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

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Slides for a presentation at Moodlemoot'AU 2013 - http://davidtjones.wordpress.com/2013/05/12/moodle-bim-reflective-journals-and-tpack-suggestions-for-moving-beyond/ Attempts to show how aspects of BIM development identify problems with institutional e-learning within universities and suggest some ways to move beyond.

Text of Moodle, BIM, reflective journals and TPACK: Suggestions for moving beyond

  • 1. Moodle, BIM, reflective journals andTPACK: Suggestionsfor moving beyondDavid Jones - @djplanerhttp://bit.ly/bimBeyond

2. http://www.flickr.com/photos/tim_ellis/1234582747/http://bit.ly/bimBeyond 3. http://www.flickr.com/photos/arselectronicacenter/8695704856/The argument/world viewBIM: Origins and whatMoving beyond 4. http://bit.ly/bimBeyond 5. http://www.flickr.com/photos/sidewalk_flying/3534131757/our pedagogical intention to enable teachers todevelop the skills of transformative professionalscapable of appreciating the need to complexifythe culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met(Dougiamas & Taylor, 2003, p. 172) 6. http://www.flickr.com/photos/arselectronicacenter/8695704856/The argument/world viewBIM: Origins and whatMoving beyond 7. http://www.flickr.com/photos/joseeivissa2012/8201332964/ 8. http://www.flickr.com/photos/joseeivissa2012/8201332964/Lecturers who move into the online learning environmentoften discover that the workload involved not only changes,but can be overwhelming as they cope with using digitaltechnologies. Questions arise, given the dissatisfaction oflecturers with lowering morale and increasing workload,whether future expansion of this teaching component intertiary institutions is sustainable.(Bright, 2012) 9. http://www.flickr.com/photos/artolog/2519646167/ 10. http://www.flickr.com/photos/artolog/2519646167/The TPACK Hole 11. Quality teaching requiresdeveloping a nuancedunderstanding of thecomplex relationships betweentechnology,content, andpedagogy,and using this to developappropriate,context-specificstrategies and representations.(Mishra & Koehler, 2006, p. 1029)ContextsTechnologicalPedagogical ContentKnowledge(TPACK)TechnologicalContentKnowledge(TCK)PedagogicalContentKnowledgeContentKnowledge(CK)PedagogicalKnowledge(PK)TechnologicalKnowledge(TK)TechnologicalPedagogicalKnowledge(TPK)Context 12. ContextsContentKnowledge(CK) Describe differencesbetween imaginative,informative andpersuasive texts 13. ContextsContentKnowledge(CK) Describe differencesbetween imaginative,informative andpersuasive textsPedagogicalKnowledge(PK)Compare &contrast 14. ContextsContentKnowledge(CK) Describe differencesbetween imaginative,informative andpersuasive textsPedagogicalKnowledge(PK)Compare &contrastTechnologicalKnowledge(TK)TI-99/4ACalculator 15. http://www.flickr.com/photos/dherholz/528993812/ ContextsTechnologicalPedagogical ContentKnowledge(TPACK)TechnologicalContentKnowledge(TCK)PedagogicalContentKnowledgeContentKnowledge(CK)PedagogicalKnowledge(PK)TechnologicalKnowledge(TK)TechnologicalPedagogicalKnowledge(TPK) 16. http://www.flickr.com/photos/loop_oh/5631953241/ 17. http://www.flickr.com/photos/artolog/2519646167/The TPACK Holetheoretical understanding of pedagogy hasdeveloped beyond teacher knowledge asstatic and located in the individual(Loveless, 2011, p. 304) 18. http://www.flickr.com/photos/artolog/2519646167/The TPACK HoleThey now incorporate understandings of theconstruction of knowledge through distributedcognition, design, interaction, integration, context,complexity, dialogue, conversation, concepts andrelationships.(Loveless, 2011, p. 304) 19. http://www.flickr.com/photos/talatlas/2284113599/ 20. http://www.flickr.com/photos/arselectronicacenter/8695704856/The argument/world viewBIM: Origins and whatMoving beyond 21. Context2006250+ Students98% NESB6 campuses + DE13 staff (3 full-time) 22. ContextSystems development overviewMasters level courseFirst course for manyContentKnowledge(CK) 23. Context10% assessmentIndividual portfolio/diaryQuestions as promptsContentKnowledge(CK)PedagogicalKnowledge(PK) 24. 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) 25. http://www.flickr.com/photos/pasukaru76/4307189567/Reflective learning journals aredemanding and time-consumingfor both students and educators(Thorpe, 2004, p. 339) 26. ContextBefore 2006Word documentsSubmitted online @ endof termTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK) 27. ContextBefore 2006Word documentsSubmitted online @ endof termTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)End of term fictionAvg mark = Fail30% < misconductNot at all formativeWorkload 28. Context15 years e-learningPrior use of blogsDesigner of e-learningsystemNeeded a new laptopNew Dean of Faculty 29. Context10% assessmentIndividual portfolio/diaryQuestions as promptsContentKnowledge(CK)PedagogicalKnowledge(PK) 30. ContextBAMTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK) 31. ContextBAMTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)More formativeBetter quality (but not great)Good indicatorWorkload issues 32. ContextBAMTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)I studied my undergrad externally at CQUand have to say this was the most structuredand supportive course I have taken. This is thefirst time I experienced an assessment item likethis blog. It is a great way to encourage andmotivate learning of the key concepts 33. http://www.flickr.com/photos/shellysblogger/3706465710/BlogAggregationManagement 34. http://www.flickr.com/photos/shellysblogger/3706465710/BlogAggregationManagementBAMIntoMoodle 35. http://www.flickr.com/photos/shellysblogger/3706465710/Students create and registerblogs/feeds 36. http://www.flickr.com/photos/shellysblogger/3706465710/They answer questions (or not) 37. http://www.flickr.com/photos/shellysblogger/3706465710/BIM aggregates and mirrors the studentposts 38. http://www.flickr.com/photos/shellysblogger/3706465710/BIM allocates posts to questionsUnallocated Submitted 39. http://www.flickr.com/photos/shellysblogger/3706465710/BIM interfacesStudent Staff 40. http://www.flickr.com/photos/shellysblogger/3706465710/BIM shows students what it knows about their posts 41. http://www.flickr.com/photos/shellysblogger/3706465710/BIM provides a management interface 42. http://www.flickr.com/photos/shellysblogger/3706465710/ 43. http://www.flickr.com/photos/shellysblogger/3706465710/ 44. http://www.flickr.com/photos/shellysblogger/3706465710/ 45. http://www.flickr.com/photos/shellysblogger/3706465710/ 46. Better TPACK == Better Teaching- 26 offerings, 7 courses- 2790+ students- 20,000+ blog posts 47. ContextBAM July 2009TechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK) 48. ContextTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)BAM July 2009 49. ContextTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)BAM Into Moodle 50. ContextTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)BAM Into MoodleIve been using BIM for the past year at theUniversity of Canberra and it has saved mehours and hours of work I cannot go back tomarking Word documents ever again, butwithout BIM blogs become terribly difficult to manage(de Percy, n.d.) 51. ContextTechnologicalKnowledge(TK)ContentKnowledge(CK)PedagogicalKnowledge(PK)2010 - 2011 52. http://www.flickr.com/photos/room317/3078569857/The argument/world viewBIM: Origins and whatMoving beyond 53. ContextContentKnowledge(CK)2012ICTs and Pedagogy3rd year PSTs300+3 campuses + DE 54. ContextContentKnowledge(CK)Structured reflection on theuse of ICT can also be apowerful technique indeveloping pedagogicunderstanding(Hammond et al., 2009, p. 60)PedagogicalKnowledge(PK)Contradiction between howteachers asked to use ICTsand the way their ownteachers integrated technologyinto their classes (Sutton, 2011)(Hammond et al, 2009) 55. ContextContentKnowledge(CK)PedagogicalKnowledge(PK)BIM 2.0 writtenTechnologicalKnowledge(TK)http://bit.ly/bimPlug 56. http://bit.ly/bimPlug 57. ContextContentKnowledge(CK)PedagogicalKnowledge(PK)TechnologicalKnowledge(TK)USQ - 2013 58. ContextContentKnowledge(CK)PedagogicalKnowledge(PK)TechnologicalKnowledge(TK)2012 USQ courses20 diary2 learning journal10 reflective journalAssessmentn/a to 50% 59. http://www.flickr.com/photos/atoach/8549060851/All about the upgrade boat 60. http://www.flickr.com/photos/9422878@N08/7788404750/ 61. 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) 62. http://www.flickr.com/photos/9422878@N08/7788404750/The capacity to integrate unique ideas and practicaldesign solutions at the end-user level turns out to bemore important than the adoption of structuredapproaches to systems development or industry analysis.(Cioborra, 2002 ) 63. ContextContentKnowledge(CK)Learning journalJudging reflection impactsreflection Number of posts Size of posts Links Links to other postsPedagogicalKnowledge(PK)(Moon, 2006)TechnologicalKnowledge(TK) 64. http://www.flickr.com/photos/sidewalk_flying/3534131757/our pedagogical intention to enable teachers todevelop the skills of transformative professionalscapable of appreciating the need to complexifythe culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met(Dougiamas & Taylor, 2003, p. 172) 65. http://www.flickr.com/photos/room317/3078569857/Process == BricolageProduct == ?? 66. http://www.flickr.com/photos/zegoggles/5622973488/2 broad classes of distributed cognition1. Off-loading cognitive burden onto designed system2. Scaffolding action & learning(Bell & Winn, 2000, p.