Doodle to learn?



As a teenager I spent hours doodling in my exercise books – much to the chagrin of my teachers. Unlike the example from this report from Harvard Business Review on the scientific case for doodling while taking notes, my doodles were creative pieces that were more in keeping with hippy style swirls influenced by Hungarian cultural patterns. (sorry, no samples survive, though they were dubbed ‘creative’!)

Did that doodling help me learn?

Well certainly the doodles were not notes or summaries  of the kind we see popularised on Twitter and showing how drawing in class and meetings can help people pay attention–and remember information afterward.

Visual note-taking blends these two approaches. By using a combination of words and quick images, the note-taker listens, digests, and captures on paper the essence of what has been heard.

My creations were a way to occupy my creative mind while I listened to a teacher talk talk talk. Having said that, I am not implying that all the teaching was boring – rather that the doodling was in keeping with the recent trend to colouring books for adults that have become so incredibly popular.    According to this article on HuffPo (and many others!), as well as being great fun, colouring in is a fantastic way to ease the stress we face in our adult lives.

Begs the question if I was stressed by the constraints of my classroom as I did not doodle out of school.  The answer to me is pretty obvious – I was, as is also evidenced by the number of classes I skipped.  To give the nuns their due, they did not hassle me about classes skipped too much, as my escape was to go and practice piano for hours instead. If I think of our schools and my tertiary online teaching environments – we still have a tendency to ‘old school’ – we still expect students to attend classes!

Of course we now understand the importance of creativity in learning. But what do we do today to accommodate our learners?  Whether it’s school or tertiary settings, and whether we have flexible classrooms or not, perhaps its time to better discern what the modern stresses really are and to stop hiding behind ‘open plan, multipurpose spaces’ as being the obvious (and only?) solution.

What are you really doing to make learning more about engagement than compulsory completion?

Image:flickr photo shared by m01229 under a Creative Commons ( BY-SA ) license

 

If you don’t do it, it doesn’t exist!

I admit, I’m a little late to the party, and my recipes  are simple to say the least. But you know, one of the very best things about learning and working with students and fellow educators is always being fortunate enough to find more to learn! There is no shortage of ideas that can be done.

My main work is with professionals – teachers in schools and post school settings.  So we are not talking new learners!  Now I don’t buy the digital native argument for a minute, but I do wring my hands in despair at educators who don’t keep their minds and hearts open to exploration, innovation, and learning in whatever way is needed to ensure that the role we play as an educator is guaranteed to be useful – even if only in a very small way.

Yet I understand things not always coming easily. If you can’t ‘find the URL’ to a item, I’ll help you learn (yes, I still get asked that question). But I’d much rather you asked me a complex question about professional practice, information curation, or ways or managing information flow. Why?  Because these are some of the key challenges for educators.

So back to that basic recipe I mentioned – yes, I finally faced up to the fact that I NEED to be using IFTTT for more effective information gathering as part of my subject delivery processes. I have my colleague Dean Groom to thank for the final push. We’re playing in INF541 Game Based Learning, a subject which Dean is teaching after heading the writing team of Groom and O’Connell again. Wow, the years have flown since we got into online environments and virtual worlds with our small books back in 2010.

But nothing has changed since then. Still learning. Dean showed me how to set up IFTT to gather a running record of what’s happening in our subjects, and how to push that information back out as part of our participatory learning experience.

What is IFTTT?

IFTTT empowers you with creative control over the products and apps you love. Recipes are simple connections between products and apps.  I knew this, and until now the only recipe I had running was an email of a new recipe to me each week. But I never did anything else.  Dreadful.

The amazing thing is that IF Recipes run automatically in the background. Create powerful connections with one simple statement — if this then that.

For example:

So now I am using three recipes, taken from shared recipes available at the site, and also one customized by Dean.

Now we are both doing the following:

  • Collecting all the tweets with the subject #hastag in a Google spreadsheet.
  • Collecting all the blog posts that relate to the subject from my Feedly category to a Google spreadsheet
  • Sending back to twitter the new posts that turn up in the Google spreadsheet.

This is all automatic.  What does this allow?

Participatory sharing ||| Data collection ||| Subject tracking |||

Now we have the opportunity to quickly confirm (or otherwise) the extent of a students actual participation in the back-channel as part of the course experience – a vital part of monitoring student engagement and program effectiveness. There are many other formal channels, of course, but the social media aspect was one that I was never quite happy about.

I’m embarrassed I didn’t do this sooner! But of course, that’s why I am still learning from my peers.:-)
Image: creative commons licensed ( BY-NC-ND ) flickr photo shared by venspired

The Internet Scout Report

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Teachers often mention to me how difficult they believe it is to keep up-to-date with current quality research and information.  Of course, it isn’t – but only if you have developed a robust strategy for accessing and managing an information flow relevant to your own professional management and learning needs.

Even before all the amazing tools at our fingertips today, I was able to stay ‘in touch’ thanks to the amazing Scout Report. Back in the pre-RSS days, this report provided me with material I could easily share with school staff in my own edited weekly newsletter.   I still subscribe to the scout report, and occasionally snag a piece of information to share.

What is the Scout Report?

The Scout Report is the flagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed of valuable STEM and humanities resources on the Internet. Our team of librarians and subject matter experts selects, researches, and annotates each resource.

Published continuously since 1994, the Scout Report is one of the Internet’s oldest and most respected publications. Organizations are encouraged to link to the Scout Report from their own Web pages, or to receive the HTML version of the Report each week via email for local posting at their sites. Organizations or individuals may also use the sharing options after each annotated resource to email the resource or share it via social media.

The editors of the Scout Report take great pride in finding and sharing the best free Web-based resources we can find.

Each week, the Scout Report’s editors select and annotate approximately eight websites or online resources in each of two categories: Research & Education, and General Interest. Websites in Research & Education tend to focus more heavily on STEM subjects, while those in General Interest span a range of arts, humanities, and curiosities.

The Scout Report

Visit the Internet Scout at https://scout.wisc.edu/ and find out about all the projects and publications.

For the current issue of the Scout Report visit  https://scout.wisc.edu/report/current

The Scout Report Archives collects and catalogs each annotated resource featured in the weekly Scout Report and special issues. Users may find resources of particular interest to them using a keyword search, an advanced search, or by browsing by Library of Congress subject headings.

Past issues of the Scout Report are also available for users to browse at their leisure. These past issues are available chronologically by date.

This issue is located https://scout.wisc.edu/report/2014/1212The email version provides the linked summary followed by annotations.

You should consider signing up, if you haven’t already done so!

Meeting future learning needs of education practitioners

Knowledge building, literacy and communication in action now take many forms. When Skype was first released in 2003, the global face-to-face contact began to transform communication and collaboration in ‘real time’. Now Apple’s Face-Time, Skype in the Classroom, and Google Hangouts (to name just a few tools) guarantee synchronous engagement, alongside collaborative text platforms such as Google docs. In other words, the mechanisms for engaging with information and processes of learning in the acquisition of new knowledge has become a deeper process of individual and collaborative learning activities, problem solving and artefact development, through an integration of face-to-face and online interactions within a community, involving absorption, integration and systemisation of the information received by the receiver in their own pre-existing cognitive structure, which are the result of personal experience, and earlier knowledge transactions (Trentin, 2011).

This digital information environment demands a new knowledge flow between content and digital connections. While the bibliographic paradigm created textbook learning, the digital information environment of today indicates the need for educators to understand information seeking and engagement within connected multi-media contexts. Computer and mobile device technology environments, social media, and ready forms of online communication drive our newly emerging knowledge ecosystems. Thomas and Brown (2011), who explored what they described as a new ‘culture of learning’, explained how much the Internet has changed the way we think about both technology and information. In this new culture of learning, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation within information spaces. They argue that traditional approaches to learning are no longer capable of coping with this constantly changing world. The information environment is a technology environment, which demands adaptation. As information is also a networked resource, “information absorption is a cultural and social process of engaging with the constantly changing world around us” (Thomas & Brown, 2011, p.47).

In other words, our digital information ecology is a remix of different forms of technology, devices, data repositories, information retrieval, information sharing, networks and communication. New technological tools are expanding and continually altering the ways school students, or educators can interact with the world. The implications for education that stem from new means for accessing information, communicating with others, and participating in a community needs a new brand of professional competences to thrive within the changing environment. Haste (2009) recognised the co-construction of knowledge through interpersonal discourse and the tension within pedagogy between a focus on knowledge-based instruction and outcomes, and on praxis-based instruction. “While most pedagogy, of course, recognises the interaction of both in good practice, there is nevertheless an underlying epistemological gap; knowledge-based models are implicitly more ‘top down’ and praxis-based more ‘bottom up’. ‘Knowledge’ implies that the route to understanding is in the structured transmission of information. ‘Praxis’ implies a necessary interaction with materials, actions or other persons as a route to understanding” (Haste, 2009 p.213).

Information ecology at the heart of knowledge

While technology is changing the information environment (including information places and spaces), the transactional nature of information interactions and knowledge flow underpins learning. Information can comprise both physical and virtual parts for operation and interaction. A major challenge for education is to enable and facilitate the generation of new knowledge via an appropriate information environment, to facilitate integration of new concepts within each person’s existing knowledge structure. This is described as an ‘information ecology’.

“Information ecology examines the contexts of information behaviour by analogy with ecological habitats and niches, identifying behaviours in biological terms such as ‘foraging’” (Bawden & Robinson, 2012. p.199). In this context of adaptive and responsive co-construction of knowledge, we can facilitate a viable praxis in digital environments, influenced by concepts of rhizomatic learning. “Seen as a model for the construction of knowledge, rhizomatic processes hint at the interconnectedness of ideas as well as boundless exploration across many fronts from many different starting points” (Sharples, et al. 2012 p.33). By creating curriculum and subject delivery which can be reshaped and reconstructed in a dynamic manner in response to changing environmental conditions or the personal professional needs of students, a digital information ecology provides the opportunity to work with information in the construction of knowledge in more dynamic ways, connecting learning experiences across the contexts of location, time, devices and platforms.

This information ecology also involves the creation of assessments and environments for knowledge building to enhance collaborative efforts to create and continually improve ideas. This approach to knowledge building “exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement” (Scardamalia, Bransford, Kozma, & Quellmalz, 2012, p.238 ). In this information ecology we also understand that “the development of critical thinking is a key learning objective in education – particularly higher education – [and that] it entails the ability to make reasoned evaluative judgements when making sense of information sources that contain different (potentially conflicting) findings, perspectives and interpretations of a given topic of phenomenon” (Ford, 2008 p. 59). The use of critical thinking has become particularly important as relatively quick access to a wide range of information means that the user needs the ability to critically evaluate the validity and value of information accessed.

The evidence is that technologies and social media platforms are driving an unprecedented reorganisation of the learning environment in and beyond schools and tertiary environments. These disruptive shifts are already reshaping the workforce landscape and the skills required (Davies, Fidler & Gorbis, 2011), establishing lifelong and life-wide learning as the central paradigm for the future (Redecker et al, 2011).

Our work as educators has to centre on helping to meet future learning needs in courses/programs by fostering a culture of enquiry within a sustainable learning ecology that is shaped by the ubiquity of information, globally responsive pedagogical practices, and driven by collaboration and informal learning in multiple access points and through multiple mediums.

Bawden, D., & Robinson, L. (2012). Introduction to information science. London: Facet.
Charles Sturt University. (2012). Course Approval Document. Master of Education (Knowledge Networks and Digital Innovation Articulated Set). CASIMS, Office of Academic Governance.
Davies, Al, Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Institute for the Future for the University of Phoenix Research Institute: California.
Ford, N. (2008). Education. In Web-based learning through educational informatics: Information science meets educational computing. Hershey, PA: IGI Global.
Haste, H. (2009). What is ‘competence’ and how should education incorporate new technology’s tools to generate ‘competent civic agents’. Curriculum Journal, 20(3), 207-223. doi:10.1080/09585170903195845
Redecker, C., Leis. M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., & Hoogerveld, B. (2011).  The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission.
Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In Assessment and teaching of 21st century skills (pp. 231-300). Springer Netherlands.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., … & Whitelock, D. (2012). Innovating Pedagogy 2012: Open University innovation report 1. Milton Keynes: The Open University.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
Trentin, G., (2011). Technology and knowledge flows : the power of networks. Chandos Pub, Oxford.

Image: creative commons licensed (BY-NC-SA) flickr photo by katypang: http://flickr.com/photos/katypang/2628074710

New Badge for CSU and NoTosh

Just when you think academic life is getting boring, along comes another opportunity to play nicely with friends!  In this case, my most excellent colleague Ewan McIntosh is in the middle of working with a good bunch of lucky students who are busy in our new subject Designing Spaces for Learning, which is part of our  in our fab new degree in 2014 Master of Education (Knowledge Networks & Digital Innovation).

This needs more than just a tick for a subject completed!  This is why! This is what has happened!

We’ve got a badge!  But we need to tell the story of the context and why we have the badge first!

F3939 Badges_DesignSpaces_Exp_NotoshEwan masterminded the writing of the subject to fit the profile of our degree, and the students are encountering  challenges almost on a daily basis. Together we have been pushing the boundaries in traditional academic processes, and assessments. The most recently completed task (no marks, just challenges – that’s different!) has been a creative coffee morning experience.

In fact students were challenged to undertake a coffee morning, afternoon, evening beer, meeting the criteria of the task.

This assessment is undertaken in three parts:

  1. The creation and undertaking of a Creative Coffee Morning in your community.
  2. The online publication of photos, video, a Twitter hashtag archive, Storify and/or blog post which shows the activity that occurred during your Creative Coffee Morning.
  3. After completing your own task, you must provide kind, specific and useful feedback on at least three of your subject.

The upshot has been a wide range of activities, in a variety of settings.  But I’m sharing here the Storify #INF536 Creative Coffee Morning: A meeting of creatives to discuss creativity, design, design thinking and the design of learning spaces, of an event that took place in Melbourne, because I was very lucky to be able to attend!

You get the drift?

This degree and this subject is not your regular experience, even though it does get structured around the traditional framework of an online degree. It’s new, and because it’s new, we wanted to see what else we could do.  Some of our students are also just doing this subject, as ‘single subject study’ and others are here for the long haul of getting a fab new degree.  So why not do more??

Charles Sturt University (CSU) has seen the potential for digital badges and are running an innovation project involving a number of faculty pilots in 2014. The benefit of digital badges for the Earner is that they can profile themselves online through displaying their badges and highlighting their most recent and relevant continuing education and professional development achievements. So in our case, the Faculty of Education,  has partnered with the global leader and CEO of NoTosh, Ewan McIntosh (expert and international keynote speaker on innovation, design thinking and creativity) to offer a digital badge in Designing Spaces for Learning. This badge recognises the successful demonstration of an earner’s ability to design spaces for learning through engaging in theory and collaborative practice, and fits beautifully into the participatory intentions of the  Master of Education (Knowledge Networks and Digital Innovation).

I hope that this will be the first of many digital badges that will be offered, but for now  we can learn from our experience of designing and issuing a badge, and improve on this for our next offering.

Experimentation with digital badges is gaining momentum across Australian universities with various trials and projects being announced including Curtin University’s Curtin Badges and Deakin University’s Deakin Digital.

I’m excited to be involved in actualising digital badging at CSU with NoTosh!

We’ve been connected online since a TeachMeet in Glasgow on the 20th of September 2006 (Judy beaming in via Skype at 2am).  By the way, did you know that TeachMeets were conceived in the summer of 2006 in Edinburgh, Scotland, under the name “ScotEduBlogs Meetup. The new name TeachMeet was created by Ewan McIntosh and agreed upon by the attendees of the first event. The 2nd Edition was held in Glasgow on the 20th of September 2006.

Want to join us in 2015 for this subject, or in the whole program – you’ll find that enrollments are open for March. Come join us:-)

 

 

 

 

Information ecology at the heart of knowledge

learning

While technology is changing the information environment (including information places and spaces), the transactional nature of information interactions and knowledge flow underpins learning. Information can comprise both physical and virtual parts for operation and interaction.

I see that a  major challenge for education is to enable and facilitate the generation of new knowledge via an appropriate information environment, to facilitate integration of new concepts within each person’s existing knowledge structure.

Information ecology presents the contexts of information behavior by analogy with ecological habitats and niches, identifying behaviours in biological terms such as ‘foraging’ (Bawden & Robinson, 2012. p.199). In this context of adaptive and responsive co-construction of knowledge, we can facilitate a viable praxis in digital environments, influenced by concepts of rhisomatic learning. Seen as a model for the construction of knowledge, rhizomatic processes hint at the interconnectedness of ideas as well as boundless exploration across many fronts from many different starting points. (Sharples, et al. 2012 p.33).

By creating curriculum and subject delivery which can be reshaped and reconstructed in a dynamic manner in response to changing environmental conditions or the personal professional needs of students, a digital information ecology provides the opportunity to work with information in the construction of knowledge in more dynamic ways, connecting learning experiences across the contexts of location, time, devices and platforms.

Researching how digital technologies may be used to create a more responsive learning ecology both in use of online tools and assessment practices can provide a valid way of examining effectiveness if the link between the use and the learning is explicit. Research to date rarely makes this link explicit and evaluations appear to be based on researcher beliefs about learning which are either not expressed or vague (Starkey 2011, p20.)

Starkey (2011) provides an excellent summary of the key concepts of critical thinking skills, knowledge creation and learning through connections that epitomizes 21st century learning. Technology can be used to evaluate learning, though the link between digital technologies and student performance is complex. Yet the digital age students, who can think critically, learn through connections, create knowledge and understand concepts should be able to connect and collaborate with others beyond a constrained physical environment; understand that knowledge is created through a range of media and created through networks, connections and collaborations; be able to think critically and evaluate processes and emerging ideas. The ability to evaluate the validity and value of information accessed is essential.

In such a context and information ecology, enabling learning involves the creation of assessments and environments for knowledge building to enhance collaborative efforts to create and continually improve ideas. This approach to knowledge building exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement (Scardamalia 2012 p.238 ).

A communal workspace, a collaborative and formative framework for assessments, and research into the impact of all this on learning futures – now that would be grand to see!

Rhizomatic learning new to you?  You might like this fireside presentation from Dave Cormier about embracing uncertainty.

References

Bawden, D. & Robinson, L. (2012). Information behaviour. In Introduction to information science (pp. 187-210). London : Facet.
Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In Assessment and teaching of 21st century skills (pp. 231-300). Springer Netherlands.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.
Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.

Image: Learning (Photo credit: Anne Davis 773)

Cloudy, with a chance of meatballs!

Sometimes I feel that we as teachers are constantly 3 steps behind because by the time the whole staff are skilled up on a current technology, it and the students will have already moved on to the next thing.

These words and many more are part of the reflections of my students in INF530 Concepts and Practices of a Digital Age, the foundation subject of the MEd degree in knowledge networks and digital innovation I have been teaching in, since it’s launch this year. Three weeks in and the students have launched their reflective blogs, and been engaging in online spaces and places – some more so than others of course!

Three weeks is a short time, but in that time we have hit those cloudy spaces, and even meatballs (blog post title for one of the reflections – cool!).

Our course participants come from all areas of education: teachers, educational designers, e-learning advisors, higher education, Principals and Vice Principals in schools, and more. With this eclectic and amazing mix, we have almost everything we need in a cohort to challenge our thinking – mine included!

Here are some snippets:

I want to find new and better ways to inspire and motivate teachers to have a go in the networked learning environment, to become “connected educators” – what Tom Whitby defines as “teachers who are comfortable with collaborative learning, social media, and sharing their ideas online.” I share his concern of a “huge gulf now developing between connected and unconnected educators.”

I want to be able to use the right language to convey my passion, to be able to articulate in pedagogical terms why it is important to keep up and to back up what I say with compelling examples from research.

I hope to learn effective research skills that will enable me to find quality, trustworthy information;  develop a professional ‘digital learning’ network; and also build a solid understanding of how positive change can be implemented to help lift education institutions into the 21st century of learning.

Think more on the repercussions of global social networks and become more conversational about creative cultures and ways of doing, such as design thinking.

Develop a more evidence based approach to my teaching practice.

Share my ideas more openly; and learn by doing so.

We have already covered off the major thinkers in the field.  We are beginning our journey into the scholarship that underpins online environments – both in research and use of digital media and resources. We have an Amazon collection reading list for students to dip into and choose just one of these books to rigorously interrogate against the materials they are engaging with.

In another one of our other degree strands (but also part of the new degree), we have welcomed Australia’s teacher ambassador for Evernote into ETL523 Digital Citizenship in Schools.  It’s worth dropping over to Bec’s twitter feed or her post on “Organising my study with Evernote“.

Bec also wrote a post that included the following observationt:

One of the important messages about digital citizenship that we should be remembering and sharing with colleagues is the fact that we as teachers can not effectively educate students about the online world, digital citizenship or the notion of a digital footprint if we in fact are not partaking in the same social networks or using the same tools as our students.

Another important factor to consider, suggested by Nielsen (2011), is the notion of not confusing managing one’s digital footprint with being hidden or private. It is my understanding that a digital footprint should represent who we are and what we believe in a professional manner.

For some of us this seems obvious, yet not so for other educators – yet! We are struggling to encourage a few to understand the difference between privacy and adopting professional communication channels rather than a hidden persona.  Isn’t this exactly what we don’t want our school kids to do…hide… and then be ready to do whatever they like online?  The worse case scenarios are bullying or hacking.

Cloudy, with a chance of meatballs?

You bet – the unexpected is the common denominator in all our encounters in our learning journey together.  Thank you to my wonderful cohort – the world is going to be a better place for the willing engagement and generous learning mindset that you are bringing to your study!

I am so honoured to be able to engage with you all!

Image:cc licensed ( BY NC SA ) flickr photo shared by Alan

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