My thoughts about the 5 cases

[Anortcliffe]

My thoughts on the case studies (all five proved to be educational experience for Early Sunday morning watching (reading)).

Mitra’s keynote conclusion that the key is for primary education to develop primary pupils reading literacy and the ability to search and analysis information. My thoughts are three fold:

1. As an engineer and scientists where does numeracy and mathematical literacy falls in this equation. After all TEL is dependent upon the developers of learning technology the ability to design and develop in the binary world. Therefore if our future dependent on the technology we equally dependent on future generation being wordily, mathematically and digitally literate.

2. However as Mazur 2012 keynote highlights that there is danger of this TEL approach only encourages learners to review and conclude from observing and reading TEL learning resources, therefore only gain a theoretical understanding of a subject through observation and reading written material, neglecting the opportunity for the learner to plan and apply the learning, remaining Kolb’s learning cycle, [2]. This is important for learning any subject, however for example science and engineering subjects it is imperative that the learner gains opportunity to plan to apply the learning practically and experience of actual practical application to assist the learner’s to assimilate a deeper understanding and knowledge of the subject. Whereas;

2a. Mazur’s approach of encouraging the learners; pre lecture to observe/read and review the lecture learning material, in class respond to a question using a clicker, to interact with their peers and respond again to the question encourages the learner to review, think, plan and apply their learning, therefore the learner works through all four Kolb’s learning cycle quadrants, [1]. This self assessment, peer interaction and collaborative learning in class provides same multi-faceted complex layers of timely learning through assessment (in class clicker Q&A) and (self, tutor & peer) feedback as using supplementary assessment approach, [2].

2b. HapTEL is a great TEL solution to provide the practical learning experience, providing the learner with immediate learning feedback (self diagnose and interpret the results of their performance from the system, i.e. the measured pressure reading results) on their dentistry skills on the tooth extraction and drilling, whereas previously example they would have to wait for tutor examination of their drilling to diagnosis appropriate drilling pressure was applied. Also, provides learner opportunity to repeat, and repeat experiment to self improve their learning and skills.

2b. Rufi Franzen Argument Reality Game TEL resulted in students applying self directed learning in how to make quality edited media and practically applying in response the to the Rufi’s riddle.

2. As we are become a reading literacy dependent society, the need to be able to ensure this accessible to all, as dyslexic approaching written word as always ladened with fear of being ridiculed and judged everyday on my written communication and understanding. Even in day and age experience one line manager frequently declaring in public emails that he does not understand the messages I am trying to convey, whereas others have no problem understanding my nuances. The written commutation comprehension is a challenge we do need to address, [3]. One where TEL could be help or hindrance? Particularly as the Howard Rheingold’s interview with George Siemens, highlights MOOC approach of delegate cross communication is forums, blogs and email delegate therefore dependent upon the delegates literacy, search and analysis skills.

3. Searching need to assist all learners in how to validate the sources, assist them to be able sift to find the good amongst the mediocre and factually incorrect. However, as I highlighted in an email (10th April, 22:09 BST) our learners today have access to a far richer set resources and less controlled agenda of a few, days Lord Nortcliffe printed medium.

On the issue of controlled agenda, Rufi Franzen Argument Reality Game reinstates an underlined hidden agenda by the module team, the learning outcomes of the module, this only becomes apparent to the students until the end. There is Ethical issues with this approach; the controlled agenda nearly back firing as induced student paranoia. Equally one questions the sustainability this approach in the first year operation no one was expecting ARG learning experience, a new and different ARG would need to be created each year, but also students with their blogs and twitter accounts will inform the students in subsequent years to expect ARG may reduce spontaneity, student engagement, and the deep self-directed learning that 2011 ARG induced.

Reference

[1] Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice Hall.

[2] Nortcliffe, A.L., Featherstone, S., Garrick, R. and Swift, G. (2003) Supplemental instruction: a higher level learning? In: Aung, W., Hoffmann, M., King, R. W., Ng, W.J. and Ruiz, L. M. S. (eds.) Engineering education and research – 2002: A Chronicle of Worldwide Innovations. Arlington, VA: iNEER.

[3] Connelly V. ( ) Contribution of lower order skills to the written composition of college students with and without dyslexia, Development Neuropsychology, 29(1), 175–196, last accessed 14th April 2013 at http://www.academia.edu/3108240/Contribution_of_lower_order_skills_to_the_written_composition_of_college_students_with_and_without_dyslexia

[Anortcliffe]

Sorry error ref[3]

[3] Connelly V. (2006 ) Contribution of lower order skills to the written composition of college students with and without dyslexia, Development Neuropsychology, 29(1), 175–196, last accessed 14th April 2013 at http://www.academia.edu/3108240/Contribution_of_lower_order_skills_to_the_written_composition_of_college_students_with_and_without_dyslexia

[Leonie]

Hi. I also had a look at all of them, but didn’t really engage with the ARG story.

I used the following questions when trying to think about the (very different!) TEL approaches and have posted them here because I thought they maybe overlap a bit with some of Anne’s points above.

— How did the technology enhance learning?

— Would it work longterm? (does that matter?)

— How does the tech affect motivation (self-efficacy or effort)

— What changed? Did they increase/reorganise knowledge? Did they improve skills in perception, judgement, performance, social interaction, tool use/literacy?

— Did the tech help learners focus – find & select the right info, pay attention?

— Did it support interactivity: emotional engagement, imitation, application/experimentation, articulation, debate, collaboration?

— Did it support repetition & practice?

— Did it support intrinsic/extrinsic feedback?

— Did it support reflection?

I’ll go post a few thoughts on the threads where people have discussed the individual approaches rather than making one long one here. But I also really liked how Joseph Gliddon tied together aspects of several of the approaches here: http://morethanjustcontent.wordpress.com/2013/04/21/mooc-mazur-and-mitra-my-planned-pedagogy-octel/

[Leonie]

I’ve returned here to comment on Mitra, because I couldn’t find an obvious thread to contribute to.

Firstly thanks to Imogen Bertin & others who linked to these powerful criticisms http://donaldclarkplanb.blogspot.ie/2013/03/sugata-mitra-slum-chic-7-reasons-for.html

I think in this case, the technology simply provides access (a) to vast amounts of information and learning resources, and also (b) to ‘Granny’ coaches.

It relies on children being motivated by their own curiosity or competition with each other, which perhaps doesn’t last very long without encouragement from the ‘Grannies’ – but perhaps the social elements of collaboration are motivating and the confidence the children build by developing their search skills through experimentation.

The children seemed to remember the material, so increased their knowledge – but did they integrate new info meaningfully so that they could apply it not just recall it? And they developed information-finding skills, but did they develop judgment in how to select critically?

I thought the best example was how Mitra directed some children towards an application that converted their speech to text. It gave them an opportunity for repetitive practice with instant intrinsic feedback, much like the Haptel example http://octel.alt.ac.uk/forums/topic/hapten-and-dentistry-yesparanoia-no/

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