instruction – techKNOWtools

There are so many different ways to understand a concept or learn something new. We share knowledge and communicate information in so many ways. That being said, it doesn’t often translate into how we experience “formal” learning in action in education or industry talent development. When I say multiple modes or multimodal approaches for learning, you may jump to say “learning styles have been debunked.” This is true. There is not much evidence for said things. That being said, what is not part of the conversation is the option to offer multiple ways to meet our learners needs, preferences, or a diversity of choice for how they will learn a skills, concept, or theory.

“Pole Dynamics” by Mario Paiano is licensed under CC BY-NC-ND 4.0

Sadly, learning delivery, regardless of the industry or sector, rarely offers much choice/variety for learning or training. Instruction or facilitation is commonly a lecture, presentation format with Q&A, a webinar, maybe a workshop with some activity, or some other typical face-to-face experience. Not surprisingly, there seems to be even fewer instructional approaches when the pedagogy becomes digital (i.e. online, blended, hybrid learning environments). If the goal is to reach our diverse learners, their individual needs, and perhaps their preferences — then sadly, we learning professionals could do better for how to design, deliver, and format learning experiences.

I started thinking about this as I prepped for an online workshop I’ll be facilitating next week on this topic: Designing Multimodal Approaches. As I was editing the modules and developing this introduction, I decided to intentionally model this with my own design. I wanted to engage, construct their own knowledge, and offer a personal way to learn from the start.

Here’s the what mulitmodal artifacts/learning objects I created to represent and communicate the theory of modes of meaning (Kalantzis, Cope, Chan, & Dalley-Trim, 2016) in multiple contexts:

Audio & Oral Meanings

Communication with music, ambient sounds, noises, alerts, hearing & listening and as a form of live or recorded speech, presentation, etc.

MULTIMODAL CREATE: Soundcloud audio recording and screencast with Camtasia of a slide deck with voice over plus ambient music. Audio grabbed simultaneously with Audio Hijack software while recording the screencast.

Writing & Reading Meanings

Textual: writing, notes, reading, reflections, journals, etc.

MULTIMODAL CREATE: Text presented in the slide deck + written instructions on the screen PLUS a full transcript as PDF file available for download from Dropbox, and text format by sending my audio recording to otter.ai — then editing this transcript with links, e.g. https://otter.ai/s/HCmFi2ZcTRKdQgXgH7TeiQ Beyond these text versions, I also added this transcript to the Closed Captions on the YouTube video and edited it for timing accuracy.

Visual Meanings

Making still and video images. Similar to the “audio & oral” meanings, there are so many learning tools I have been tinkering with to make this visual for learning and to explain my process for research, design, etc.

MULTIMODAL CREATE: I decided to source some CC-BY photos, layout my slides and tabs on my screen, and develop a video with these still images and screen directions moving my mouse around the course, to different tabs, etc. to review the course resources.

Spatial, Tactile, & Gestural Meanings

Positioning oneself in relation to others; Making experiences of things that can be felt; and Communicating through movements of the body, facial expressions, eye-movement, demeanor, style, etc.

MULTIMODAL CREATE: This one can be a bit more challenging in a digital environment; however, I decided to “bring in” my learners by building a rapport, sharing a bit about how I approach multimodal learning in my work, and offer them my personal interests and ideas by scrolling through my Instagram page images, sharing about the podcasts I produce/host, and telling them about the #femedtech network I’m curating this week. Although my learners will not see my physical gestures on this video/screencast, they are able to get a feel for who I am, how I relate to their learning objectives of the workshop, and what experiences I hope we can share as we work on multimodal approaches together.

The things that are not said about designing a multimodal approach for learning, that should be noted:

It takes some creative planning to identify how you can offer learning content in multiple modes and formats, specifically to reach your learning outcomes/goals in a course.
Multimodal levels the playing field — it allows for Universal Design for Learning, accessibility, portability, and choice for how learners can participate.
Multimodal approaches for learning REQUIRES TIME to do it well — so start small. Try re-designing or creating at ONE learning activity, object, or aspect of a course you are instructing.

Do you have advice and suggestions for multimodal approaches for learning design?

Let me know! Over the next week, I have no doubt you will see me tweeting about this workshop using the hashtag #multimodalLX. I strongly encourage and welcome YOUR suggestions, resources, and advice for how to design digital learning experiences in a variety of modes and format.

Reference:

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies, 2nd Ed. Melbourne, Australia: Cambridge University Press

Learning, Learning Community, Rhizo15

Time to Drop the Mic Instructors: Learning Gone Wild {#Rhizo15 Week 4}

May 16, 2015May 17, 2015 Laura Pasquini

Thanks for your#Rhizo15 hack in week 4, Viplav. Your questions really got me thinking:

How do we really learn online?
How much of control and direction do we need?
How much of control do we want when we teach?
How do we expect others to learn in such environments?
What do we expect of them as co-learners?

For #Rhizo15, a strong and involved learning community, the answers are easier to navigate when we remove the instructor or when “DAVE’S NOT HERE.” With a number of educators who are passionate about learning and entrenched in thinking in #rhizo15, you are bound to keep the conversation going and the learners engaged. For most of us, we have experienced traditional pedagogical models and like the ideas of this sort of free-form learning and ability to dip into the curriculum as we like. Also, it won’t take much for someone to create a video, post a cartoon, record a sound cloud, or throw up a blog post on the topic of getting rid of the instructor. As co-learners, we thrive among the course banter and expect one another to contribute. So getting rid of Dave (metaphorically, of course) in #rhizo15, would not impact this course as much as we think (no offense, Dave).

Now, what would happen if we removed an instructor from a course? This could be online or face-to-face class. How would the learners react? When control is given to the course participants, will it be “Learners Gone Wild” or will our students take up the charge to contribute? My thought: it really depends on the course design.

These questions made me think back to my undergraduate days at the University of Guelph (Go Gryphons!), where most of my 4th-year history seminar courses were just that. As per the typical course syllabi, we were assigned weekly readings; however instead of coming to a “sage on a stage” lecture we were required to do the teaching. Each week 1-2 students volunteered to offer a micro lesson, develop questions, and facilitate the discussion on a topic. The professor often sat back in the class, and let us drive the critical analysis, synthesize the material, and debate about issues. It was GREAT! I thought – THIS is what learning is all about at university. I want more!

Student-centered learning theories & methods for flipped learning (Bishop & Verleger, 2013).

Student-centered learning is the key to deep learning, and although not described as “flipped learning” (Bishop & Verleger, 2013) back then, this is what most of my history faculty did at U of G. If you set up your curriculum to purposefully ALLOW for peer-to-peer learning, then removing the facilitator/instructor from the course may be just what you need. By creating intentional spaces (online or in-class) and opportunities for your students to co-learn, you might just be surprised on how they can bring more life to the course subject. During the course, instructors become facilitators of learning to support students with active learning strategies, such as individual problem-solving and team-based projects.Empowering your learners to take the reigns requires them to be embedded in the discipline of study. When you teach someone else about a concept, it requires a deep understanding of the material before you have to explain or critique it.

This does take some intention and planning in how you set up your course structure. It will be important for you to think about where, how, and when you want to infuse peer instruction and the support required for your learners. Think about how you want learners to contribute, lead, evaluate, and understand. When done well, this type of learning has huge benefits for both the instructor and leaders. There are so many possibilities to create dynamic interactions, meaningful conversations and critical thinking about your subject without your lead. Embrace the idea of “letting go of teaching” to see what might happen in part or all of your class. You might be pleasantly surprised at what YOU will learn from your students. Be sure to answer the following questions before you “drop the mic” as an instructor (adopted from Hoffman, 2014):

What positive opportunities can student-lead instruction offer your students?
How can instructors benefit from creating a cooperative learning experience?
What are the possible challenges students and instructors might with peer-assisted learning, and how might they be avoided?
What are evidence-based practices for learning environment without an instructor?

Interested in joining the #Rhizo15 world late or want to be part of the conversation and not just a lurker? Dave’s got a guide for that:

This is a list of all rhizo15 blog posts
Pick a title that resonates – click on it.
Leave a comment
Approach mirror, give the person in the mirror a high five
Return contentedly to previous activity

Check out the course website http://rhizomatic.net or go to the hashtag on twitter #rhizo15

Also, you can write late blog posts (like me!) on any of the weekly topics.

For those #Rhizo15 slackers like Kevin & me (well, myself more so), we’re working on said things. The Slackers #Rhizo15 Guide will be available… when we get around to it. 🙂

Cartoon via @dogtrax (Thanks, Kevin!)

References:

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings from the 120^th ASEE Annual Conference & Exposition, Atlanta, GA.

Hoffman, J. G. (2014). The functionality and feasibility of flipping. Proceedings from the 25^th International Conference on College Teaching and Learning, (pp. 112-126). Jacksonville, FL

EdTech, Learning Technologies

Checklist: Selecting Technology for Learning

April 3, 2015March 11, 2020 Laura Pasquini

With so many possibilities for digital learning, selecting media and technologies for appropriate course instruction is a very complex process. Although there are a wide range of options in the ed tech realm, pedagogical considerations should always come first. Instructors should reflect on the learning objective and desired outcomes for their subject matter before identifying technological applications for the course.

The SECTIONS model, developed by Tony Bates (2015), is a pedagogical framework for determining what technology, specifically how this technology will be appropriate for instructional approaches. This might include identifying and determining pedagogical characteristics of text, audio, video, computing, and social media. With this framework, Bates (2015) asks five critical questions for teaching and learning for technology and media selection:

Who are the learners?
What are the desired learning outcomes from the teaching?
What instructional strategies will be employed to facilitate the learning outcomes?
What are the unique educational characteristics of each medium/technology, and how well do these match the learning and teaching requirements?
What resources are available?

In thinking about the interplay of technology and learning, higher education courses will need to consider how this design process is developed. In this book chapter, Bates shared an alternative approach to the ADDIE model for instructional design – Learning + Technology Development Process Model (Hibbitts & Travin, 2015).

Regardless of the model for learning design, it will be important to assess how technology will impact the pedagogy. The SECTIONS model is an effective framework to best inform instructors when deciding what media or technology to use for face-to-face, online or blended learning courses:

Students
Ease of use
Costs
Teaching functions (including the affordances of different media)
Interaction
Organizational issues
Networking
Security and privacy

I would encourage you to utilize Bates’ (2015) Questions to Guide Media Selection and Use, to support your learning design when consider technology adoption for teaching. This open, shared educational resource will provide you with a broader reflection on issues and considerations for your digital pedagogy. Here is an abbreviated checklist for selecting technologies for learning I adopted for a learning module. It was developed for faculty who would like to consider the broader issues for teaching with technology, and how to navigate this course planning process for digital/media inclusions.

Checklist: Selecting Technology for Learning

STUDENTS

Review accessibility mandate or policy of your institution, department or program.
Determine demographics of the students and appropriateness of technology.
Consider student access to technologies, both off campus and on campus.
Determine digital skills and digital readiness of your students with learning expectations.
Justify students purchases of a new technology component (if needed) for learning.
Assess prior learning approaches & how technology can support student learning.

EASE OF USE

Select the technology for ease of use by instructor and students.
Identify technology that is reliable for teaching and learning.
Verify the technology set up, maintenance and upgrade are simple.
Confirm the technology provider/company is stable to support hardware or software use.
Outline strategies to secure any digital teaching materials you create should the organization providing the software or service cease to exist.
Locate technical & professional support, both in terms of the technology and with respect to the design of materials.
Determine technologies to best support edits and updates of learning materials.
Outline how the new technology will change teaching with to get better results
Assess risks and potential challenges for using this technology for teaching and learning.

COST & YOUR TIME

Consider media selection by the length of time and ease of use during course development.
Factor the time it takes to prepare lectures, and determine if development of digital learning materials will save time and encourage interaction with students (online and/or face-to-face).
Investigate if there is extra funding for innovative teaching or technology applications; if so, determine how to best use that funding for learning technologies.
Assess the local support from your institution from instructional designers and media professionals for media design and development.
Identify open educational resources for the course, e.g. an open textbook, online videos, library page of articles, or other potential open educational resources.

TEACHING & LEARNING FACTORS

Determine the desired learning outcomes from the teaching in terms of content and skills.
Design instructional strategies to facilitate the learning outcomes.
Outline unique pedagogical characteristics appropriate for this course, in terms of content presentation and skill development, specifically for:
- Textbook, readings, or other online text materials;
- Audio, such as podcasts, streaming audio from news, etc.;
- Video, such as slide presentations, lectures, tutorials, and screencasts; and
- Social media, such as blogs, wikis, microblogs, photo sharing, curation, etc.
Plan learning aspects that must be face-to-face (in-person or online).

INTERACTION

Identify the skills for development and interactions that are most to determine the best type of media or technology to facilitate this learning.
Determine the kinds of kinds of interaction to produce a good balance between student comprehension and student skills development.
Estimate the amount of time the instructor will be interacting personally or online with students, and the type of medium for this interaction.

ORGANIZATIONAL ISSUES

Determine institutional support in choosing and using media or technology for teaching.
Identify if the institutional support is easily accessible, helpful, and will meet the needs for the learning technologies for the course.
Determine if there is funding available to “buy me out” for a semester and/or to fund a teaching assistance/support to concentrate on designing a new course or revising an existing course.
Locate institutional funding or resources for any learning technology or media production.
Review the standard technologies, practices and procedures for teaching and learning, to verify requirements for utilizing institutional technology resources, i.e. the learning management system, lecture capture system, etc.
Determine if the institution will support trying a new technological approach to learning, and will support innovative media or digital design.

NETWORKING

Outline the importance for learners to network beyond a course, i.e. with subject specialists, professionals in the field, and relevant people in the community.
Identify how the course or student learning can benefit from networking and learning from external connections.
Determine the appropriate network and/or social media space to integrate for your learners to network with each other and connect with external community members.
Integrate these networking mediums with standard course technology.
Delegate responsibility for its design and/or administration to students or learners.

SECURITY AND PRIVACY

Determine the student information you are obliged to keep private and secure.
Identify the institutional policies for security and privacy for teaching & learning.
Outline potential risks and challenges of using a particular technology where institutional policies concerning privacy could easily be breached.
Identify who at your institution could best advise you on security and privacy concerns, with regards to learning and teaching technologies.
Itemize the areas of teaching and learning, if any, available only to students registered in the course.
Identify the types of technologies to best restrict or limit access to course materials (if any) for my registered students.

Interested in reviewing your own learning design further? DOWNLOAD the Checklist: Selecting Technology for Learning

Reference:

Bates, A. W. (2015). Chapter 8: Choosing and using media in education: The SECTIONS model. From Teaching in a Digital Age. A Creative Commons Attribution-NonCommercial 4.0 International License. Retrieved from http://opentextbc.ca/teachinginadigitalage/

Hibbitts, P. D., & Travin, M. T. (2015). Learning + technology development process model.

#AcWri, LPQ

Learning and Performance Quarterly, 1(2) is Published

August 19, 2012 Laura Pasquini

As the founding student editor for the Learning and Performance Quarterly, an open, online peer reviewed journal, I am excited to share with you the second issue. This publication has an eclectic mix of ideas and research for a wide array of academic disciplines in the learning, training, development and performance industries. As, indicated in my editorial, I think that there is great value to be shared outside of our professional silos.

I hope that you enjoy reading this issue as much as I did during the production phase. There are a number of concepts and resources shared within these articles for professionals in education, instruction, leadership planning, and training and development. Many thanks to the contributing authors, peer reviewers and section editors who made great efforts to produce this publication over the summer months. I appreciate the attention to details and edits during the summer months.

For those who want to contribute, review, or follow along — be sure to check out the LPQ Website, Follow @LPQuarterly on Twitter, or “Like” the LPQuarterly on Facebook. We are always interested in adding to our repertoire of peer reviewers and editors – please register for the LPQ journal and let us know how you would like to contribute to this open, scholarly publication.

Here is the Learning and Performance Quarterly, Vol 1, No 2 (2012) — Table of Contents and Abstracts for the current journal contributions.

Editorial
Leadership, Training, Mentoring, and Instructional Design (1) [PDF]
Laura A. Pasquini

Abstract: The second issue of the Learning and Performance Quarterly (LPQ) is filled with submissions that span a wide scope of interests.

Case Studies
Developing a student leadership retreat using instructional design
techniques (2-29) [PDF]
Dr. Melissa L. Johnson

Abstract: The purpose of this paper is to describe how the Morrison, Ross, and Kemp (2007) instructional design model was used to design a student leadership retreat. An overview of instructional design and the Morrison, et al. model is provided. The application of the model to designing the retreat is then described in detail, including the learner and task analysis, development of instructional objectives, sequencing and materials, and formative evaluation. Finally, the implementation of the actual retreat, including summative evaluation procedures is provided.
Research Articles
Mentoring and Middle School Teachers: Using Subjective Affective Measures as
Performance Indicators (30-46) [PDF]
Dr. Ray K. Haynes

Abstract: This paper presents findings from a research study examining mentoring, organizational commitment, work alienation, and job satisfaction, among middle school teachers (n = 352) in large urban school district. Survey data obtained using a quantitative research design suggest that formal and informal mentoring is occurring within middle schools and middle school teachers perceive both types of mentoring to be effective. Results of regression analyses suggest that ratings of formal mentoring effectiveness had stronger relationships to organizational commitment, work alienation, and job satisfaction than effectiveness ratings of informal mentoring. Further analysis suggests that the predictor variable, as measured by ratings of mentoring (formal /informal) effectiveness, had statistically significant positive associations with the mediator and dependent variables. Implications are discussed along with suggestions for future research.

Concept/Theory Paper
Cross cultural training and success versus failure of expatriates (47-62) [PDF]
Ashwini Esther Joshua-Gojer
Abstract: The past few decades has seen an explosion in research on expatriates and cross-cultural training. There has been controversy and an unending debate on the goals, effectiveness, implementation and processes of CCT. There are very few reviews that have condensed literature detailing the best practices of CCT. This review also details the success and failure of expatriates. The antecedents or moderators that play a role in the evaluation of success and failure have been outlined in this literature review. It also brings to light certain solutions that will make CCT more effective and provides directions for future research.

Creative Leadership: Does It Clash Across Cultures? (63-82) [PDF]
Seogjoo Hwang
Abstract: As international competition, technology advancement, and the knowledge-based economy increases, creativity is becoming increasingly critical for the success of organizations all around the world. While leadership or support of individuals’ immediate leaders is one of the most potent factors impacting individual creativity, the majority of previous studies examining the relationship between leadership and creativity were conducted in Western contexts and only few studies investigated the cross-cultural aspects of leadership and creativity.

This study explores the connection between traditional creativity research and cross-cultural leadership research, building toward a conceptual framework proposed for further discussion and ultimately testing. Conceptual links between participative leader behaviors, individualism-collectivism, power distance, and creativity are examined. Implications for leadership development in order to enhance organizational creativity in an international HRD context bring this article to a close.

Book Review
Social Media for Educators (83-84) [PDF]
Laura A. Pasquini

Abstract: Social Media for Educators is an excellent book that interweaves theory, applications, and current pedagogical experiences for learning environments. For those in the learning and performance industry, this book provides insights and ideas to help guide social media use for both educators and learners. Joosten provides current examples, benefits, and considerations throughout each chapter. Whether educators are beginning to design their learning curriculum or learners are considering social media for organizational development, this book presents helpful insights and experiences that will potentially influence and shape effective engagement and learning with social media.

Learning Community, Social Media, Training, UGST1000

Facebook for Learning Communities: Groups vs. Pages

June 14, 2012June 14, 2012 Laura Pasquini

Image c/o Interactyx.com

In supporting and creating instructor resources for our 30 or so first year seminar classes, one areas I’m currently working on is our social media for learning (quel supris!). There are a number of resources, “how to” guides, and instructional case studies to support digital learning pedagogy. In curating content for our #UGST1000 (formerly UCRS 1000) Blackboard Learn Instructor site , I realized that the area of using Facebook and other social networks for our learning communities was lacking. Sure there are a few of us out there using these spaces, but it was rare to see any information available for suggested practices let alone understand how our campus social media beliefs impact our Facebook for learning.

Below is the quick guide I created to introduce Facebook Groups & Pages for our first year seminar instructors. I welcome and encourage others to post your ideas and share resources to the comments section – so we can enhance our #edusocmedia learning practices.

What Are Facebook Groups?

Facebook states that groups are designed “for members of groups to connect, share and even collaborate on a given topic or idea.” Groups have been used to market, promote or share group happenings. The key feature behind Facebook groups is the ability to make them “invite only” or limit these spaces to specific groups, i.e. like your seminar section of UGST 1000. These groups can be private or closed for only your students. Although this is a closed feature, you will need to “friend” students in your course to a closed or secret group; however an “open” group option will allow you to add anyone from Facebook.

WARNING: You may (gasp!) not have students who are on Facebook or wish to be “added” to a private group. Keep this in mind. Also, I would encourage you to work with your Peer Mentor in your class to support the cultivation and development of this online learning community.
Instructor perspective:
Ryan: They all REALLY liked our class Facebook group and participated in that quite a bit. I’m considering just using Facebook this time around rather than try to get them all onto a new social network.

Laura: Peer mentors a great support & can often set up these Facebook groups and “friend” students for the instructors. I would encourage this and support the peer mentors as they develop community in your UCRS 1000 Group (ours from Fall 2011) online and in class.

What Are Facebook Pages?

In contrast to Facebook groups, which are focused on organizing around specific topics or ideas, Facebook Pages “allow entities such as public figures and organizations to broadcast information to their fans.” If you are looking to set up your class’s “official Facebook presence” you would opt for a Facebook Page. Students just need to “Like” the page for the semester and they can always opt out when the semester is over. Students who like this page will need to remember to check and monitor their Facebook stream to ensure that they are reading updates posted for the course so they do not miss out on any happenings, announcements or updates.

Simply put, Facebook Pages is a simpler tool for instructors and peer mentors to maintain and use for UGST 1000 Learning Communities. Students, staff, and faculty can view an open Facebook Page even if they opt to not have their own personal account on Facebook. Pages are an easy medium to put out content, share updates, and keep your learning community informed. As the administrator for this page, I would strongly encourage interaction to encourage 2-way conversations by using polls, asking questions, and encouraging comments, pictures or videos to be posted to the course page. You will want to enable sharing features for your community and talk about the purpose or standards for your social space.

Instructor Perspectives:
Laura: I like how you can share ideas, post comments and have others follow along with the discussion – it is a great way to connect to student in the social space of Facebook without having to add them to my own personal/professional “friend” list. The Pages can also be integrated with other features such as Twitter, blogs, photo sharing & videos. Here is the Office for Exploring Majors Facebook Page https://www.facebook.com/ExploringMajors

Do You Want to Have a Facebook Group or Page for YOUR Learning Community?
If you are trying to determine whether to use a Facebook Page or a Facebook Group for your UGST 1000 class there are a number of other resources posted in the reference section below to help you best understand the features.
There are a number of other seasoned instructors who might want to share their ideas or thoughts on the use of both Facebook Pages and Groups (or other social networks) for UGST 1000. Take a look at the handy chart below that breaks up and compares the features; however with other social media things change and are always subject to change.