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Searching for disruptive pedagogies: Matching pedagogies to the technologies
John G Hedberg
KEYNOTE
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A premise…
• e-learning requires:• A rethinking of learning activities • Exploration of how interactions are managed and facilitated• Choice of the right tool for the pedagogical task
• and for widespread implementation• Disruptive innovations and pedagogies!
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On academic shovelware…
• The extent to which a student gains the same pedagogical benefit from a printout of your Web resources as from the resources themselves is the extent to which you have done nothing of pedagogical value by using the Web. (Fraser, 1999)
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What is happening now?
• ATN Universities survey of 20,000students and 800 staff
• provide a description of the use of e-learning; • determine the impact of the use of e-learning;• provide information to assist in the further development of
programs to support the use of e-learning.Alexander, Hart et al (2004)
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ATNN=1094
How teachers use e-learning
•
Group interactionsGroup interactions
Information presentationInformation presentation
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What is the student experience?
• Access• Access content• Easy to access material
• Personal benefits• Saves students money• Complete tasks at convenient
times• Juggle studies
• Disadvantages• Time commitment• Inadequate computer skills
• Learning connections• Discuss ideas• Stay connected to other
students• Gauge progress on discussion
board• See other students’ questions• Ask an uncomfortable question• Stay connected to teaching
staff
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Disruptive innovations
• A new technological innovation that displaces an existing dominant technology (Clayton Christensen, 2003)
Time
Per
form
ance
Low quality use
High quality use
Disruptive
technology
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Disruptive innovations
• The decline of Aristotelian dialogue with the rise of textbooks.
• Ramus and his “method” in the 1500s
• Walter J. Ong (2005). Ramus, Method, and the Decay of Dialogue : From the Art of Discourse to the Art of Reason. University of Chicago Press.
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Textbooks and representation of ideas
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Dialogic literacy
• In every kind of knowledge-based, progressive organization, new knowledge and new directions are forged through dialogue.…The dialogue in Knowledge Age organizations is not principally concerned with narrative, exposition, argument, and persuasion (the stand-bys of traditional rhetoric) but with solving problems and developing new ideas. (Bereiter & Scardamalia, 2005)
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Sustaining innovations
• The obverse of disruptive innovations
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Sustaining innovations
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Sustaining innovations
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Using what the technology affords!
• Technology has enabled visual and aural information display within software
• Prevailing educational theory is based more on situativity and cognition, and is problem-focused
• Technology supports constructivist philosophical orientation• Increased recognition of social collaboration as part of learning• Computer-Mediated Communication allows collaboration breaking
the nexus of time and location• Increasing modularisation of individual elements that are retrieved
from databases and employed in varied contexts
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ICT in the next 5 years
• Teachers see ICT as tools for understanding the world
• Students in an IT literate society communicate in multiple modes of representation
• Low student-to-computer ratio• High bandwidth access in the
classroom and from home • Specialized tools and projects for
all subjects• New learner mobile tools —
Origami project
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Five interconnected themes for routine use of ICT
• Teachers and students as knowledge producers
• Learning as a process of investigation and doing
• Development of learning communities
• Sharing of educational resources
• Assessment as authentic performance
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Themes for learning with ICTs
• Emerging Technology Tools• Mobile / ubiquitous computing• Simulations and modeling/visualizations• Formative assessment tools
• Interactive Learning Environments• E-learning environments• Collaborative learning environments
• Effectiveness of use in ICTs• Models of teaching/instructional strategies• Role of teacher change – facilitator• Enhancing ICTs for learning engagement
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Anatomy of e-Learning
Diagram/MapJournalTutorialCase studyPresentationGameWebQuestExperimentRole playingTroubleshootingDiagnosisComposing
Interactive Activity
FAQContextual helpLinks to checklistsSelf checkingCollaboration with othersLinks to further resources
Support
Self-test/QuizEssay/ReportJournalPrognosisHypothesisClassificationPlanVisual representationGameSimulationPresentation
Assessment
DrawingPhotographDiagram/MapTextSimulationAnimationVideo ClipAudio ClipMusical score
CreateEvaluateSynthesizeAnalyzeApplyUnderstandRecall
Digital Asset
Outcome
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Searching for disruptive pedagogical innovations …
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Example practices & tools
• Games as a learning strategy• Learning objects• Digital Repositories• Creative uses of the technologies (building on multiple
modalities and multi-literacies!)• Social networks and the internet• Communities of learners and communities of practice• Open source software and the "open commons"
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Quest Atlantis —3D MUVE
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Quest Atlantis —3D MUVE
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Learning Objects?
• “Any digital resource that can be reused to support learning.” (Wiley, 2002)
• But essentially digital resources (assets) and learning activities
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Oral BiologyLearning outcome: Analyze genetic codingActivity: ExperimentAssessment: Hypothesis
Oral BiologyLearning outcome: Analyze genetic codingActivity: ExperimentAssessment: Hypothesis
AnthropologyLearning outcome: Evaluate the age of teethActivity: Case studyAssessment: Prognosis
AnthropologyLearning outcome: Evaluate the age of teethActivity: Case studyAssessment: Prognosis
Oral PhysiologyLearning outcome: Memorize names of teethActivity: IdentificationAssessment: Label image
Oral PhysiologyLearning outcome: Memorize names of teethActivity: IdentificationAssessment: Label image
Oral AnatomyLearning outcome: Identify names of teethActivity: IdentificationAssessment: Labeled diagram
Oral AnatomyLearning outcome: Identify names of teethActivity: IdentificationAssessment: Labeled diagram
Digital asset reusability
Forensic ScienceLearning outcome: Apply remains identification skills Activity: GameAssessment: Score on the game
Forensic ScienceLearning outcome: Apply remains identification skills Activity: GameAssessment: Score on the game
AnatomyLearning outcome: Identify different teeth shapeActivity: ClassificationAssessment: Naming
AnatomyLearning outcome: Identify different teeth shapeActivity: ClassificationAssessment: Naming
Restorative DentistryLearning outcome: Describe methods to restore teethActivity: Case StudyAssessment: Diagram
Restorative DentistryLearning outcome: Describe methods to restore teethActivity: Case StudyAssessment: Diagram
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Reuse attributes
isolating digital assets from activities?level of granularity?particular teacher dependency?design reusability?identifying key attributes?generic templates or shells?transferability to other domains?
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INFORMATION OBJECT
CONVERSATIONSUPPORT
LEARNING ARTEFACT
THINKINGSCAFFOLDS
KNOWLEDGEOBJECT
ACTIVITY
Digital Asset Use
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Content object options
• Information display• Matrix display eg choosing columns to match• Swapping representation mode eg data to graph• Hierarchy eg organisational chart• Process eg flowchart
• Conceptual models• Presenting models of real world phenomena• Manipulating parameters to “see” relationships
• Contextual representation• Data linked to context• Collect evidence from context
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Presentation to explore concepts
• Digital asset with feedback
• Designed for small screen display
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Designing for small screensDesigning for small screens
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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Object for multi-modal representation
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Supporting Students Digital Literacies
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Scientific representations
• different media/modes provide different meanings and different types of information
Retrieved March 10, 2004 from http://www.people.virginia.edu/~rjh9u/krebs.html
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Historical time
• Illustrate period leading to empathy
• Showing sequence and duration
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Learners multi-modal responses
• Meanings conveyed in many different forms
• Alternate ways of showing ideas
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QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.
Learners multi-modal responses
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Media tools …
• Increasing the ways in which tools can be used• Instant movies• Converting between representational forms• Rethinking the visual and interactive forms to create new
interactions with content (cf Amazon vs traditional bookstores)
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Matching technology and pedagogy
• Thinking cannot be separated from doing• Thinking and solving problems are uniquely affected by
context• Cognitive and physical activity use artefacts that are to
hand as tools• Contexts usually contain other people
• Social nature of learning
• “The map is not the territory”• Understanding is interpretation
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LAMS —reusable pedagogical objects
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Turning learning management systems on their head …
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LMSs vs Digital repositories
Digital Repositories
• allow users to take control of their choice of resources, choosing ways of representing and using the resources, creating new resources and even developing their own learning strategies.
VS
G-portal
Learning Management Systems (LMS)
• allow instructor to organize resources in a predetermined structure which prescribes a fixed learning strategy.
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G-portal project
• digital repository that affords multimodal representations• hosting digital assets, that students can use it to solve an
authentic problem based on real world resources. • allows students to explore the information, process the
information, solve the problem posed and perhaps even form new attitudes and reflections of their role in the natural environment
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The G-portal
• G-portal provides more than just a spatial context for accessing Geographic information
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The G-portal
• G-portal provides for conversion of information between representational forms
Profile 6(v)
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PBL with Digital Libraries
http://www.dlese.org/dds/index.jsp
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Social networks and knowledge building
• Tools should support the cognitive operations of social tasks
• Tools should support community easily and enable compare and contrast and other strategies which support students to understand why their responses ‘fit’ the learning task.
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Establishing social networks
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Exploring other tools for collaborative learning
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Mobile devices may be one step backwards
• Lack of good visual materials on PDA and phones• Mobility is great but is it used well in learning tasks• Decline in attention spans!• Decline in length of articles with web dissemination (was
5000 now 1000 words)
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Mobility, social learning and geographical ideas
• How do students help each other explore and navigate unfamiliar environments
• What is the nature and quality of non-mediated, real-time, text-based debate between students, and how they might use multimedia recorded in situ to augment their views
• How students transpose their conceptions of locations into two-dimensional representations, and how these transpositions can be successfully communicated to their peers
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Authentic tasks for collaborative learning
• Pairs of Grade 9 students from a secondary school in Singapore
• Each given a camera-phone• Asked to do two tasks in the field
• An orienteering task (to familiarize students with a given neighbourhood)
• A task involving debating an issue of relevance to the geographyof the same neighbourhood
• Followed by peer critique session & presentation
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Active authentic socially negotiated tasks
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Orienteering skills
Following teamLeading teamTime
Go to the all breed pet then take a pic1524
Outside the pet shop den where to go1521
1518
Where is the sign board?1518
Take a pic can1518
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Preparing arguments
Lots of markets,bank, shopping centre,provision shop,coffee shop, mini mart, a community centre,bus stop, citizen corner, playground, upgrading on hdb
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There is lots of wet market, bus stops banks recreation shopping centre
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Senior citizen corner provide a place for elders to gather. Fitness corner and swimming pool allow residents to exercise to stay healthy.. Community club allows different races to build relationship.
There is no mrt nearby so it’s very inconvenient. The streets are very dirty and dusty because of the heavy traffic. Roads very congested. Flat construction take very long. Supported by the photos we send just now. 3 yrs.
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We can find many food stalls therefore people can find a place to eat very easy. Here we also dry and wet markets.
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Here has a lot of clinics provide for people to use...1557
030000100037Time
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Activity types
Rule focus
Incident focus
Strategy focus
Role focus
Logical ProblemsAlgorithmic problemsStory ProblemsRule-using problemsScenariosDecision makingCase study tasksTroubleshooting Diagnosis solution problemsStrategic performance tasksDesign tasksDilemmasSocial dilemmas
Practice strategies
Linking ideas
Generating new strategies
Multiple perspectives
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Engagement Continuum
• To be engaged is to be enticed into interacting• The more attentive the learner is to the task, the more
complete the engagement• Our goal is to “crank up” the engagement continuum
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EngagedLearning Continuum
Transfer
Translate
Transcend
The Engagement Continuum
Passive Interest
Dynamic Interaction
Flow
Comparing continuums
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Engaged learning continuum
• Transfer• Transfer conventional instructional tools, strategies,
communication and delivery to a technology-enhanced learning environment
• Translate • Redefine and shift conventional instructional tools, strategies,
communication, and delivery to the technology-enhanced learning environment
• Transcend• Go beyond conventional instructional tools, strategies,
communication, and delivery to invent new paradigms for teaching and learning
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Searching for the disruptive!
Building a game using web pages
Using an outliner to generate a text structure
Generative
Write a script then use iMovie to create a narrative documentary
Using Excel to convert numbers & to show relationships
Representational (transduction)
Using PowerPoint to report back
Using PowerPoint in a lecture
Presentational
Student UseTeacher use
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Searching for the disruptive!
Building a game using web pages
Using an outliner to generate a text structure
Generative
Write a script then use iMovie to create a narrative documentary
Using Excel to convert numbers & to show relationships
Representational (transduction)
Using PowerPoint to report back
Using PowerPoint in a lecture
Presentational
Student UseTeacher use
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e-learning possibilities
• Problem-solving• Reflection• Contextual learning• Community
building• Social networks
• Visual literacy• Customized learning• Critical thinking• Alternative learning
strategies• Information analysis• Teamwork
• Computer literacy • Comprehension • Convenience and
accessibility• Time management• Convenient access
to information
Learning outcomes
• Dynamic knowledge collection
• Problem-based gaming
• Interactive presentations
• WIKIs
• Web resources • Learning objects• Media databases • Multimedia
presentations • Interactive e-texts• Weblogs
• Online lecture notes• PPT presentations• e-Reserves
Applications
TranscendTranslateTransfere-Learning
Flow stateDynamic InteractionPassive InterestEngagement
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Next steps for disruptive pedagogies
• Recognise students’ time poverty • Use the affordances of blended learning and appropriate
technologies to help them cope with this• Increase integration of activities and learning strategies
that support integration• Use portfolios to indicate learning journey• Facilitate student benchmarking of work (against other
students) and support networks and relationships• Rethinking learning activities such that technology is
integral to understanding not an “add-on”• Changing assessment to focus on using concepts in
problem solving (rather than recall of information)
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Contact
• John G HedbergProfessor ICT and EducationAustralian Centre for Educational StudiesMacquarie University NSW 2109Australia
• e: [email protected]
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References
• Bopry, J. & Hedberg, J. G. (2005). Designing encounters for meaningful experience, with lessons from J. K. Rowling. Educational Media International, 42(2), 179–194.
• Bereiter, C. & Scardamalia, M. (2005). Technology and Literacies: From Print Literacy to Dialogic Literacy. Ontario Institute for Studies in Education of the University of Toronto. Accessed, July 2005, at http://http://ikit.org/fulltext/TechandLit.htmikit.org/fulltext/TechandLit.htm..
• Christensen, C. M. & Raynor, M. E. (2003). The Innovator’s Solution. Cambridge, MA: Harvard Business School Press.
• Ong, W. J. (2005). Ramus, Method, and the Decay of Dialogue : From the Art of Discourse to the Art of Reason. University of Chicago Press.
