The next step in teaching

There is a lot of hype in the area of Virtual Reality and teaching.
Could Virtual Reality be the next big thing is an article that discusses the idea of Virtual Reality in the classroom to augment Virtual Learning Environments.

This news is not really that new, and it has been around for the last fifteen years in some form or other. I am still waiting for the virtual glass classrooms that Corning Promised years ago, and Oculus Rift has gone through more versions than my hair style. So where are the learning pods already? Well, don't worry, they are almost here. We just have to give them just a little more time.

So hurry up already; we have the technology, and it will be the thing of the future. Just not where I work right now.

Lesson Plan Components

1. Bloom’s Taxonomy

For developing resources for Bloom’s Taxonomy, we go to the course development tools at The Centre for Teaching and Learning through Humber College. Like many of these resources on this blog, there are many links in the one resource. In this example we have links to the domains and explanations. There are blogs and even teaching tips on the subject.

3. Creating a Positive Learning Environment

For Positive Learning Environment, I have chosen, University of Saskatchewan / The Gwenna Moss Centre for Teaching Effectiveness, because of its videos, and multiple links to other resources on the bottom right side of the page. This section deal with all of the sections listed in developing this in the classroom, as well as strategies for implementation.

Then after the video section there are further step by step descriptive approaches, for further clarification. The website goes onto describe classroom management, as well as many of the other topics listed in this assignment. Resources inside this resource.

4. Motivational Techniques

The motivation of adult learners is probably one of the most important aspects of the lesson plan. Without the learner having motivation to lean, there is no education of the subject matter. For this reason, I have actually added four resources. Each in themselves okay, but together much stronger than the sum of the parts.

1.     Teaching techniques that motivate adult learners through the Cengage Learning web site has practical advice

2.     The eLearning Coach site offers thirty motivational techniques

3.     The Faculty Focus site only offers 9 strategies

4.     And finally UMBC.edu gives motivational strategies

5. Assessment

With respect to assessment in the lesson plan, we are looking at both formative and summative assessments. The resources for these are usually specific to the institution or awarding body that the program is being run under, but there are also some resources that appear to be useful in the planning stage. Here are two that I think look handy;

1.     Starting Point has a How to Assessment Strategies page which give some very good examples

2.     And although we have used this site before, the Course Development Tools at the Humber College site are also useful

7. Media

When it comes to resources for media in lesson planning, there are just too many sites to mention. I have only added a few of those that I use now.

·         Edtechteacher is a really good resource for resources to Google Classroom

·         The Massachusetts Institute of Technology has free course material that I have used in the past

·         This is similar to the Khan Academy Canada, edx, Umedy, and Lynda University

·         In the courses I am teaching now, I use both GCF Learning Free, and Law Lessons of Canada

Journal Entry four

Entry Four:

Quote:	In addition to the linguistic and logical-mathematical forms of intelligence that are at a premium in the schools, I proposed five additional intelligences… musical, special, bodily-kinesthetic, interpersonal and intrapersonal.[1]
Section:	Gardner’s Multiple Intelligences (MI)	Ch. 9	The Brain and Cognitive Functioning

Objective:

Chapter nine, the brain and cognitive functioning deals with the physical aspect of the brain and how we cognate with it. Although it starts off with structure, it also assigns mental attributes to the physical structure, such as memory, intelligence, and cognitive development. The quote that I have used here deals with Gardner’s concepts of multiple intelligence. Prior to this theory, the notion of intelligence was fairly flat. There was one type of intelligence and if you had it, you had it, but if you did not you, you didn’t. This did not account for higher than average abilities for people with low, “traditional” IQs. This quote is the beginning of an understanding of differing types of intelligence, independent from each other.[2]

Reflective:

The reason for choosing this particular quote is directly with the cliental that I deal with, First Nations. In Canada, educational standards for reaching higher education, and graduation from grade twelve has always been at a lower level for FN learners. Traditionally, they have also scored poorly on standard IQ tests. And yet, after working with this group of learners, it is easy to see that their strengths lay outside traditional held belief about intelligence.

I was made quite aware of this when I taught for seven years in Japan. From my observations there, I found that most (although not all) Native English Speakers, don’t learn another language, because English is the only language they think they need to know. If you think about it, this is a bit arrogant, but not without validation. Most English teachers in Japan stay less than a year (about 95%), and never learn Japanese. This mentality about the importance of learning the language of the culture you are in, is reflected in how knowledge is perceived. “I speak English, so I already know all the language I need.” The same could be said of traditional concepts of intelligence. “If you don’t know what I know, you are not intelligent.”

Interpretive:

Gardener proposed that this limited view of intelligence was just that, limited. His proposal was that we have five additional types of Intelligence. It should be noted that other have expanded to this list, and many MI tests will look for eight types of intelligences, and there is even talk that there might be as many as 50 kinds. Mind you, this is not a new notation, we regularly give learning needs analysis and aptitude test to potential learners all of the time. Through these, we see what the learner’s strengths and weaknesses are, and plan our lessons around what is needed to meet the minimum standards of the knowledge and how best to achieve them.

Gardner however does have some weaknesses in his theory.[3]

1.       He did not use traditional definitions of intelligence and incorporated the concepts of abilities and skills into his definition of intelligence. Although you could argue that they should have been included before, this does not help, when you change the rules of the testing.

2.       When he first made his proposal, he never actually made any MI tests in order to measure these types of intelligences. The tests listed in the decisional are actually made from his research, but not by him.

3.       And of course there is also the glaring lack of empirical evidence. As a science major myself, this is concerning.

And yet, there still appears to be value in this theory, because it accommodates many learner’s needs for further education, in particular my group of learners. This could also be taken into account with Goleman’s Emotional Intelligence theory, which also has validity (in the opinion of this reporter) in adult education.

Decisional:

There are many ways in which to view MI. You can view it as a new hypothesis that has not been proven into an accepted theory, or you can look at the benefits of utilizing the concepts in this proposal. I tend to use the latter, because of the nature of my learning group. I have found that looking at the different strengths of the learner is a good start for the delivery of effective learning. There are many ways to do this. As mentioned the college that I work at utilizes skills testing, but there are also online tolls as well, such as BGFL’s Multiple intelligence tests, or the Multiple Intelligence Test for Adult Education and Literacy, that I have used in the past.

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[1] Gardener, H., (2000). A case against spiritual intelligence. International Journal for the Psychology of Religion, 10(1), 27 – 34

[2] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons., P. 178

[3] Sternberg, R. J. (Winter 1983). "How much Gall is too much gall? Review of Frames of Mind: The theory of multiple intelligences". Contemporary Education Review 2 (3): 215–224.

Journal Entry three

Entry Three:

Quote:	“If something can be learned, it can be learned in a motivating manner…every instructional, plan also needs to be a motivational plan.”[1]
Section:	Wlodkowski and Ginsberg’s Integrated levels of adult motivation	Ch. 8	Motivation and learning

Objective:

In this chapter the reader is introduced to things that motivates learners. Motivation is the thing that moves a person for a cause; the driving energy we put into doing something. There are several theories on motivation, not the least of which incorporates the learning theories that we previously read in chapter two. In the chapter we looked at motivation being both intrinsic and extrinsic, depending on the situation. The three key contexts of adult motivation in education help justify the quote used in this journal entry.[2]

Reflective:

I originally wanted to work with McClusky’s Theory of Margin, as I thought it was an interesting way to show the idea of coping / crisis with the idea of motivation. I instead decided to go with Wlodkowski’s work, because it seamed more substantial and practical, and thus more adequate for the reflective than McClusky’s. In fact, it is sort of my mantra in designing lesson plans. I presently teach business law, because no one else in my department wanted to. The reason being is that it can be dry if the learner or trainer are not motivated. I have had to employ many of Wlodkowski’s motivational strategies, listed in the text from page 159 – 161 (table 8.4); although I was not previously aware of who had developed them prior to reading this chapter.

Interpretive:

Jeanne Ellis Ormrod in her 2003 work states that Motivation in education can result in:

·         Direct behavior toward particular goals

·         Lead to increased effort and energy

·         Increase initiation of, and persistence in, activities

·         Enhance cognitive processing

·         Determine what consequences are reinforcing

·         Lead to improved performance[3]

This should lead the trainer to the conclusion that motivation is important for the learner to learn. Wlodkowski’s motivational strategies give a vary detailed outline of how to proceed with what is needed to motivate, and why. A diagram from his collaboration with Ginsberg in 2009 on Motivational Framework for Culturally Responsive Teaching looks at four areas to address (diagram above).[4] They are inclusion, attitude, meaning and competence.

Decisional:

In NEC, where I work, there are motivational factors specific to First Nations communities. Although FN learners are sometimes perceived by those outside of their communities as lackadaisical or not motivated towards academia, they are just as capable as any other learner. This fact in itself is not too unusual, but the ideas of what motivates them are. Their need for social and cultural inclusion is one factor that is used as a motivational tool in course design. Meaning is also crucial, and closely linked with social and community values.

The college understands that engagement of the learner through motivational techniques results in their best leaning outcomes. We use motivational strategies 33 (individual interests), 35 (humor), 45 (games), and many more than will allow my word count for this journal entry.

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[1] Wlodkowski, R. J. (2008). Enhancing adult motivation to the learner: A comprehensive guide for teaching all adults (3rd ed.). San Francisco: Jossey-Bass

[2] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons. P. 156

[3] Ormrod, J. E. (2003). Educational psychology: developing learners. Upper Saddle River, N.J.: Merrill/Prentice Hall.

[4] Ginsberg, M. B., and R. J. Wlodkowski. 2009. Diversity and motivation: Culturally responsive teaching in college. (2nd ed.) San Francisco: Jossey-Bass.

Journal Entry two

Entry Two:

Quote:	“Myth 3 – Self Directed Learning is the best approach for adults…”[1]
Section:	Myths of Self Directed Learning	Ch. 4	Self Directed Learning

Objective:

In this section of the text, we are learning the ideas of Self Directed Learning. Although something that has been around a long time, research on this subject did not actually start until the 1960s by researchers like Tough, and Houle. As 90% of adults are in engaged in some type of SDL, I thought it would be an interesting section to explore. I concentrated on the Myths that are associated with SDL. In particular, the third myth:

“Self directed learning is the best approach for adults, can cause problems if the unique needs and goals of learners are not taken into account when structuring learning activities.”[2]

This chapter also looks at the goals of SDL, the process, personal attributes, and even ODDI Continuing Learning Inventory and Self-Directed Learning Readiness Scale. Many instructors favor the approach of lecturing the first three levels of Bloom’s Taxonomy (knowledge, comprehension, and application). However, the inverted classroom concept, suggests this a poor use of the student’s time in the class, and suggest that the trainer concentrate on the three upper levels of Bloom’s Taxonomy (Evolution, Synthesis, and Analysis), as this is better suited to the trainer’s occupational competence.

Reflective:

Again, this was a fairly natural choice in so much as all of the learners in the 3100 course of the PIDP through VCC are taking some form of SDL (I being one of them). This quote was interesting, because there is a large management drive in my college for strictly SDL in the adult learning courses we offer. The idea is that it is the best option for the target market we have. That being First Nations learners in remote locations. Although a good option in many cases, it does not look at some of the unique learning needs of these students specific to their situation, and thus it falls short of being an effective strategy. One has to remember with FN learners, they are coming from a history of Residential Schools, and government programs that “knew” best for the communities. I was lucky enough to work for the First Nations Technology Council prior to my present employment, which understood, that there was a need for a blended approach for these communities, based on some of their unique needs and situations.

Interpretive:

One of the problems that we have with the perpetuation of these myths is that the understanding of self-directed learning is not always fully understood. If we look at Brockett & Hiemstra’s PRO model, which has been around since 1991. Although a very good model for defining SDL. It does not signify that it is the only option for mature learners. This may seem to be contradictory until we look at the other models of SDL. Candy (1991) suggests that personal autonomy, self-management, independent pursuit of learning, and learner-control of instruction also play a role in SDL. Without one of these four, would hinder the use of SDL[3]. In fact, Brockett & Hiemstra (2012) go on to conclude in their updated SDL Pro model that not all adult learners are suitable candidates for SDL, because each learner’s needs are unique.[4] There are many options for learning, and a blending of SDL and Trainer led learning may be needed.

Decisional:

In this case, learning needs analysis should be pursued with respect to mature learners. Some may require special considerations in their learning plan. Although it is the ultimate goal to have mature students partake in SDL, it may take some steps to get there, or it may not be appropriate for others. Our college utilizes skills assessments and Learning Needs Analysis.

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[1] Brockett, R. G., & Hiemstra, R, (1991). Self-directed in adult learning: Perspectives on theory, research

[2] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons.

[3] Candy, P.C. (1991). Self-direction for lifelong education. San Francisco, CA: Jossey-Bass.

[4] Brockett, R. G., & Hiemstra, R, (2012). Reframing the Meaning of Self-Directed Learning: An Updated Model, http://www.adulterc.org/proceedings/2012/papers/hiemstra.pdf

Journal Entry one

Entry One:

Quote:	“Adults need to know the reason for learning something”[1]
Section:	Assumptions About Adult Learners	Ch. 3	Andragogy: The art and science of helping adults learn

Objective:

In this section of the text we are looking at andragogy, meaning ‘to help adults learn.’ The quote that I have chosen in this section comes from Knowles in his description of his sixth assumption about adult learners. It should be noted that this assumption did not appear in his published, preliminary work of 1968, but appeared in his later, 1984 work. Thus, this finding suggests that it reflects his ongoing research in this field, and his revised hypotheses on andragogy.

The idea of Andragogy was first proposed by Alexander Kapp in 1883, and further developed by Eugen Rosenstock-Huessy. However, we are looking at Malcom Knowles, because he developed the Andragogy Principles. It is the first principle that was used for this journal entry. It should be noted that Mr. Knowles later changed his ideas about Andragogy in his 2007 work to suggest that the principles could be applied to younger learners as well. Although Andragogy usually only applies to adult learning, it works on a sliding scale from the ideas of pedagogy, depending on the maturity and responsibility of the learner.[2]

The text goes on to further detail on this assumption in the section, The Need to Know on page 55. It states that this need, is directly proportional to the motivation that the learner experience for the subject. Irrelevant subjects are not needed to know, and thus there is little motivation to learn them. However, if the social content of the subject is important to the learner, their motivation to learn the subject is noticed. An example of a childless adult has little need to know about child rearing, and thus has little motivation to learn about it.[3]

Reflective:

I chose this quote for my first quote in the book, as I can see it relevance directly in my perspective on learning. I am in in need to validate my experience with this course, so I have taken it. Further, I could also sympathize with the example on child rearing. I have a child that I wish I knew more about, so I definitely have a need to know about this subject. This idea of looking at our own learning as an adult is also mentioned at the end of this chapter

Interpretive:

The ideas put forth in the Andragogy principles are not absolute, but are suggested ways in how to proceed with respect to more mature learners. Knowles, as was stated in the objective, observed varying degrees of andragogy principles that could be observed in younger learners, as well as pedagogy principles still displayed in older learners.² Never the less, with more mature learners, the need to understand why something is learned is more important. The more mature learner has to make scheduling choices and evaluate whether learning is needed or more importantly, whether the learner has the resources to invest in this endeavour. In other words, “can I afford to take this training,” or conversely, “can I afford not to take this training?”[4] This suggests that mature learners need to know what and why they are learning. In contrast to grade school, where students are told what they will learn, mature learners need more information prior to being able to commit to a training program.

Decisional:

With this insight, it is obvious that mature students have to be more involved in the learning process. There are three particular aspects that can be looked at here.

1.       Understanding the relevance of the course material with respect to the learner. In this case, the mature learner needs to know how this will benefit them.

a.       If it is a course for pleasure, then a casual amount of effort might be expected.

b.       If it is essential training for a job, then it will be addressed more seriously.

c.       If it is optional training, then a measure of the benefits against the costs (time and resources) may be a deciding factor.

To facilitate this, course outlines, and orientations at the beginning of a program is essential to better facilitate the learner two how they will perceive the relevance of the course material. At present all of my programs have this with a course outline (detailing all the student’s obligations), syllabus (detailing all the material covered in the course), and orientations. There are also weekly emails with updates and further instruction by the training staff. Pre-evaluations of the candidates to make sure that the program is needed by the learner, and how it would benefit them is lacking in our college. This is something that I would like to pursue.

2.       Feedback will be more important, as it will justify the relevance of the learning.

a.       Positive feedback with detailed action plans will help students realize their objectives in their learning plan

b.       Negative feedback without explanations as to how to proceed will render the student passive and more likely to display traits similar to pedagogy, rather than andragogy.

To facilitate aspect in the learner’s need, a form of feedback after the completion of work they have performed. At my college we utilize several feedback and review of work techniques. Students are given feedback on what they did right, and how to improve the areas that they were not successful in. We go under the concept that no one actually fails, but may not be competent in the skill at that time. We do not as of yet help the learning journey by action plans in the training plan, bespoke for the learner. However, I have suggested this to the administration.

3.       Input in the way in which the program is delivered.

a.       Mature students need to have an active role in the learning process in order to help them understand what is being taught

b.       Feedback from the learner will help develop a program to better suite the needs of the learner

We have several feedback mechanisms in our college. One being the semester feedback review. Although, feedback is also received upon performance review by the instructor to the learner. During orientation, learners are asked to develop how they wish to learn. We have a student council in the college, but I think they could do more in finding out how to better accommodate the student’s needs.

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[1] Knowles, M. S.(1984). The adult learner: A neglected species (3rd ed.). Houston: Gulf.

[2] Wikipedia: Andragogy. (https://en.wikipedia.org/wiki/Andragogy)

[3] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons.

[4] Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.

Skype call feedback (Assignment 2)

a) New Insights:

What new insights have you gained in terms of the variety of roles that adult educators play (related to your topic)?

Answer:

I was looking at a variety of information done on incorporating socially relevant content into the deliver of training material, and how this helped the learner deal with their absorption and retention of the content. It was interesting to note that the social cognitive aspect of the material was almost as important as the subject matter. In the two articles that I used for my interview with my study partner, I used First Nations delivery methods. One was using a lesson based on an indigenous language for deliver, and the other was the use of community based training in order to reach a broader clientele. These two article could be extrapolated into other cultural groups, but for the purposes of this exercise only concentrated on BC First Nations communities. These methods were utilized, because more traditional methods did not meet the needs or desires of these learners. ICT is very hard to teach in remote locations with very little resources, so the approach of reaching out to the communities with bespoke training in these cases helped developed the basic skills and sustainability.

b) Trends:

What are some trends in your field (related to your topic)? How are you preparing to address these trends?

Answer:

It was quite noticeable that the trends that we were looking at in these articles was that traditional methods of delivery are not always the best. Not everyone can come to the city and sit in a classroom setting for three to six months to attain these skills. It is a change management point of view in the delivery of programs specific to the challenges of the communities that were looked at. This is important to note as more and more higher learning institutions adopt distant learning options and cater to the needs of communities that had not previously been accommodated in traditional education. It must be pointed out that along with these already addressed difficulties, First Nations communities also have a legacy of Residential Schools, which present further unique learning obstacles. There are further strategies to address these needs, but that is the subject of further study. An addendum to this comment. The La Loche tragedy is a prime example of some of the challenges that are faced in delivery of training to these communities. It is these challenges that both of these articles are addressing.

c) Web-­‐Conference:

Reflect on the Web-­‐Conference experience. How was it? What was one thing that you learned about from your learning partner?

Answer:

There were a few difficulties that I found with a web conference, not the least of which was my son that required my full attention and needed to be on my lap while I conversed. However, it is always an enlightening exercise to listen to the views of colleagues in other subjects. Michelle’s insights were not so different in how I might address the situation, but as I do not engage in kinaesthetic, vocational programs, she had her own unique way to address student needs.  Her research and resources sources appeared to be similar, but different.

PIDP by Todd Turton is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

SFU and First Nations early education

In this blog we are again looking at First Nations eduction, but in this time we are looking at the trend for culturally sensitive content, by converting the content into a local dialect. Although the students speak English and this lesson could have been delivered in English, delivery in a local dialect also addresses cultural needs. There is the idea of addressing the preservation of culture through language skills, but there is also an inclusion with the specific content of the lesson.
Previously, cultural aspects of First Nations communities have been ignored, and in the case of Residential Schools was specifically targeted for exclusion. The psychological scaring of trying to eradicate local languages in the school system by only allowing English to be spoken and all subjects being taught in English made for a void in these cultural sensitive communities. Although just a start, it is a step into integration and reclaiming cultural identity. Not to mention that this is a luxury that most Canadians already exercise with Chinese lessons in Richmond to learning Farsi in North Vancouver.

Technology with First Nations

First Nations Technology Council ICT Training

More of a website than an article. This blog entry is about dealing with ICT needs in First Nations' communities in British Columbia. Unlike most education in Canadian provinces, First Nations education is actually federally funded. Thus it is very difficult to comment about this type of education without delving into federal politics. Although there is a commitment from the present Liberal government, with specific assurances from Carolyn Bennett, the minister of Aboriginal and Northern Affairs, there is still a legacy problem when it comes with funding and resources.
To address some of the logistical and resource problems, the First Nations Technology Council (non-profit, federally funded) has developed a community based program that is both bespoke and designed for further self governance.
The problems with teaching technology to First Nations students are many, but here are a few that this organization tries to address with their programs.

• Resources - Most of the communities that receive this training have very limited access to technology, so all of the hardware for the programs is brought in. This may even involve satellite internet access, as some communities are still without internet.
• Skills gap - Although many of us live in a community that ubiquitous with Smart phones, Internet, and computers, not everyone is. As mentioned in the resource point, many of the communities that FNTC visit do not have these, and as such the ability to use a mouse is not known to everyone. These skills gaps in themselves are difficult, but the organization also has to deal with legacy learning difficulties
• Legacy learning problems - Many of the recipients of the ICT have had experience with Residential Schools and other difficulties with training.
• Remoteness - It is sometimes difficult for students to leave the reserve, as there is little chance to leave, and reserves are sometimes secluded. Thus learning opportunities are limited.
• Practicality - Although living in North Vancouver, I can see an advantage for IT skills. Living in the bush as a fisherman, it may not seem as relevant. FNTC helps deal with the relevance and sustainability of ICT in remote communities.