What if the World goes “Meh?” November 3, 2014Posted by ianinsheffield in Musings.
Tags: #ds106, #edutalk, feedback
Was catching up a few podcasts over the weekend and dropped on one from the DS106 series on Radio Edutalk. Until now I’d not picked up any episodes in the series, since I’ve not been involved in DS106. The episode I caught was the Good Spell Episode 16 with Mariana Funes and John Johnston who were discussing the effects of audience, or lack thereof, when you’re producing online artefacts. The hosts were talking about how it sometimes feels to post creations online for review, and then get no feedback. As Mariana put it:
Sometimes you might invest a huge amount of time on something and the World goes “Meh.”
As a blogger this is certainly an issue you have to come to terms with; if a tree falls in the forest and no-one is there to hear it yada yada. Perhaps it’s simply an aspect of our web literacy we need to develop; how to cope with criticism, praise, constructive feedback … or even nothing at all.
It prompted me to think about the work our students produce and what the effects might be on less mature learners if we don’t respond adequately to the effort they’ve invested. It’s clearly got the potential to do far more harm than simply fail to help them make progress with that particular task. Their whole outlook on learning could be affected. I wonder if we take that into account when we’re worrying about the ‘marking’ load?
After this I’ll certainly be picking up a few more DS106 episodes.
“Storm” … or just blustery conditions? October 29, 2014Posted by ianinsheffield in Musings, research.
Tags: Learn eNabling
My sense is that ICT, and the ICT community of which we are all a part, is at a crucial time in its evolution, as is the role of ICT in the education system
I was minded of the above when reading Nick‘s recent post on Learn eNabling in which he draws attention to the rising ‘tide of opinion and commentary’ asserting that technologies in schools have failed to make a positive impact on student learning or achievement. But those people are right. The evidence that technology has a significant impact on achievement or learning is notable by its absence. Or perhaps more accurately, by its lack of consensus.
Here’s why I think that might be. As Nick also suggested
…it is often difficult to establish hard evidence of improved pupil attainment as a result of using ICT. Isolating the impact of ICT from all other factors that can affect achievement can be problematic.
Balanskat et al, 2006
So the research is actually quite hard, or in some cases, even flawed.
The question of whether or not ICT has made significant impacts on a wide variety of student learning outcomes is still in doubt because of the variety of assumptions made in many research studies and the limited reliability of some research methods.
Cox and Marshall, 2007
The connection between the use of ICT and the achievement of students is only valid when the means of measurement is congruent with the means of teaching and learning. In some studies there is a mismatch between the methods used to assess the effects of ICT on student achievement and on how ICT is actually used in the classroom.
And how many studies go this far?
In order to understand the impact of ICT on learning, a holistic approach is needed that takes into account the socio-economic context, the learning environment, and teacher training
Punie et al, 2006
and I’d also add to that institutional strategies, goals and norms; external assessment regimes linked with school and teacher accountability; and of course ongoing political agendas.
If we take a step back for a moment, are we really saying that the increased levels of technology in schools have resulted in “no significant difference?” If so then the massive levels of investment have indeed been for naught. (Here I should point out that there is no question that substantial sums of money have been and are being spent unwisely by faculties, schools, local authorities and central government, for a whole host of reasons … but that’s another post) However I think that technologies have indeed made a difference by ‘adding value’ to the learning experience and they have done so by smoothing communications and improving the connections our students can make; they have provided easy access to vast repositories of data and information; they have provided channels through which students can ‘publish’ evidence of their learning to an authentic audience; and have given learners the tools to take control of their learning. They have made what would previously have been impossible or very difficult, achievable, manageable and (relatively) easy. I readily accept that not all students, teachers or schools are doing all of the aforementioned, but many are well on the way, so perhaps this is where the impact should be sought? If seeking a difference in students attainment isn’t a realistic endeavour, then maybe we should be looking for where learning technologies can actually make a difference?
The naysayers and righteous sceptics may indeed have a point … or perhaps they’re missing it?
Ironically, it may be that the poorly resourced, inadequately trained, poorly conceptualised and inadequately operationalised forms of ICT usage so far on offer have sapped teachers’ interests, yet it is because the ICT has not been utilised as an integral part of a transformed classroom learning experience that it has failed.
Perhaps as eNOOBs, we really do have our work cut-out? Or perhaps these are the challenges to which we need to rise?
I’ll close by providing attribution for the quotes which bookended this post – Professor David Reynolds – Building an ICT Research Network Conference … 2001!
Projecting October 21, 2014Posted by ianinsheffield in research, Teaching Idea.
Tags: PBL, podcast, project, research
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Our Year 11 students are drawing their AQA Level 2 Projects to a close, so as they write their reflections I thought it might be an opportune moment to ask them about their experiences. I spent a few minutes with the eight or so who kindly volunteered their time; the audio interviews can be found on the SHS ‘Look Who’s Talking’ blog, but here I’ll try to provide a synopsis.
…after a short taster:
As might be expected, some settled on a topic quite quickly, already having an idea in mind. Others needed a little more prompting, but the sources from which they drew their inspiration were varied and included books; their supervisors; lessons and subjects; news and magazine articles and the arts.
During the course of their studies they enjoyed the sense of freedom the Project provided, whether in being able to follow a subject about which they were passionate, being able to work in a way and at a pace that suited them, being able to delve more deeply into a topic than was usually possible or having a choice about the way they could present what they had learned. Even writing an essay became more fulfilling since it was on a topic about which they cared and they had carte blanche in the contents and format. Although presenting to an audience caused some measure of stress and induced nervousness in some, having the chance to share your findings proved particularly rewarding, as did working with a teacher on a ‘more equal footing.’ Several reaching the end when the sense of achievement became palpable since it represented the culmination of so much effort over such a sustained period.
This was summed up succinctly by one interviewee as
…to be your own boss and learn what you wanted to learn freely and not have to stick with the curriculum.
Certain aspects of their study came to them less easily and proved tough to overcome, like time-management, the apparent mountain of work, making sense of an abundance of information and overcoming issues with lack of motivation. Yet the interviewees recognised that meeting these challenges provides benefits they would carry forward either into the next years of their education or across into other subjects they’re currently studying. They had become more committed to managing their time, working to deadlines and had become more self-disciplined. They noted how much better they had become at constructing an essay in other subjects and that the strategies they used to form an argument had improved. Their self-confidence, patience and persistence had all been boosted, reassuring them of their capability to work independently.
Although no questions in the interview asked how technology had been employed in their Projects, several comments suggested how integral it had been to their success, yet made no song and dance about it. To the students, it was just one of the tools they used and so perhaps provides evidence for the degree to which technologies are increasingly embedded? The Internet clearly played a big part, providing access to information (and people!) they might otherwise not have been able to access so readily. However this was often done using more sophisticated techniques than are commonly employed e.g. Google Scholar, Google Books, using advanced search terms and searching YouTube. It’s all very well to bemoan the ease with which students have access to information through the Internet, but if that information is not available in their school or public libraries, then the Internet might indeed be the only option available.
In thinking what we might learn from these observations, I wonder to what extent the outcomes can be extrapolated to our other students and their studies? Those who signed up for the Project are largely well-motivated, capable learners who clearly rose to the challenges they faced; would all students be capable of doing so? Would they want to?
If there is sufficient value in what Project students learned and gained in terms of skill development, then perhaps it is worth relinquishing some of the time we spend on content coverage and give it over to extended project work and passion-based learning? However we need to know the costs as well as the benefits of learning in this way, so we’re better placed to be able to make those kinds of judgements. Although the Level 2 Project is not “Project-based Learning” in the strictest sense, some of the research emerging in this area might begin to inform our deliberations:
Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students.
Beyond the Book October 14, 2014Posted by ianinsheffield in Musings.
Tags: fiction, reading, writing
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Yesterday I had the great pleasure to attend a talk by Kate Pullinger entitled ‘Beyond the Book,’ part of the Digital Fiction strand of the ‘Off the Shelf’ Sheffield Literary Festival. Kate is the power behind Inanimate Alice, an online transmedia story; the networked novel ‘Flight Paths‘ and the 14-18 Now project ‘Letter to an Unknown Soldier.’ In her talk Kate provided more detail on each of the aforementioned projects, outlining how digital technologies have enabled hybrid forms of literature and facilitated a greater degree of participation and collaboration.
I found what Kate had to say fascinating and unsettling in equal measure. Fascinating because of my interest in the different ways we are appropriating technologies, specifically in learning, but also in creative endeavours. I guess I was unsettled due to the three different ways in which literature affects me: as Head of eLearning and someone who promotes and supports the use of digital technologies; as a writer, albeit not one of fiction; and as a reader of fiction. Clearly then I lean towards the notions Kate outlined and am keen to learn from those who use technologies in new ways, so that I am better informed when advising and supporting colleagues and students. As a writer of non-fiction, I’m often trying to convey a message; sometimes that’s in support materials for others, project proposals, evaluations or reflective pieces. Whenever appropriate and where it enhances the message, I try to employ different media, but here is where the tension begins to emerge. If I know who my audience will be, then that may constrain me in serving their needs. For example, in providing an introductory guide to a new software application, a five-minute video screencast might make the most sense, for all sorts of reasons. Yet if my audience prefers paper-based, ‘recipe’-style guidance, then that is what I’m obliged to provide. In producing a report of a particular project, whilst I might feel audio interviews with some of the participants provides a rich narrative, the readers of the report might be more predisposed to plain textual summaries. As a writer then, I’m constrained creatively to some extent by the boundaries imposed on me by my audience. I wonder if writers of fiction are similarly hobbled.
The tension becomes heightened when I reflect on my preferences as a reader. I’m now on the other side of the fence and become the recipient of literature written by others. How do I feel when given the choice of opting for stories delivered in different ways through different media? As Kate introduced samples of Inanimate Alice and Flight Paths, despite being impressed by how they had been produced and the ways in which they were being used and enjoyed, I couldn’t help but feel some degree of conflict. In an attempt to establish why, I thought about how I read and what my expectations are from a story, which is doubtless a rather personal thing for each reader. For me, good fiction should transport me (or my mind?) somewhere else and whilst it might not be quite what Csikszentmihalyi calls ‘flow,’ when immersed in a story, the passage of time melts away. I feel part of the story, either as observer or participant. I control the pace, re-read when necessary or even skip forward a line or two! The words on the page act as a bridge between me and my vicarious participation in the story through the characters. I’m able to do that because I have become familiar (and comfortable) with the linear way in which text is presented in the pages of a book. Images might supplement the story, though should be used in such a way that they don’t conflict with those the reader has generated within their imagination. One example might be the maps that Tolkien included to help the reader appreciate the geography of Middle. At least that’s what I first thought, but then my mind went back to my younger years and my enjoyment of children’s and superhero comics. I felt no less immersed then where the text was an equal partner of the imagery, though even those texts observed the same conventions of linear flow. Although Inanimate Alice for example, flows in a linear fashion, I am required to relinquish some element of control of pace to the writer, only able to move forward when the media have finished their display. Perhaps it’s that, for me, the media add nothing to the story and may even detract from it? Whilst I’m trying to conjure mental pictures of Alice, her surroundings, her relationships with her family and so on, I’m being distracted by background music, flashing images and split screen displays. I wonder if there’s a link here with gaming environments, or at least those with a clear narrative, characters and plot. Gameplay often allows progress through the narrative as a result of exploration, theory testing, experimentation and repetition. I’m not a gamer at all, so have no experience of navigating through different forms of narrative, so I wonder if someone who enjoys gaming might be more inclined towards digital fiction than I? So many questions!
Perhaps my problem has been that I’ve tried too hard to see digital fiction as a subset of traditional, textual fiction, whereas they’re actually different subsets of the parent set, fiction? I think I can resolve this internally by seeing two different branches of storytelling; one which conforms to my preconceived expectations and another, which I can allow to be free to be what it will and enjoy it for what it is.
It’s been a while … September 15, 2014Posted by ianinsheffield in CPD.
Tags: cmalt, portfolio
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Phew! That took a while!
Just completed and submitted my application for CMALT (Certified Member of the Association for Learning Technology) status. Developed and administered by ALT, the scheme seeks to enable those working with learning technologies to:
- have their experience and capabilities certified by peers;
- demonstrate that they are taking a committed and serious approach to their professional development.
This involves assembling a portfolio of evidence illustrating capability and experience across a range of ‘Core areas’ like ‘Operational issues’ and ‘Learning, teaching and assessment.’ This is then submitted for assessment by other holders of CMALT who will judge the portfolio against the assessment criteria. This is a process I’ve not experienced before, where you’re producing a body of work to fulfil a set of criteria which will be judged by people you’ve never met. Unlike traditional assessments where you’re responding to specific prompts, here you’re submitting evidence of your own choosing. You have the choice of which aspects of your work to focus upon and which examples to use. There’s plenty of guidance available through the CMALT support site and as a member, you have access to the members forum where you can seek advice from the community. I was also grateful for those members who submitted their portfolios openly online, thereby providing examples of the kinds of standards to aim for. In particular I’m grateful to David Hopkins for curating this list of CMALT members who have done just that and to Sarah Horrigan for posting a Google site template, structured for assembling the portfolio.
Time consuming though it may be, I rather perversely enjoy activities like this. Reflecting on previous experiences and projects with which you were involved, often benefits from a little time and distance, so undertaking a review in this way sometimes brings fresh insights. Caught up in the day-to-day business of the current workload, we perhaps don’t reflect back as often as we might like.
Assembling illustrative examples of my practice and the outcomes of various endeavours brought to light a shortcoming in my online presence. I have this reflective blog, Practically In the pICTure where I share more practical ideas and 366Web2.0 where I explore the affordances of Web 2.0 tools. (And a bunch of other creation and curation accounts of course) What I don’t have is an online portfolio of examples of resources I develop. No self-respecting artist, designer, architect, coder(?) would fail to maintain a portfolio of their work; why should educators be any different? In these days of performance management and professional development planning, keeping a portfolio of evidence seems a smart thing to do, alongside the benefits mentioned previously. There’s also the notion that publishing your portfolio (like the CMALT members mentioned previously) might provide inspiration or support for colleagues in similar positions to you. It requires no extra effort and you might just make a difference to someone … or the students with whom they work. It’s got to be worth it, surely?
If it’s of any interest, my portfolio can be found here, but should carry the health warning that it has yet to be assessed. Maybe you have a comment or two to offer?