“It’s Teaching, Jim, but not as we know it

Dr Mike Cosgrave, UCC@mikecosgrave

m.cosgrave@ucc.ie

Olde Skule

• Industrial• Behaviourist• Content Driven• Outcome led

• Olde Worlde• Phd =>• Monograph =>• Academic Career

Alt-AC

• Learning – knowledge- management –delivery

• Why should pedagogy happen in Uni and KM in Industry?

• You need to package knowledge, skills,

• Scaffold learning• So you need to think

about how people absorb and create knowledge

Training is NOT education

Learning Outcomes

• Evil, but….• Bloom’s Taxonomy• Bologna mandated• Look also at Blooms

Affective Taxonomy

TPACK• TPACK.org• TPACK is the basis of effective teaching

with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).

Laurillard

http://net.educause.edu/ir/library/pdf/ffp0205s.pdf

Salmon – e-Tivities

By stage 4, Mo is increasingly able to take control of his own learning. He has become an integral member in the knowledge construction community of knowledge, and is valued for his key role in the group. The e-moderator provides guides but most of all is one of the 'foreman' on the site. She integrates the different construction elements and helps in heading participants toward the completion of their projects.

http://www.gillysalmon.com/five-stage-model.html

Badges

http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/BadgeEarnExample.jpg

Flipped Classroom

• Sage on the stage to guide on the side

• Student do not absorb ‘content dump’

• transfers agency from teacher to learner

• Use video, readings for content delivery outside of class

• Use class time for problem, inquiry or activity based work

• ‘Blended model’

Personal Learning Environment

Not an applicationNot a VLE or LMSAn approach to usingnew tools PersonalTool Orientated? Flow Orientated?People or network orientated?

http://edtechpost.wikispaces.com/PLE+Diagrams

Research based Learning

Jenkins, Healy & Zetter, HEA Academy, 2007

See jarche.com

Teaching for Understandingunderstanding is the ability to think and act flexibly with what one knows. To put it another way, an understanding of a topic is a "flexible performance capability" with emphasis on the flexible. In keeping with this, learning for understanding is like learning a flexible performance - more like learning to improvise jazz or hold a good conversation or rock climb than learning the multiplication table

• Generative Topics• Throughlines• Understanding Goals• Performances of Understanding• Ongoing Assessment

http://learnweb.harvard.edu/ALPS/TFU/info1b.cfm

Communities of Inquiry• Key model for research on

online discussions• D. Randy Garrison, Terry

Anderson– Social Presence– Teacher Presence– Cognitive Presence

• Trigger• Exploration• Integration• Resolution

• https://coi.athabascau.ca/coi-model/

• Similar – Caroline Gunwardena

Threshold Concepts• ‘a unit of thought or element

of knowledge that allows us to organize experience’ Janet Donald 2001

• Grasping a ‘Threshold Concept’ transforms a students understanding of a discipline

• Threshold Concepts often represent ‘troublesome knowledge’ which block progress

• Ray Land, Jan Meyer

Transformative Learning• Links back to Bruner, making meaning• 10 steps (Mezirow, 2000, p. 22)

– A Disorienting Dilemma – loss of job, divorce, marriage, back to school, or moving to a new culture

– • Self-examination with feelings of fear, anger, guilt, or shame

– • A critical assessment of assumptions – • Recognition that one's discontent and the

process of transformation are shared – • Exploration of options for new roles,

relationships and actions – • Planning a course of action – • Acquiring knowledge and skills for

implementing one's plans – • Provisional trying of new roles – • Building competence and self-confidence in

new roles and relationships – • A reintegration into one's life on the basis of

conditions dictated by one's new perspective – (Mezirow, 2000, p. 22).

• U. of Central Oklahoma - CETL• Exposure• Integration• Transformation• “No teacher or student affairs

professional can make a student have a Transformative Learning experience.

• But we can mindfully, intentionally create assignments, activities, and environments specifically designed to prompt for such learning. The odds that Transformative Learning will happen are raised tremendously with purposeful planning.”

PAH

http://www.blog.lindymckeown.com

Knowledge Management

Critical Pedagogy

• Critical Pedagogy– Relates to PAH and

flipped classroom because it involves being critical of the system

• Integrative• Hybrid• Digital

• Maker Education (Educator as Lead Learner)

Meaningful education

• Is student centred• Research based

(practical, inquiry)• Active• Crosses Thresholds• Is Transformative

• Is Generative• Fosters self-regulated

learning• Fosters self-directed

learning• Is Critical

Prepares learners for a world which isVolatileUncertainComplexAmbiguous