rooms (www.knowledgeroom.com) (www.knowledgeroom.com)
The Research Center
The Skill Workplace
The Conference Center
The Debate Hall
The PortfolioGallery
Two SubsidiaryTwo SubsidiaryStewardship Concerns:Stewardship Concerns:
The Problem of Commoditization
The CMS as a Pedagogical Straitjacket
Slide 17
Commodization as a Stewardship Commodization as a Stewardship IssueIssue
The broadband virtual classroom and the likely fate of narrow-band distance learning
“Like it or not, in the online environment, certain types of courses and programs become relative commodities. . . . Institutions in a particular geographic area that previously attracted local students on the strength of a given program or curriculum now face direct competition for that student from an institution that may be 3,000 or more miles away.”
Slide 18
Is the CMS a Pedagogical Is the CMS a Pedagogical Straitjacket?Straitjacket?
The problem of lock-in The predisposition to understanding learning
as following a road map v. discovery-based learning (i.e., behaviorism v. constructivism)
The bias in favor of superficial assessment techniques (e.g., multiple choice v. solution narratives)
The inability of current CMS models to facilitate robust student-to-student collaboration on “ill-defined” questions.
Slide 19
E-Learning Technologies Should E-Learning Technologies Should Provide Students With An “Out of Provide Students With An “Out of the Course” Experiencethe Course” Experience
Learning as an interdisciplinary endeavor that spans several courses (v. segmented knowledge)
E-Portfolios as a necessary pedagogical tool
The assessment services of “community educators”
The Second Stewardship The Second Stewardship Question:Question:
Are we using technology in a manner that makes good use
of faculty time and energy?
Slide 21
The Time FactorThe Time Factor
Why should educators adopt a method of teaching that requires considerably higher time expenditures (estimates range from 20% to 250% more time expenditures)?
Two Key VariablesClass SizeSupport Structures
Slide 22
Slide 23
The Downside of Class The Downside of Class ParticipationParticipation
A Class of 30 Students A 50 minute lecture 2 ½ minute commentary/response by each student 1/3 of the students ask a question The professor has 2 ½ minutes to respond
The Result? 50 minutes to 2 ½ hours
Slide 24
Information technology as a tool for interactivity and connection (v. trading documents)
Information technology as a vehicle for profound decentralization (p2p v. client-server)
A Solution?
Slide 25
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Slide 27
““Go 2EDSA, Go 2EDSA, Wear blck”Wear blck”
Slide 28
The Use of IM The Use of IM Among College Among College StudentsStudents
The Pew Internet and American Life Project report, “The Internet Goes to College” (October 15,
2002), notes that that “College Internet users are twice as likely to use instant messaging on any
given day compared to the average Internet user. On a typical day, 26% of college students use
IM.” By contrast, only “12% of other Internet users are using IM on an average day.” The experience of connection has to be a central
ingredient here—an experience more immediate and satisfying than trading e-mails or expressing
opinions on a discussion board.
Slide 29
Empowering Students Empowering Students to be Educatorsto be Educators
Organization Articulation Reflection Re-organization
Teach to LearnTeach to Learn
It has been said that we retain 10% of what we read, 50% of
what we see and hear, and 95% of what we teach.
Slide 30
Four Key Propositions of the Four Key Propositions of the Teach-To-Learn ModelTeach-To-Learn Model
Discovery and discernment are critical learning activities.
Collaborative learning flourishes on problem-based pedagogies that focus on studied ambiguity and degrees of difficulty—not divisions of labor.
Every presentation/lecture should have at least one informed respondent.
The ability to distinguish among levels of competency (through rubric-based assessment) is a principal learning outcome.
Slide 31
What the Groove Workspace has delivered . . . defines what Microsoft and Apple will be lucky to achieve by 2006.
InfoWorld, February 14, 2003
www.groove.net Ray Ozzie
Slide 32
Core CharacteristicsCore Characteristics
Profound decentralization with lightweight setup (modified p2p application)
A robust security structure (192-bit security with always on encryption)
Ability to co-edit documents, do web tours, and share PowerPoint presentations with no instructor bias
Online awareness Microsoft Visual Studio as the IDE (Groove 2.5) Integration with Microsoft’s SharePoint Server
(Groove 2.5) Cost ($25 per student; relay server is free)
Slide 33
A Groove Liability: A Groove Liability: the computer center . . . the computer center . . .
or a strength?or a strength?
The WirelessTablet PC with
Next Generation Voice Recognition?
Slide 34
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Slide 43
The Third StewardshipThe Third Stewardship Question: Question:
What sorts of e-learning technologies can be sustained in a
long run environment of fiscal austerity?