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Presented at the 10th Open Education Conference, November 8, 2013, Park City, UT
Citation preview
Openness in Three Acts: A Narrative Inquiry into Teacher Educators'
Conceptions of MOOC
Dalit Levy and Sarah Schrire Kibbutzim College of Education,
Technology & ArtsTel Aviv, Israel
10th Annual OpenEd Conference Park City, UT, November 8, 2013
WHAT SHOULD TEACHER EDUCATORS DO ?
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• Examine models for learning and teaching
• Provide experiences that prepare future teachers for education in the digital age
• Promote pedagogical innovation
WHEN YOU HEAR “PEDAGOGICAL INNOVATION …”
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
What do you see?
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Baratz & Levy, July 2, 2013
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Baratz & Levy, July 2, 2013
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Baratz & Levy, July 2, 2013
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Baratz & Levy, July 2, 2013
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Portfolio
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPS
An Image of Pedagogical Innovation
Baratz & Levy, July 2, 2013
As Part of Promoting Pedagogical Innovation at our College…
• STUDY #1: Collect teacher educators’ images and stories of pedagogical innovation in their field of practice • STUDY #2: listen to the
organizational voices regarding an initiative of developing a MOOC for Hebrew-speaking student teachers
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
As Part of Promoting Pedagogical Innovation at our College…
• STUDY #1: 2011-2012110 responses were collected (in a narrative form) to the question: describe a situation in which you implemented pedagogical innovation
• STUDY #2: 2012-201310 in-depth interviews with stakeholders whom we identified as potential partners in the initiative to establish a MOOC at our college of education
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
STUDY #1 – FINDINGS (1)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL
INNOVATION
NO INNOVATIO
N
MENTION TECHNOLOGIE
S
1. BUILD THEOR
Y
SUGGEST RENEWED
DEFINITION
3. DOUBLE MEANIN
G
2. VARIETY OF
APPROACHES
4. RECURSIVE THINKING
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
STUDY #1 – FINDINGS (2)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
MENTION TECHNOLOGIE
S
SUGGEST RENEWED
DEFINITION
2. NOT THE MOST
UPDATED APPS
NO INNOVATIO
N
TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL
INNOVATION
3. FUTURE THINKIN
G
1. GENERAL TERMS
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
STUDY #1 – FINDINGS (3)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
MENTION TECHNOLOGIE
S
SUGGEST RENEWED
DEFINITION
2. NOT THE MOST
UPDATED APPS
NO INNOVATIO
N
TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL
INNOVATION
3. FUTURE THINKIN
G
1. GENERAL TERMS
• OER• OPENNESS• OPEN
EDUCATIONLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
STUDY #1 – SUMMARY
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
MENTION TECHNOLOGIE
S
SUGGEST RENEWED
DEFINITION
2. NOT THE MOST
UPDATED APPS
NO INNOVATIO
N
TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL
INNOVATION
3. FUTURE THINKIN
G
1. GENERAL TERMS
• OER• OPENNESS• OPEN
EDUCATIONLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
The discussion of innovation among teacher educators seems to differ from what can be found in other professional “communities of practice” (agriculture, environment, health, high-tech, business development, science…)
STUDY #2 – BACKGROUND
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• 2012 – “The year of the MOOCs”
• Before 2012, MOOCs were c-MOOCs
STUDY #2 – BACKGROUND
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• 2012 – “The year of the MOOCs”.
• MOOC phenomena redefines what is meant by “learning,” “teaching,” and “assessment,” and at the same time blurs the boundaries between them.
STUDY #2 – BACKGROUND
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Current and future teachers should:
• Participate in MOOCs as learners
• Gain experience in facilitating learning in MOOCs (plus in instructional design)
Our initiative concerns c-MOOCs; The interviewees hear x-MOOCs.
מפרשותפיםשב-ר,תוחפ,קווןמ
STUDY #2 – FINDINGS (1)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
STUDY #2 – FINDINGS (2)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
RESISTANCE TO OPENNESS
STUDY #2 – FINDINGS (1)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
Beth: “one of the main objections (raised by other stakeholders) was that the open blog envisaged by Jake (in Story I) would bypass the college’s official website” (Story III)
STUDY #2 – FINDINGS (2)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
The main obstacle to openness, as expressed by our interviewees, is that c-MOOCs may subvert the organization’s agenda by
placing the locus of control outside the boundaries of the
organization.
STUDY #2 – FINDINGS (3)
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
A new meaning for “Breaking down the classroom walls”:
Natural & Open Technology-Enhanced
Learning SpaceVersus
Technology-Enhanced Learning Tools supplied
by the College
STUDY #2 – SUMMARY
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
From an initial assessment that the main issues in setting up a c-MOOC in our college of education would be technical, it became clear that c-MOOCs can “turn education on its head”.
STUDY #2 – SUMMARY
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE
INTERVIEWS
STORY II. VISION OF AN
OPEN LEARNING
ENVIRONMENT(March 2012)
STORY III. OPENNES
S vs. CONTRO
L(May 2012)
STORY I. VISION OF AN OPEN
BLOG(May 2011)
“control is no longer with the teacher as in behaviorism, or with the learner, as in constructivism, but distributed, everywhere, and nowhere…” (Authors meeting, May 2012).
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
THINKING@FUTURE
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Encourage future thinking, including current trends like MOOCs as well as future learning technologies
July 7-11, 2013
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
SURVEY FOLLOWING THINKING@FUTURE
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Among those who knew something:
• 5 agree with the claim that MOOCs will contribute to teacher education;
• 8 don’t agree;
• 13 don’t know…
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
SURVEY FOLLOWING THINKING@FUTURE
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
The numbers are slightly different when asked about contribution of MOOCs to Higher Education (or Education in general):
• 10 agree (7);
• 5 don’t agree (7);
• 11 don’t know (12)…
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
SURVEY FOLLOWING THINKING@FUTURE
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
How frequently you use OER?
sometimes
frequently
Never
Rarely
All the time
Some feel a lack of institutional support for OER
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
SURVEY FOLLOWING THINKING@FUTURE
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
How frequently you use OER?
sometimes
frequently
Never
Rarely
All the time
“I have nothing against open education, but I can’t imagine myself going to a dentist that gained her/his medical education solely via MOOCs” (July 2013).
Back to an Image of Pedagogical Innovation
What do you see now?
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
QUESTIONS?
MOTIVATION
INNOVATION
INVESTIGATION
STUDY #1
STUDY #2
SUMMARY
Thanks for listening! dalitl