For #connectedcourses we were asked to consider #whyITeach
So I had a think about it and …
Of course when looking at the details we were asked to make our video about 5 seconds long so
It is very hard to summarise but I think that I do teach because I enjoy seeing people learn
Well not just because its shiny!
I believe that technology is such a force multiplier that its not just that we can scale a bit bigger what we were already doing, not just that we can make existing teaching a bit better and more engaging.
Technology makes possible the ideas of learning that before were impractical. It is an opportunity to co-construct learning as what we would dream it to be.
It will be an iterative process, it will never be finished, never be perfect (and in a way that’s its beautiful strength)
For teachers and lecturers to start on this transformative path they need to be aware of what technology can do, they need to be comfortable to play around with technology, to experiment and know that its ok to (constructively) fail and to know there are people who will help when it goes wrong.
I hope that those who participate in my course, will reach that state sooner than they would alone, because after all that is what a teacher is for – to help us reach faster, further and higher
creative commons licensed ( BY-ND ) flickr photo shared by blinkingidiot
Otherwise as Cathy Davidson said http://connectedcourses.net/thecourse/why-we-need-a-why/ (13.28 minutes in till 14.15) “If what we do can be replaced by a computer screen then maybe we should be”
Edit – it has been pointed out to me that the above statement could appear a little harsh if used by someone from a central department in a University rather than a teacher. I do work in a central department teaching and supporting academics/teachers (I have taught students in the past and I fully intend to teach again in the future). That wasn’t the way I intended it – it was a call to “be as good as we can be” not a “lets replace our staff with cheap videos”.
Cathy Davidson is a teacher and in her blog post on this subject discusses in intelligent detail what this challenge means – (I would recommend you read it – she says it better than I could)
So I fell into doing another mooc – its a really interesting one. Details here http://connectedcourses.net/ (if you are reading this why not sign up as well?)
and a nice introductory post by Jim Groom here http://bavatuesdays.com/connected-courses-its-time-to-reclaim-your-domain/
This is a very brief post so that I can link my blog into the course, I hope that the rest of my posts for this course are a bit longer and more erudite.
creative commons licensed ( BY-SA ) flickr photo shared by Cast a Line
First off for those of you who just want to use it link is here.
When you take a copy it will ask if it can send emails using your account – if you want it to email students when things happen you need to say yes to this.
When you take a copy of the spreadsheet you will also get 4 Forms – you need to find a way to provide all 4 forms to your students and give them access to view the published spreadsheet (for forms File send form or File embed for spreadsheet click file, publish to web – then use the link or embed code). I like embedding them into a webpage/vle but you can simply put up the links if you find that easier.
You also need somewhere students can add files and get links – Google Drive is good, dropbox is another good alternative – for both if you want anonymity you will have to set it so anyone with the link can edit/upload.
Returning to the spreadsheet – there are a number of hidden sheets, you need to click view hidden sheets, “Username and Anonymous name”
Recently on one of the Blackboard mailing lists someone asked about transferring grades from Blackboard to their student information system. Now this is something that off and on people keep asking about, there are integrations in America but in the UK none of the big student information systems have been integrated.
Thats not to say people haven’t tried a number of Uni’s have attempted it with varying success – but if anyone has totally solved it I haven’t come across them sharing their methods. I believe Blackboard corp are even looking at making some integrations themselves but this might take some time.
Now in my last job at City of Bristol College about 6 years ago we did a lot of work moving grades around and I had something that worked well as a “Semi” automatic method.
So I thought I would show people how because with a few tweaks it could work for you.
If you dont use Blackboard the rest is probably a bit boring for you….
The last month has been really busy and I realise I haven’t written a Blog post as I have had no free time in the evenings. So I am going to share one thing I did end up creating over a couple of nights.
It was originally a work idea that got more complicated and I ended up working on it in my own time because it was fun and I wouldn’t have the time to do it in work.
So the original idea was to get students to put in drafts of their work for peer review and for other students to agree to review them and provide feedback. One of my colleagues Dr Phil Langton came up with the idea of a “Peer Review Market”, the reason for this was he has previously done peer marking with his students and although they have generally got a lot out of it a number of them have been very unhappy with the marks counting towards their grade if the marker wasn’t always as good as they could be (any of you who have done peer marking on a MOOC will know that marking quality can vary a lot and some markers can give marks you might consider unfair…).
However with no incentive to look at peers work some people wouldn’t bother and so some wouldn’t get the benefit of having comments and feedback on their work. The solution was a “Peer Review Market” where each student could post work for review, other students could volunteer to review it and the whole thing would run on a points system where you got marks for any reviewing you did and it cost you points to get your work reviewed.
It seemed fairly straightforward, so I made a couple of google forms that fed a google sheet and told Phil who dropped into my office to discuss. As it stood it worked but it would be easy to “game” the system, there was no option to be anonymous and hey wouldn’t it be good if it could email students when people had marked their work.
So we are in the last week of #OcTEL mooc and I am reflecting on what I have learnt, I started out with my “Big Question“, I looked at changing the ways I teach, the use of “Teaching Machines”, the ways people learn, making online materials and I thought about why EdTech projects fail.
So returning to my question “What could learning be – if we embrace technology?” I think it could be different, it could be better, it could be many things including lots of things that teachers did not expect. Though we may make models of things that work there will never be a single model much in the way that every brain is unique.
Which brings me nicely to something that the reading I have been doing and a few other things have merged together to make…
Gliddon’s Law -“The interaction of any Technology with Education is more complicated than you expect, even when you take into account Gliddon’s law”
Now I obviously owe a debt to Hofstadter’s Law and Ben Goldacre’s “I think you’ll find it’s a bit more complicated than that …“, I should also credit the work my colleagues put in by saying “But what about…” whenever I make sweeping statements about EdTech.
Running to catch up I had some thoughts about last weeks #OcTEL, there was an interesting paper looking at some of the project that had failed and drawing 6 critical success factors for mobile web projects.
- The pedagogical integration of the technology into the course and assessment.
- Lecturer modelling of the pedagogical use of the tools.
- Creating a supportive learning community.
- Appropriate choice of mobile devices and web 2.0 social software.
- The need for technological and pedagogical support for matching the unique affordances of mobile web 2.0 with social constructivist learning paradigms.
- Creating sustained interaction that explicitly scaffolds the development of ontological shifts, that is the reconceptualisation of what it means to teach and learn within social constructivist paradigms, both for the lecturers and the students. The use of a structured and sustained intentional community of practice around each project was found to facilitate these ontological shifts.
Now we were meant to look back at one of our projects and use this to evaluate the key failures and successes of the project. I didnt do this!
Instead I looked at the 6 factors and thought, I think I can do better than that or at least explain it in a way that is easier to understand. A year or so back I developed “Gliddon’s Hierarchy of Technology Enhanced Learning”
You can work your way up the levels in this and use it to determine what the potential risks are to your project (just add them to your risk matrix as you consider them).