Download pptx - Moodle, BIM, reflective journals and TPACK: Suggestions for moving beyond

Moodle, BIM, reflective journals

and TPACK: Suggestions for moving beyond

David Jones - @djplaner

http://bit.ly/bimBeyond

http://www.flickr.com/photos/tim_ellis/1234582747/


http://www.flickr.com/photos/arselectronicacenter/8695704856/

The argument/world view

BIM: Origins and what

Moving beyond


http://www.flickr.com/photos/sidewalk_flying/3534131757/

our pedagogical intention to enable teachers to develop the skills of transformative professionalscapable of appreciating the need to complexify

the culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met

(Dougiamas & Taylor, 2003, p. 172)




Moving beyond

http://www.flickr.com/photos/joseeivissa2012/8201332964/

http://www.flickr.com/photos/joseeivissa2012/8201332964/

Lecturers who move into the online learning environment often discover that the workload involved not only changes, but can be overwhelming as they cope with using digital technologies. Questions arise, given the dissatisfaction of lecturers with lowering morale and increasing workload, whether future expansion of this teaching component in tertiary institutions is sustainable.

(Bright, 2012)

http://www.flickr.com/photos/artolog/2519646167/


The TPACK Hole

Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this …to develop appropriate, context-specific strategies and representations.

(Mishra & Koehler, 2006, p. 1029)Contexts

TechnologicalPedagogical Content

Knowledge(TPACK)

TechnologicalContent

Knowledge(TCK)

PedagogicalContent

Knowledge

ContentKnowledge

(CK)

PedagogicalKnowledge

(PK)

TechnologicalKnowledge

(TK)

TechnologicalPedagogicalKnowledge

(TPK)

Context

Contexts

ContentKnowledge

(CK) Describe differencesbetween imaginative,informative andpersuasive texts

Contexts

ContentKnowledge



(PK)Compare &contrast

Contexts

ContentKnowledge



(PK)Compare &contrast


(TK)

TI-99/4A Calculator

http://www.flickr.com/photos/dherholz/528993812/ Contexts

TechnologicalPedagogical Content

Knowledge(TPACK)

TechnologicalContent

Knowledge(TCK)

PedagogicalContent

Knowledge

ContentKnowledge

(CK)


(PK)


(TK)

TechnologicalPedagogicalKnowledge

(TPK)

http://www.flickr.com/photos/loop_oh/5631953241/


The TPACK Hole

theoretical understanding of pedagogy has developed beyond teacher knowledge asstatic and located in the individual

(Loveless, 2011, p. 304)


The TPACK Hole

They now incorporate understandings of theconstruction of knowledge through distributedcognition, design, interaction, integration, context,complexity, dialogue, conversation, concepts andrelationships.

(Loveless, 2011, p. 304)

http://www.flickr.com/photos/talatlas/2284113599/




Moving beyond

Context

2006

250+ Students

98% NESB

6 campuses + DE

13 staff (3 full-time)

Context

Systems development overview

Masters level course

First course for many

ContentKnowledge

(CK)

Context

10% assessment

Individual portfolio/diary

Questions as prompts

ContentKnowledge

(CK)


(PK)

http://www.flickr.com/photos/iamroco/6880096005/

The learning journal group obtained significantlyhigher marks than the control group(McCrindle & Christensen, 1995, p. 184)

Reflective learning journals are recognized as asignificant tool in promoting active learning(Thorpe, 2004, p. 327)

http://www.flickr.com/photos/pasukaru76/4307189567/

Reflective learning journals are demanding and time-consumingfor both students and educators

(Thorpe, 2004, p. 339)

Context

Before 2006

Word documents

Submitted online @ end of term


(TK)

ContentKnowledge

(CK)


(PK)

Context

Before 2006

Word documents

Submitted online @ end of term


(TK)

ContentKnowledge

(CK)


(PK)

End of term fictionAvg mark = Fail30% < misconductNot at all formativeWorkload

Context

15 years e-learning

Prior use of blogs

Designer of e-learningsystem

Needed a new laptop

New Dean of Faculty

Context

10% assessment

Individual portfolio/diary

Questions as prompts

ContentKnowledge

(CK)


(PK)

Context

BAM


(TK)

ContentKnowledge

(CK)


(PK)

Context

BAM


(TK)

ContentKnowledge

(CK)


(PK)

More formativeBetter quality (but not great)Good indicatorWorkload issues

Context

BAM


(TK)

ContentKnowledge

(CK)


(PK)

I studied my undergrad externally at CQU and have to say this was the most structured and supportive course I have taken. This is the first time I experienced an assessment item like

this blog. It is a great way to encourage and motivate learning of the key concepts

http://www.flickr.com/photos/shellysblogger/3706465710/

BlogAggregationManagement


BlogAggregationManagement

BAMIntoMoodle


Students create and register blogs/feeds


They answer questions (or not)


BIM aggregates and mirrors the student posts


BIM “allocates” posts to questions

Unallocated

Submitted


BIM interfaces

Student

Staff


BIM shows students what it knows about their posts


BIM provides a management interface





Better TPACK == Better Teaching

- 26 offerings, 7 courses- 2790+ students- 20,000+ blog posts

Context

BAM – July 2009


(TK)

ContentKnowledge

(CK)


(PK)

Context


(TK)

ContentKnowledge

(CK)


(PK)

BAM – July 2009

Context


(TK)

ContentKnowledge

(CK)


(PK)

BAM Into Moodle

Context


(TK)

ContentKnowledge

(CK)


(PK)

BAM Into Moodle

I’ve been using BIM for the past year at the University of Canberra and it has saved me hours and hours of work… I cannot go back to marking Word documents ever again, but without BIM blogs become terribly difficult to manage… (de Percy,

n.d.)

Context


(TK)

ContentKnowledge

(CK)


(PK)

2010 - 2011

http://www.flickr.com/photos/room317/3078569857/



Moving beyond

Context

ContentKnowledge

(CK)

2012

ICTs and Pedagogy

3rd year PSTs

300+

3 campuses + DE

Context

ContentKnowledge

(CK)

Structured reflection on the use of ICT can also be a powerful technique in developing pedagogic understanding (Hammond et al., 2009, p. 60)


(PK)

Contradiction between howteachers asked to use ICTsand the way their own teachers integrated technologyinto their classes (Sutton, 2011)

(Hammond et al, 2009)

Context

ContentKnowledge

(CK)


(PK)

BIM 2.0 written


(TK)http://bit.ly/bimPlug

http://bit.ly/bimPlug

Context

ContentKnowledge

(CK)


(PK)


(TK)

USQ - 2013

Context

ContentKnowledge

(CK)


(PK)


(TK)

2012 USQ courses20 – diary

2 – learning journal10 – reflective journal

Assessmentn/a to 50%

http://www.flickr.com/photos/atoach/8549060851/

All about the upgrade boat

http://www.flickr.com/photos/9422878@N08/7788404750/


The power of bricolage, improvisation and hacking isthat these activities are highly situated; they exploit,in full, the local context and resources at hand, whileoften pre-planned ways of operating appear to bederooted, and less effective because they do not fitthe contigencies of the moment.

(Cioborra, 2002)


The capacity to integrate unique ideas and practical design solutions at the end-user level turns out to be more important than the adoption of structured approaches to systems development or industry analysis. (Cioborra,

2002 )

Context

ContentKnowledge

(CK)

Learning journal

Judging reflection impacts reflection

• Number of posts• Size of posts• Links• Links to other posts


(PK)

(Moon, 2006)


(TK)

http://www.flickr.com/photos/sidewalk_flying/3534131757/

our pedagogical intention to enable teachers to develop the skills of transformative professionalscapable of appreciating the need to complexify

the culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met

(Dougiamas & Taylor, 2003, p. 172)

http://www.flickr.com/photos/room317/3078569857/

Process == Bricolage

Product == ??

http://www.flickr.com/photos/zegoggles/5622973488/

2 broad classes of distributed cognition

1. Off-loading cognitive burden onto designed system

2. Scaffolding action & learning

(Bell & Winn, 2000, p. 132-133)

http://www.flickr.com/photos/russellede/5079130059/

Offloading for students

Check valid URL – check for feedChecking for summary feeds

Better awareness of progress

http://www.flickr.com/photos/spinthepit/8784176706/

Scaffolding for students

Recommendations for relevant posts

Scaffolding reflection and writing

http://www.flickr.com/photos/spinthepit/8784176706/

http://www.slideshare.net/ThomasUllmann/artel12-reflection-detection

Offload ScaffoldStudents

Offload ScaffoldOffload Scaffold Staff

http://www.flickr.com/photos/zegoggles/5622973488/

Pedagogical plots

Break the course and activity barrier

(Tribble, 2005)

Offload ScaffoldOffload ScaffoldOffload Scaffold Institutional

Offload ScaffoldOffload ScaffoldOffload ScaffoldOffload Scaffold

Developer

Quality Learning and Teaching

TPACK

Bricolage

CognitiveTools

http://flickr.com/photos/tantek/22778226/


http://bit.ly/bimPlug

Bell, P., & Winn, W. (2000). Distributed Cognitions, by Nature and by Design. In D. Jonassen & S. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 123–145). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bright, S. (2012). eLearning lecturer workload: working smarter or working harder? In M. Brown, M. Hartnett, & T. Stewart (Eds.), ASCILITE’2012. Wellington, NZ.

Ciborra, C. (2002). The Labyrinths of Information: Challenging the Wisdom of Systems. Oxford, UK: Oxford University Press.

Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner & C. McNaught (Eds.), World conference on educational multimedia, … (pp. 171–178). Honolulu, Hawaii: AACE.

Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston‐Wilder, P., Johnston‐Wilder, S., et al. (2009). What happens as student teachers who made very good use of ICT during pre‐service training enter their first year of teaching? Teacher Development, 13(2), 93–106. doi:10.1080/13664530903043939

Loveless, A. (2011). Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education, 20(3), 301–316. doi:10.1080/1475939X.2011.610931

McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167–185. doi:10.1016/0959-4752(95)00010-Z

Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (p. 200). Abingdon: Routledge

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Sutton, S. (2011). The Preservice Technology Training Experiences of Novice Teachers. Journal of Digital Learning in Teacher Education, 28(1), 39–48.

Thorpe, K. (2004). Reflective learning journals : From concept to practice. Reflective practice: International and Multidisciplinary Perspectives, 5(3), 327–343.

Tribble, E. (2005). Distributing cognition in the globe. Shakespeare Quarterly, 56(2), 135–155.