A Craft of e-Teaching

A Craft of e-teaching

ELSE, Bucharest, April 2014 @fredgarnett



Background and Analytic ContextOpen Context Model of Learning & Craft of TeachingLearner-centric & the role of the teacherPAH Continuum & the Role of the Teacher

Digital PractitionerResearch MethodologyOutcomes4 Conclusions for e-Teachers4 Recommendations for e-Teachers



Some definitions;Definition of e-learning; Laurillard “the use of any of the new technologies or applications in the service of learning or learner support”Haythornthwaite “e-learning is (not) a technologically-driven addendum (rather) a complex set of social practices” 4



A conceptual and practical approachThe authors have developed a particular path through the issues that might help describe how we develop good e-teaching Our Learner-generated Contexts conceptual view starts w/ Luckin’s ecology of resources highlighting Whitworths cognitive schemasLocation, organisation & resources are filtered by institutions or teachers internal cognitive schemas

Post-scarcity Ecology of Resources model Also Identifying “filters” as “Cognitive Schemas”,



Other approaches are available;*Gilly Salmon’s e-moderating*Laurillard’s pedagogical planner*Cochrane’s intentional communities of practiceOur approach is based on a conceptualisation of post Web 2.0 learning & practical research into the emerging Digital Practitioner.This UK approach focuses on the interpersonal dynamics of teaching & pedagogy & not on technology & instructional design



Open Context Model for Learning, included a “development framework” The PAH Continuum;*Pedagogy – subject mastery*Andragogy – interpersonal facility*Heutagogy - enabling creativity

NOT tools, not technology BUT pedagogy & cognitive states. We assume search/evaluation, access, discussion, collaboration, support, mentoring and formative assessment (+ the new)

P A HTeacher

School

Teacher/Learner

Learner

Research

Cognition Epistemic

Cognition

Meta-Cognitio

n

Adult




So, first, what is the Craft of Teaching?*Craft of Teaching is “the process of better understanding the pedagogical implications of self-determined or self-managed learning, which the affordances of new learning tools and other technologies are making available in a post Web 2.0 digital world”*This may capture the depth & complexity & seriousness of the professional skills teachers are now being asked to develop



But what is the technology context as the technology for learning evolves? *from business s/ware to learning tech like VLEs (Moodle) to social media & flipped classroom to PLEs combining social media, & Twitter #hashtags to open repositories, (iTunes University) OERs &MOOCs, to structured #socmed & scrapbooks xtlearn.net Teachers now have to develop their own “ecology of resources” (a new culture JSB)



So the craft of teaching requires e-teaching skills that can help learners develop their own learning strategies in;*Structured, *Loosely-structured or *Un-structured learning environments which may have been designed (xtlearn) with learning navigation in mind, or not (Twitter)



In this variegated and complex post-Web 2.0 world of learning environments, e-learning now presents serious professional skill challenges for teachers before they become competent e-teachersHow have teachers been reacting to the challenges articulated here? The Digital Practitioner research revealed surprisingly fresh, very encouraging answers


The Digital Practitioner; curious & confident

In this variegated and complex post-Web 2.0 world of learning environments, e-learning now presents serious professional skill challenges for teachers before they become competent e-teachersHow have teachers been reacting to the challenges articulated here? The Digital Practitioner research revealed surprisingly fresh, very encouraging answers



Digital Practitioner research, commissioned by UK educational agency LSIS in 2011/12 surveyed the use of a range of educational technologies by 1000 UK college teachers Pioneered a new survey technique examining “technology in action” focusing on practitioner behaviours and feelings to technology in their professional practiceAsked Questions on tech-related use but found a rich qualitative response in narrative



Digital practice concerns were;1. about people, learners and colleagues, 2. then about practice, teaching, learning and

resources, 3. then about technology, especially Moodle*Less about using tech to find efficiencies, *More bout using technologies to improve the quality of the teaching & learning experience Increasingly to work in collaboration with learners (co-creation - where appropriate)



Digital practitioners are; 1) Confident in using a range of technologies2) Curious about how emerging technologies

can support learning3) Uninhibited in their choice of what

technologies, or apps, they might use4) Choosing from a tapestry of technologies

that might support learning objectives5) Comfortable with learners using their own

technologies to support their learning



In our view we are seeing a;Co-evolution of concepts & practiceLearners are using their own technologies for

learning what Sharples calls; Bringing the informal into the classroomAs e-learning isnt just online learningComfortable with learners using their own

technologies to support their learning



In our view we are seeing a;Co-evolution of concepts & practiceLearners are using their own technologies for

learning - what Sharples calls; Bringing the informal into the classroomAs e-learning isnt just (structured, loosely

structured or unstructured) online learninge-Teaching has to address learning in formal,

non-formal and informal learning contexts



In our view;Informal personal use of technology is now

informing professional use for learning BUT the specific use of technologies will be

determined by the teachers judgment on its use for learning, by its pedagogic value

The good e-teacher will understand a range of teaching and learning strategies and use them as they develop their use of technologies



Four facts for developing good e-Teachers;professional development programmes which stretch both the teacher’s pedagogical understanding, across the PAH Continuum, as well as their understanding of the potential of technology to support learning and teaching across this continuum, to be developed BUT the specific use of technologies will be determined by the teachers judgment on its use for learning, by its pedagogic valueThe good e-teacher will understand a range of teaching and learning strategies and use them as they develop their use of technologies



1. Good e-Teachers will need ;a) Professional development programmes

which stretch both the teacher’s pedagogical understanding, across the PAH Continuum,

b) as well as understanding of the potential of technology to support learning and teaching across this continuum & in a range of contexts, however structured



2. Good e-Teachers will need ;a) More support is needed for intentional

communities of practice, perhaps including technology stewards Cochrane (2013), so that as teachers evolve their practice it can be shared with colleagues

b) This might be achieved formally by developing professional portfolios, like CMALT (Certified Member of ALT - Association of Learning Technologists)



3. Good e-teacher need shared information about learning affordances of new technology a) Software development has more

pedagogical input from teachers (FERL)b) Teachers self-organising TeachMeets to

share their own learning technology expertise

c) Co-designing new learning technology projects to engage their communities (JISC Digital Futures)



4. Good e-Teachers will need ;a) A better understanding of how personal

tech can become learning technologies, how to enable those transitions and what institutional support is required

Etienne Wenger has a great phrase to describe this process; he talks of having to "walk at 45 degrees” as a “Technology Steward”



E-Teachers need to "walk at 45 degrees" between good pedagogical practice, as captured in the PAH Continuum, and the emerging networks of learning resources Digital technologies are now “technologies for life” & new professional teaching practice will emerge from life rather than education.e-Teachers will create "artfully-crafted, student-centred, learning experiences."

Transformation comes from;

Designing “artfully-constructed, student-centred learning experiences”


• Architecture of Participation• What is Web 2.0? O’Reilly• Digital Habitats; Etienne Wenger• Intentional Communities of Practice; Thomas Cochrane• Social Networks of Learning; Caroline Haythornthwaite• CROS Alternative University• Open Context Model of Learning & the Craft of Teaching• The Heutagogic Archive • Aggregate then Curate with xtlearn.net• Self-managed Learning – Stewart Hase & Chris Kenyon – Bloomsbury• Images Fred Garnett, Naomi Grew, Geoff Rebbeck as well as creative

commons via Google Images, let us know any errors - thanks

http://architectureofparticipation.wordpress.com/

http://oreilly.com/web2/archive/what-is-web-20.html

http://technologyforcommunities.com/

http://prezi.com/2z6sudqfnk1s/an-emergent-eteam-model/

http://newdoctorates.blogspot.co.uk/2009/10/leverhulme-trust-public-lectures.html

http://www.cros.ro/

http://www.slideshare.net/fredgarnett/nefg-opencontextmodelcraftteachingoutlinev4

http://heutagogicarchive.wordpress.com/

http://prezi.com/ycscrizutyl3/aggregate-then-curate-digital-learning-champions-and-informational-resources/

http://www.xtlearn.net/

http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy

http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy



Education

A Craft of e-Teaching