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Teaching, Learning & Technology
Inholland University of Applied Sciences
The zone of effective learningFinding the sweet spot of maximum technology impact
Online Educa BerlinFriday 8th Dec 201712:00 – 13:00Room LinckePhoto © Adam Woolfitt
Part 1 – Introduction (20 minutes)
• 'Zone of effective learning’
• Sweet Spot’ of maximum technology impact
• From servant to master
Part 2 - Interactive discussion at tables (20 minutes)
Part 3 – General discussion whole group (20 minutes)
Why this subject, why now?
‘Technology is enabling us to restore some of our humanity.’
Luciana Locks, Editoria Cultural Norte-Americana, Brazil, Online Educa Berlin, December 7th, 2017
‘Who is in charge of your life – technology or you?’
Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 31)
‘Four companies shape and enormously influence our lives. Is that good or bad?
[They] have each embedded themselves in our lives, hugely influencing us by playing to our basic human instincts.’
Hidden DNA, Scott Galoway
WWW.BBC.Com (Technology section), December 8th, 2017
Resources 1Alter, A. (2017). Irresistible; the rise of addictive technology and the business of keeping us hooked.
New York: Penguin Books.
Carr, N. (2011). The shallows. London: Norton & Company, Ltd.
Clayson, D. E., & Haley, D. A. (2012). An introduction to multitasking and texting : Prevalence and impact on grades and GPA in marketing classes. Journal of Marketing Education, 35((I)), 26–40. http://doi.org/10.1177/0273475312467339
Crabbe, T. (2014). Busy; How to thrive in a world of too much. London, UK: Piatkus.
Dow Schüll, N. (2012). Addiction by design; Machine gambling in Las Vegas. Princeton, NJ: Princeton University Press.
Eyal, N. (2014). Hooked; how to build habit-forming products. London: Penguin Books.
Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge, MA: MIT Press.
Harris, T. (2016). How technology is hijacking your mind — from a magician and Google design ethicist. Retrieved October 5, 2017, from https://journal.thriveglobal.com/how-technology-hijacks-peoples-minds-from-a-magician-and-google-s-design-ethicist-56d62ef5edf3
Kirschner, P. A., & Bruyckere, P. De. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. http://doi.org/10.1016/j.tate.2017.06.001
Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., … Ybarra, O. (2013). Facebook use predicts declines in subjective well-being in young adults. Plos One, 8(8), 1–6. http://doi.org/10.1371/journal.pone.0069841
McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes. JoME, 7(1), 1–69.
Noort, W. vant. (2017). Is daar Iemand? Hoe de smartphone ons leven beheerst. Amsterdam: Thomas Rap.
Resources 2Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged in and zoned out : How laptop internet
use relates to classroom learning. Psychological Science, 28(2), 171–180. http://doi.org/10.1177/0956797616677314
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. http://doi.org/10.1016/j.chb.2012.12.001
Sales, N. J. (2016). American girls; social media and the secret lives of teenagers. New York: Vintage Books.
Schuur, W. A. Van Der, Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The consequences of media multitasking for youth : A review. Computers in Human Behavior, 53, 204–215. http://doi.org/10.1016/j.chb.2015.06.035
Shirky, C. (2010). Cognitive surplus; creativity and generosity in a connected age. London: Penguin Books.
Skinner, B. F. (1968). The technology of teaching. Meredith. Retrieved from http://www.bfskinner.org/wp-content/uploads/2016/04/ToT.pdf
Turkle, S. (2012). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
Turkle, S. (2016). Reclaiming conversation; The power of talk in a digital age. New York: Penguin Books.
Twenge, J. M. (2017). iGen; why today’s super-connected kids are growing up less rebellious, more tolerant, less happy - and completely unprepared for adulthood* and what that means for the rest of us. New York: Simon & Schuster.
Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: the mere presence of one ’s own smartphone reduces available cognitive capacity. JACR, 2(2). Retrieved from http://dx.doi.org/10.1086/691462
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
From Servant to
Master
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
To learn effectively with technology become consciously competent and
master technology on our terms
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
Mastervs.
Servant
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
To learn effectively with technology become consciously competent and
master technology on our terms
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
Mastervs.
Servant
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
Servant to technologyInefficient
Ineffective Addiction
Non-aligned
Multi-tasking
Low-metacognition
Low awareness
Distraction
Boredom
Unclear goals
Region of ineffective learning with technology
Low skill level
‘Zone’ of effective learning with technology
‘Zone’ of effective learning with technology
‘Zone’ of effective learning with technology
Learning and technology are aligned
Resource use is minimized
Learning outcomes are maximized
‘Zone’ of effective learning with technology
‘Zone’ of effective learning with technology
Develop Mastery
Metacogntiton
Continual reflection On your terms
Aligned, efficient
Single tasking, clear goals
High metacognition, skill level
‘Zone’ of effective learning with technology
Effective, focused
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
Mastervs.
Servant
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
‘Sweet Spot’ of maximum technology
impact
Understanding the potential of a
specific technology
‘Sweet Spot’ of maximum technology
impact
Understanding the potential of a
specific technology
The ability to harness a
technology to specific learning
task
‘Sweet Spot’ of maximum technology
impact
Understanding the potential of a
specific technology
The ability to harness a
technology to specific learning
task
Reflecting on your level of
using the technology to
accomplish task
‘Sweet Spot’ of maximum technology
impact
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
From Servant to
Master
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
‘I don’t understand things any more, but I know I don’t understand. That is the first thing about learning’
Jeff Staes, Online Educa Berlin, 7th December, Red Monkey Disruption
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
Maslow’s four stages of learning
(Adams Becker, Asquini, & Zentner, 2017; Carretero, Vuorikari, & Punie, 2017)
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Unconscious Incompetence
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Conscious Incompetence
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Conscious Competence
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Unconscious Competence
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
But…
Have welearned our
technology skills based on
technology’s terms? Have we become the
SERVANT of Technology?
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
UsefulnessOften ‘Free’
FunctionalityEasy + Attractive
ConvenienceEveryone is using it
What we get from technology
On technology’s terms
(Advertising) revenuePersonal data
AlgorithmsMarket share
Addictive behaviour ‘Hooked’ customers
Time on devices
UsefulnessOften ‘Free’
FunctionalityEasy + Attractive
ConvenienceEveryone is using it
What we get from technology
What technologygets from us
On technology’s terms
‘But the culture of this new technology is addictive, and technology companies deliver us beautifully packaged, marketed products that have taken hold…
We may be only just waking up to the disadvantages, but the commercial advantages are all too clear…’
Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 9)
Technology on our terms..?
• When
• How
• Why
• For what
• For how long
• For what goal
• And… when we stop!
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
SERVANT
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
SERVANT
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
SERVANT
MASTER
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
SERVANT
MASTER
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
MASTER
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
MASTER
Pressure from user• Addictive, fun, I’m bored
• FOMO, Accessibility
• Availability, No need to change
• Everyone’s doing it
• That’s how it is
Pressure from technology
(Alter, 2017; Dow Schüll, 2012; Eyal, 2014; Harris, 2016; Senge, Kleiner, Roberts, Ross, & Smith, 2009)
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
MASTER
Pressure from user/society• Too much screen time
• Mobile phone addiction
• Health issues
• Privacy
(Carr, 2011; Goodin, 2017; Kross et al., 2013; Noort, 2017; Sales, 2016; Shirky, 2010; Turkle, 2012, 2016; Twenge, 2017; Ward, Duke, Gneezy, & Bos, 2017)
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
MASTER
Pressure from user• Addictive, fun, I’m bored
• FOMO, Accessibility
• Availability, No need to change
• Everyone’s doing it
• That’s how it is
Pressure from user/society• Too much screen time
• Mobile phone addiction
• Health issues, Privacy
• Privacy
Pressure from technology
I used to do nothing. Now I’ve come to believe that doing nothing is no longer o.k..
Staying silent about bad technology habits is making things worse for all of us.
In the end, technology should serve us. We should not serve it.
@nireyal, 1st December 2017 (author of ‘Hooked’).
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
MASTER
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Conscious Incompetence
MASTER
When?How? Why?
What for?For how long?
Degree of control?
Unconscious Incompetence
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Conscious Incompetence
Conscious Competence
MASTER
Decide whenDecide howDecide why
Decide what forDecide how long
Take control
Reflect on whenReflect on howReflect on why
Reflect on what forReflect on how long
Assess control
Incompetence CompetenceC
on
scio
us
Un
con
scio
us
Conscious Competence
MASTER
Unconscious Competence
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
From Servant to
Master
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
To learn effectively with technology become consciously competent and
master technology on our terms
‘Zone’ of effective learning with technology
‘Sweet Spot’ of maximum
technology impact
Mastervs.
Servant
Inef
fect
ive
Effe
ctiv
e
Ente
rin
g zo
ne
Seei
ng
Pote
nti
al
Har
nes
sin
g
Aw
aren
ess
Serv
ant
4 s
tage
s o
f le
arn
ing
Mas
ter
Move from servant to master
Through ‘Zone’ and ‘Sweet Spot’
Become Consciously Competent
And master technology
On our terms…
To learn effectively with technology become consciously competent and
master technology on our terms
‘Is the new technology going to run us, or are we going to manage technology?’
Abigail Trafford, Online Educa Berlin Keynote, December 7th, 2017
Table discussion
• At your table, discuss the question allocated to your table
• Summarise three key points to share back to the whole group
• Finished? If you’d like to, please go to another question of your choice.
• At the Google Doc link below you can type your ideas into a common document.
goo.gl/uPxmmQ
Table Madagascar
Q1: What steps can you take as a learner to become consciously competent as MASTER of technology?
Table Peru
Q2: What is the role of educators in supporting development of healthy technology use?
Table Netherlands
Q3: What conditions need to be met to enter the Sweet Spot of maximum technology impact?
Table India
Q4: Under what circumstances do you use a technology most effectively and what steps can you do to reach this stage?
Table Egypt
Q5: What does it look like to master technology on your terms?
https://padlet.com/zac_woolfitt/OEB17
Lectoraat Teaching, Learning & Technology
Research in to video teaching, peer feedback and pioneers
www.Inholland.nl/tlt
Blog Spot
http://zacwoolfitt.blogspot
++31 610 441 489
Teaching, Learning & Technology
Inholland University of Applied Sciences
The zone of effective learningFinding the sweet spot of maximum technology impact
Online Educa BerlinFriday 8th Dec 201712:00 – 13:00Room Lincke
http://zacwoolfitt.blogspot
http://zacwoolfitt.blogspot
(adapted from) https://www.businessballs.com/self-awareness/conscious-competence-learning-model-63/
