Deconstructing to reconstruct
The Vancouver Island University’s OLTD program has encouraged me to think about my philosophy of education, and of principles that might guide my practice. I find this is an evolving process, much like peeling back the layers of an onion …learning about one layer at a time in order to understand and/or reveal the next. Therefore, I feel it is time to go back through my e-Portfolio to see where I am with the layers, and to hopefully refine my philosophy of education and its overarching principles.
The Vancouver Island University’s OLTD program has encouraged me to think about my philosophy of education, and of principles that might guide my practice. I find this is an evolving process, much like peeling back the layers of an onion …learning about one layer at a time in order to understand and/or reveal the next. Therefore, I feel it is time to go back through my e-Portfolio to see where I am with the layers, and to hopefully refine my philosophy of education and its overarching principles.
Adaptations to my philosophy of learning (the model evolves)
My first learning design model (OLTD 501)
The learning design model which I completed in OLTD 501 (click here for the link/image), equates my philosophy of learning to a tree…The roots stemming from my philosophies and theories, the trunk constituting the content and curriculum, and the branches and greenery representing the interactions, learning and growth. Reflections for OLTD 501 note that when developing online learning environments, educators should consider cognitive learning and brain-based learning theory - we want students to use all levels of thinking. I believe higher order cognitive skills are especially important for creation and innovation. Thus, the revised Bloom’s Taxonomy, also known as the Digital Bloom’s Taxonomy, is central to my learning design model.
The learning design model which I completed in OLTD 501 (click here for the link/image), equates my philosophy of learning to a tree…The roots stemming from my philosophies and theories, the trunk constituting the content and curriculum, and the branches and greenery representing the interactions, learning and growth. Reflections for OLTD 501 note that when developing online learning environments, educators should consider cognitive learning and brain-based learning theory - we want students to use all levels of thinking. I believe higher order cognitive skills are especially important for creation and innovation. Thus, the revised Bloom’s Taxonomy, also known as the Digital Bloom’s Taxonomy, is central to my learning design model.
Removing barriers to learning (OLTD 502)
In OLTD 502, our cohort researched UbD (Understanding by Design) and UDL (Universal Design for Learning), and during Weeks 3 & 4, I chose to further explore UDL. “UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles” (Wikipedia, n.d.). UDL Guidelines provide:
1. Multiple means of representation
2. Multiple means of action & expression
3. Multiple means of engagement
Therefore, an overarching principle that has emerged, for me, is we need to break down any barriers to learning.
In OLTD 502, our cohort researched UbD (Understanding by Design) and UDL (Universal Design for Learning), and during Weeks 3 & 4, I chose to further explore UDL. “UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles” (Wikipedia, n.d.). UDL Guidelines provide:
1. Multiple means of representation
2. Multiple means of action & expression
3. Multiple means of engagement
Therefore, an overarching principle that has emerged, for me, is we need to break down any barriers to learning.
Situated and authentic Learning (OLTD 503)
In OLTD 503 I revisited theories of learning (see Online Communication and Learning: The Path to Shaping Virtual Communities), including the behaviourist, cognitive, and constructivist perspectives (among others). My reflections note that although each theory has a place in online education, activity and interaction with others is important to build understanding (i.e., a social-constructivist approach). I go on to state:
In OLTD 503 I revisited theories of learning (see Online Communication and Learning: The Path to Shaping Virtual Communities), including the behaviourist, cognitive, and constructivist perspectives (among others). My reflections note that although each theory has a place in online education, activity and interaction with others is important to build understanding (i.e., a social-constructivist approach). I go on to state:
An article by Donaldson (2014) states, “Papert (who developed the theory of constructionism) … felt that Piaget’s constructivism placed too much emphasis on the internal mental processes of learners. He insisted that learning occurs …through constructing real-world inventions which can be shared with others” (n.p.).
(as cited in Olynick, 2015)
In OLTD 503 I also examine Kolb's Experiential Learning Cycle and note Situated and Authentic Learning require:
• Situated cognition
• Social interaction and authentic activities
• A transfer of skills to the real world
Thus, learning needs to be relevant to the students’ real-world context.
Another model examined during OLTD 502 and OLTD 503 is the Community of Inquiry (CoI) Framework. An important aspect of the CoI framework is the interaction between social, cognitive, and teaching presence. A few notes on this framework can be found on the following Piktochart created for Seminar 5 in OLTD 503 (click link). As my reflections indicate, learners need to experience social presence for online communication to feel ‘real’.
• Situated cognition
• Social interaction and authentic activities
• A transfer of skills to the real world
Thus, learning needs to be relevant to the students’ real-world context.
Another model examined during OLTD 502 and OLTD 503 is the Community of Inquiry (CoI) Framework. An important aspect of the CoI framework is the interaction between social, cognitive, and teaching presence. A few notes on this framework can be found on the following Piktochart created for Seminar 5 in OLTD 503 (click link). As my reflections indicate, learners need to experience social presence for online communication to feel ‘real’.
Some overarching principles and philosophies (OLTD 504)
Further examination of learning theories and philosophies resulted in the following reflection in OLTD 504:
Further examination of learning theories and philosophies resulted in the following reflection in OLTD 504:
Some of my overarching principles and philosophies are:
- Twenty-first century learners need the tools and skills to become self-directed ‘masters of learning’.
- Students should be able to use information and process it at all levels of the Digital Bloom's Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating.
- We should encourage: collaborating, connecting, sharing, curating, critical-thinking and sense making.
- We need to provide students with the skills they will need to navigate a future where flexibility, adaptability, creativity and innovation will contribute towards success.
- Learning should be social - this networked social learning is authentic and very powerful.
- Students should be connected, networked, responsible citizens (kind, caring, sharing), who have an interest in lifelong learning and are willing to contribute positively to the digital and non-digital world.
- Through constructing real-world inventions (which can be shared with others), education can better address the skills and needs of 21st Century learners. (Papert)
- Learning should be student-directed and student-centric.
- Learning is a continuum that requires multiple means of assessment (both formative and summative). Students need opportunities for self-assessment, in addition to opportunities for feedback and assessment by peers, teachers, and a larger audience (when deemed appropriate).
- We don't just want students to be consumers of information; we want them to be creators too!
Pugliese notes (2012), “recent innovations in distributed learning point to emerging technologies supporting deeper engagement in the open world as a significant guidepost for the future” (p. 51). Thus, in order to address why we do what we do, I believe pedagogy should drive the design of learning environments. Weigel (2005) makes an insightful, and unfortunately all too true observation, that “Many educators and administrators are locked into a “class-room on steroids” model of e-learning that is more preoccupied with the categories of accessibility and convenience than pedagogical effectiveness and skill development” (p. 55). It is extremely easy to add content and low order thinking tasks, without proper consideration of the desired end goals, or the needs of the learners.
More overarching principles and philosophies (OLTD 505 and OLTD 506)
In OLTD 505 I discuss the importance of social, networked, and connected learning:
Social, networked, and connected learning, facilitated by the Web and its associated Web 2.0 software, such as blogs, wikis, peer-to-peer (P2P) media sharing, folksonomies (i.e., a shared vocabulary for tagging and bookmarking), etc. - and now the Web 3.0 connective intelligence; connecting data, concepts, applications and ultimately people - provides us with bountiful opportunities (and as some wound say, a 'fire-hose' or flood of information). We can now use collective intelligence from around the globe to create “the wisdom of crowds” (Surowiecki, 2004). Surowiecki's opinion is that the collective is more intelligent than the smartest person in the group, and "when our imperfect judgments are aggregated in the right way, our collective intelligence is often excellent" (2004)...I’m still thinking about “the right way”…
In OLTD 505 I discuss the importance of social, networked, and connected learning:
Social, networked, and connected learning, facilitated by the Web and its associated Web 2.0 software, such as blogs, wikis, peer-to-peer (P2P) media sharing, folksonomies (i.e., a shared vocabulary for tagging and bookmarking), etc. - and now the Web 3.0 connective intelligence; connecting data, concepts, applications and ultimately people - provides us with bountiful opportunities (and as some wound say, a 'fire-hose' or flood of information). We can now use collective intelligence from around the globe to create “the wisdom of crowds” (Surowiecki, 2004). Surowiecki's opinion is that the collective is more intelligent than the smartest person in the group, and "when our imperfect judgments are aggregated in the right way, our collective intelligence is often excellent" (2004)...I’m still thinking about “the right way”…
In OLTD 506 I observe the importance of networks for new ideas and innovation:
Wellman (2001) claims that, “we find community in networks, not groups”, and that while we “often view the world in terms of groups’” people nonetheless, “function in networks” (p. 227). Lankshear and Knobel (2011) note that loosely knit networks - now prevalent due to technological advances and the affordances of the web - are becoming increasingly important. It is discussed that weak ties are important for accessing new ideas and information, and thus they are necessary for stimulating innovation. As an educator, this is especially relevant when considering ways to facilitate student learning of 21st century skills and competencies.
Wellman (2001) claims that, “we find community in networks, not groups”, and that while we “often view the world in terms of groups’” people nonetheless, “function in networks” (p. 227). Lankshear and Knobel (2011) note that loosely knit networks - now prevalent due to technological advances and the affordances of the web - are becoming increasingly important. It is discussed that weak ties are important for accessing new ideas and information, and thus they are necessary for stimulating innovation. As an educator, this is especially relevant when considering ways to facilitate student learning of 21st century skills and competencies.
In addition, in Gibson’s (2011) review of the book Digital Diversity (by Looker, E.D., & Naylor, T.D.), Susan Gibson presents the concept of social networks providing “social currency,” and thus the ability for a person to call on social ties for resources and support for accessing and using ICT tools. Gibson states, “It is argued that increased social capital is critical for success in our global, information based economy” (p. 350). This has led me to reflect on the value of social networks for learning, with particular attention to how “social currency” might support First Nations learners.
Guiding principles revisited (OLTD 509)
As I continue to learn (and as I re-watch Instructor Avi Luxenburg’s terrific videos on the Flow Experience in Education, and Overarching Principles that Guide Practice), and as I read and do more of my own research, I find I'm beginning to simplify my guiding principles and revisit my beliefs. For example, the RSA Animate Drive: The surprising truth about what motivates us, adapted from Dan Pink's talk at the RSA, illustrates what really motivates us. The video notes that although with lower-level thinking tasks rewards work, at above rudimentary higher-level cognitive skill, rewards don’t work, and in fact incentives actually lead to worse performance. The reason rewards don’t work is attributed to the premise that individuals inherently want/need three things to engage:
Finally, Avi Luxenburg references an RSA Animate by Sir Ken Robinson: Changing Education Paradigms, in which Sir Ken Robinson notes the importance of divergent thinking and being able to see multiple approaches and multiple answers, and being able to creatively come up with an approach or solution that best meets the needs of the scenario presented. Avi Luxenburg and Sir Ken Robinson cite examples of divergent thinking from a book called Breakpoint and beyond: Mastering the future--today (which is now on my list of books to read), noting that almost all Kindergarten students are able to think divergently (98%); however, this capacity deteriorates with age…and education… Is this what we want the result of education to be? My guiding principles need to answer this with a resounding NO!
My next step: to draw the layers of my guiding principles in a simplified schematic...
As I continue to learn (and as I re-watch Instructor Avi Luxenburg’s terrific videos on the Flow Experience in Education, and Overarching Principles that Guide Practice), and as I read and do more of my own research, I find I'm beginning to simplify my guiding principles and revisit my beliefs. For example, the RSA Animate Drive: The surprising truth about what motivates us, adapted from Dan Pink's talk at the RSA, illustrates what really motivates us. The video notes that although with lower-level thinking tasks rewards work, at above rudimentary higher-level cognitive skill, rewards don’t work, and in fact incentives actually lead to worse performance. The reason rewards don’t work is attributed to the premise that individuals inherently want/need three things to engage:
- Autonomy - Individuals want to be in control (if you want engagement, self-direction is better).
- Mastery – Individuals naturally want to get better at stuff.
- Purpose – We want to belong to something greater than us and we want what we do to have meaning (purpose).
Finally, Avi Luxenburg references an RSA Animate by Sir Ken Robinson: Changing Education Paradigms, in which Sir Ken Robinson notes the importance of divergent thinking and being able to see multiple approaches and multiple answers, and being able to creatively come up with an approach or solution that best meets the needs of the scenario presented. Avi Luxenburg and Sir Ken Robinson cite examples of divergent thinking from a book called Breakpoint and beyond: Mastering the future--today (which is now on my list of books to read), noting that almost all Kindergarten students are able to think divergently (98%); however, this capacity deteriorates with age…and education… Is this what we want the result of education to be? My guiding principles need to answer this with a resounding NO!
My next step: to draw the layers of my guiding principles in a simplified schematic...
References
Gibson, S. (2011). Digital diversity: Youth, equity and information technology (book review). Alberta Journal of Educational Research (57) 3, 349-352. Retrieved from https://www2.viu.ca/library/
Lankshear, C., & Knobel, M. (2011). New Literacies: Everyday Practices And Social Learning: Everyday Practices and Social Learning. McGraw-Hill Education (UK). Retrieved from https://www2.viu.ca/library/
Luxenburg, A. (2011, June 17). The Flow Experience in Education 1 [Video]. Retrieved January 16, 2015, from https://youtu.be/gffdtI6tWHs
Luxenburg, A. (2011, June 17). The Flow Experience in Education 2 [Video]. Retrieved January 16, 2015, from https://youtu.be/K9LDkOfxO3s
Luxenburg, A. (n.d.). Overarching Principles that Guide Practice [Video]. Retrieved January 16, 2015, from http://leading2learn.ca/videos/overarching_principles/overarching_principles.html
Olynick, F. (2015, February 15). Online Communication and Learning: The Path to Shaping Virtual Communities [VIU OLTD 502]. Retrieved from http://fenellalearnsonline.weebly.com/uploads/3/9/5/4/39540317/olynick_oltd_503_assign_3_essay_02_2015.pdf
Pugliese, L. (2012). A post-LMS world. Educause Review, 47(1), 50-51. Retrieved from https://net.educause.edu/ir/library/pdf/ERM1216.pdf
Robinson, K. (2010, October 14). RSA ANIMATE: Changing Education Paradigms [Video]. Retrieved January 16, 2015, from https://youtu.be/zDZFcDGpL4U
RSA Animate. (2010, April 1). Drive: The surprising truth about what motivates us [Video]. Retrieved January 16, 2015, from https://youtu.be/u6XAPnuFjJc. Adapted from Dan Pink's talk at the RSA https://www.youtube.com/watch?v=LFlvor6ZHdY
Surowiecki, J. (2004). The wisdom of crowds: why the many are smarter than the few and how collective wisdom shapes business, economies, societies, and nations. Review available from http://www3.nd.edu/~busiforc/handouts/Other%20Articles/Wisdom%20of%20Crowds%20Review%202.PDF
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. Retrieved from http://www.education.uci.edu/Department%20of%20Education/Department%20of%20Education_oldweb2007-2014/gse_web_site_prod/person/warschauer_m/docs/equity.pdf
Wellman, B. (2001). Physical place and cyberplace: The rise of personalized networking. International journal of urban and regional research, 25(2), 227-252. Retrieved September 11, 2015, from http://www.itu.dk/~khhp/speciale/videnskabelige%20artikler/Wellman_2001%20-%20%20personalized%20networking.pdf
Wikipedia. Universal Design for Learning. (n.d.). Retrieved November 28, 2014, from http://en.wikipedia.org/wiki/Universal_Design_for_Learning
Gibson, S. (2011). Digital diversity: Youth, equity and information technology (book review). Alberta Journal of Educational Research (57) 3, 349-352. Retrieved from https://www2.viu.ca/library/
Lankshear, C., & Knobel, M. (2011). New Literacies: Everyday Practices And Social Learning: Everyday Practices and Social Learning. McGraw-Hill Education (UK). Retrieved from https://www2.viu.ca/library/
Luxenburg, A. (2011, June 17). The Flow Experience in Education 1 [Video]. Retrieved January 16, 2015, from https://youtu.be/gffdtI6tWHs
Luxenburg, A. (2011, June 17). The Flow Experience in Education 2 [Video]. Retrieved January 16, 2015, from https://youtu.be/K9LDkOfxO3s
Luxenburg, A. (n.d.). Overarching Principles that Guide Practice [Video]. Retrieved January 16, 2015, from http://leading2learn.ca/videos/overarching_principles/overarching_principles.html
Olynick, F. (2015, February 15). Online Communication and Learning: The Path to Shaping Virtual Communities [VIU OLTD 502]. Retrieved from http://fenellalearnsonline.weebly.com/uploads/3/9/5/4/39540317/olynick_oltd_503_assign_3_essay_02_2015.pdf
Pugliese, L. (2012). A post-LMS world. Educause Review, 47(1), 50-51. Retrieved from https://net.educause.edu/ir/library/pdf/ERM1216.pdf
Robinson, K. (2010, October 14). RSA ANIMATE: Changing Education Paradigms [Video]. Retrieved January 16, 2015, from https://youtu.be/zDZFcDGpL4U
RSA Animate. (2010, April 1). Drive: The surprising truth about what motivates us [Video]. Retrieved January 16, 2015, from https://youtu.be/u6XAPnuFjJc. Adapted from Dan Pink's talk at the RSA https://www.youtube.com/watch?v=LFlvor6ZHdY
Surowiecki, J. (2004). The wisdom of crowds: why the many are smarter than the few and how collective wisdom shapes business, economies, societies, and nations. Review available from http://www3.nd.edu/~busiforc/handouts/Other%20Articles/Wisdom%20of%20Crowds%20Review%202.PDF
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. Retrieved from http://www.education.uci.edu/Department%20of%20Education/Department%20of%20Education_oldweb2007-2014/gse_web_site_prod/person/warschauer_m/docs/equity.pdf
Wellman, B. (2001). Physical place and cyberplace: The rise of personalized networking. International journal of urban and regional research, 25(2), 227-252. Retrieved September 11, 2015, from http://www.itu.dk/~khhp/speciale/videnskabelige%20artikler/Wellman_2001%20-%20%20personalized%20networking.pdf
Wikipedia. Universal Design for Learning. (n.d.). Retrieved November 28, 2014, from http://en.wikipedia.org/wiki/Universal_Design_for_Learning