moodle, bim, reflective journals and tpack: suggestions for moving beyond
DESCRIPTION
Slides for a presentation at Moodlemoot'AU 2013 - http://davidtjones.wordpress.com/2013/05/12/moodle-bim-reflective-journals-and-tpack-suggestions-for-moving-beyond/ Attempts to show how aspects of BIM development identify problems with institutional e-learning within universities and suggest some ways to move beyond.TRANSCRIPT
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Moodle, BIM, reflective journals
and TPACK: Suggestions for moving beyond
David Jones - @djplaner
http://bit.ly/bimBeyond
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http://www.flickr.com/photos/tim_ellis/1234582747/
http://bit.ly/bimBeyond
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http://www.flickr.com/photos/arselectronicacenter/8695704856/
The argument/world view
BIM: Origins and what
Moving beyond
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http://bit.ly/bimBeyond
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http://www.flickr.com/photos/sidewalk_flying/3534131757/
our pedagogical intention to enable teachers to develop the skills of transformative professionalscapable of appreciating the need to complexify
the culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met
(Dougiamas & Taylor, 2003, p. 172)
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http://www.flickr.com/photos/arselectronicacenter/8695704856/
The argument/world view
BIM: Origins and what
Moving beyond
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http://www.flickr.com/photos/joseeivissa2012/8201332964/
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http://www.flickr.com/photos/joseeivissa2012/8201332964/
Lecturers who move into the online learning environment often discover that the workload involved not only changes, but can be overwhelming as they cope with using digital technologies. Questions arise, given the dissatisfaction of lecturers with lowering morale and increasing workload, whether future expansion of this teaching component in tertiary institutions is sustainable.
(Bright, 2012)
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http://www.flickr.com/photos/artolog/2519646167/
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http://www.flickr.com/photos/artolog/2519646167/
The TPACK Hole
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Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this …to develop appropriate, context-specific strategies and representations.
(Mishra & Koehler, 2006, p. 1029)Contexts
TechnologicalPedagogical Content
Knowledge(TPACK)
TechnologicalContent
Knowledge(TCK)
PedagogicalContent
Knowledge
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
TechnologicalKnowledge
(TK)
TechnologicalPedagogicalKnowledge
(TPK)
Context
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Contexts
ContentKnowledge
(CK) Describe differencesbetween imaginative,informative andpersuasive texts
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Contexts
ContentKnowledge
(CK) Describe differencesbetween imaginative,informative andpersuasive texts
PedagogicalKnowledge
(PK)Compare &contrast
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Contexts
ContentKnowledge
(CK) Describe differencesbetween imaginative,informative andpersuasive texts
PedagogicalKnowledge
(PK)Compare &contrast
TechnologicalKnowledge
(TK)
TI-99/4A Calculator
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http://www.flickr.com/photos/dherholz/528993812/ Contexts
TechnologicalPedagogical Content
Knowledge(TPACK)
TechnologicalContent
Knowledge(TCK)
PedagogicalContent
Knowledge
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
TechnologicalKnowledge
(TK)
TechnologicalPedagogicalKnowledge
(TPK)
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http://www.flickr.com/photos/loop_oh/5631953241/
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http://www.flickr.com/photos/artolog/2519646167/
The TPACK Hole
theoretical understanding of pedagogy has developed beyond teacher knowledge asstatic and located in the individual
(Loveless, 2011, p. 304)
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http://www.flickr.com/photos/artolog/2519646167/
The TPACK Hole
They now incorporate understandings of theconstruction of knowledge through distributedcognition, design, interaction, integration, context,complexity, dialogue, conversation, concepts andrelationships.
(Loveless, 2011, p. 304)
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http://www.flickr.com/photos/talatlas/2284113599/
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http://www.flickr.com/photos/arselectronicacenter/8695704856/
The argument/world view
BIM: Origins and what
Moving beyond
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Context
2006
250+ Students
98% NESB
6 campuses + DE
13 staff (3 full-time)
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Context
Systems development overview
Masters level course
First course for many
ContentKnowledge
(CK)
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Context
10% assessment
Individual portfolio/diary
Questions as prompts
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
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http://www.flickr.com/photos/iamroco/6880096005/
The learning journal group obtained significantlyhigher marks than the control group(McCrindle & Christensen, 1995, p. 184)
Reflective learning journals are recognized as asignificant tool in promoting active learning(Thorpe, 2004, p. 327)
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http://www.flickr.com/photos/pasukaru76/4307189567/
Reflective learning journals are demanding and time-consumingfor both students and educators
(Thorpe, 2004, p. 339)
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Context
Before 2006
Word documents
Submitted online @ end of term
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
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Context
Before 2006
Word documents
Submitted online @ end of term
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
End of term fictionAvg mark = Fail30% < misconductNot at all formativeWorkload
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Context
15 years e-learning
Prior use of blogs
Designer of e-learningsystem
Needed a new laptop
New Dean of Faculty
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Context
10% assessment
Individual portfolio/diary
Questions as prompts
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
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Context
BAM
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
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Context
BAM
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
More formativeBetter quality (but not great)Good indicatorWorkload issues
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Context
BAM
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
I studied my undergrad externally at CQU and have to say this was the most structured and supportive course I have taken. This is the first time I experienced an assessment item like
this blog. It is a great way to encourage and motivate learning of the key concepts
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http://www.flickr.com/photos/shellysblogger/3706465710/
BlogAggregationManagement
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http://www.flickr.com/photos/shellysblogger/3706465710/
BlogAggregationManagement
BAMIntoMoodle
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http://www.flickr.com/photos/shellysblogger/3706465710/
Students create and register blogs/feeds
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http://www.flickr.com/photos/shellysblogger/3706465710/
They answer questions (or not)
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http://www.flickr.com/photos/shellysblogger/3706465710/
BIM aggregates and mirrors the student posts
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http://www.flickr.com/photos/shellysblogger/3706465710/
BIM “allocates” posts to questions
Unallocated
Submitted
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BIM interfaces
Student
Staff
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http://www.flickr.com/photos/shellysblogger/3706465710/
BIM shows students what it knows about their posts
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http://www.flickr.com/photos/shellysblogger/3706465710/
BIM provides a management interface
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http://www.flickr.com/photos/shellysblogger/3706465710/
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http://www.flickr.com/photos/shellysblogger/3706465710/
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http://www.flickr.com/photos/shellysblogger/3706465710/
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http://www.flickr.com/photos/shellysblogger/3706465710/
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Better TPACK == Better Teaching
- 26 offerings, 7 courses- 2790+ students- 20,000+ blog posts
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Context
BAM – July 2009
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
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Context
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
BAM – July 2009
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Context
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
BAM Into Moodle
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Context
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
BAM Into Moodle
I’ve been using BIM for the past year at the University of Canberra and it has saved me hours and hours of work… I cannot go back to marking Word documents ever again, but without BIM blogs become terribly difficult to manage… (de Percy,
n.d.)
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Context
TechnologicalKnowledge
(TK)
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
2010 - 2011
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http://www.flickr.com/photos/room317/3078569857/
The argument/world view
BIM: Origins and what
Moving beyond
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Context
ContentKnowledge
(CK)
2012
ICTs and Pedagogy
3rd year PSTs
300+
3 campuses + DE
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Context
ContentKnowledge
(CK)
Structured reflection on the use of ICT can also be a powerful technique in developing pedagogic understanding (Hammond et al., 2009, p. 60)
PedagogicalKnowledge
(PK)
Contradiction between howteachers asked to use ICTsand the way their own teachers integrated technologyinto their classes (Sutton, 2011)
(Hammond et al, 2009)
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Context
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
BIM 2.0 written
TechnologicalKnowledge
(TK)http://bit.ly/bimPlug
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http://bit.ly/bimPlug
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Context
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
TechnologicalKnowledge
(TK)
USQ - 2013
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Context
ContentKnowledge
(CK)
PedagogicalKnowledge
(PK)
TechnologicalKnowledge
(TK)
2012 USQ courses20 – diary
2 – learning journal10 – reflective journal
Assessmentn/a to 50%
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http://www.flickr.com/photos/atoach/8549060851/
All about the upgrade boat
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http://www.flickr.com/photos/9422878@N08/7788404750/
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http://www.flickr.com/photos/9422878@N08/7788404750/
The power of bricolage, improvisation and hacking isthat these activities are highly situated; they exploit,in full, the local context and resources at hand, whileoften pre-planned ways of operating appear to bederooted, and less effective because they do not fitthe contigencies of the moment.
(Cioborra, 2002)
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http://www.flickr.com/photos/9422878@N08/7788404750/
The capacity to integrate unique ideas and practical design solutions at the end-user level turns out to be more important than the adoption of structured approaches to systems development or industry analysis. (Cioborra,
2002 )
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Context
ContentKnowledge
(CK)
Learning journal
Judging reflection impacts reflection
• Number of posts• Size of posts• Links• Links to other posts
PedagogicalKnowledge
(PK)
(Moon, 2006)
TechnologicalKnowledge
(TK)
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http://www.flickr.com/photos/sidewalk_flying/3534131757/
our pedagogical intention to enable teachers to develop the skills of transformative professionalscapable of appreciating the need to complexify
the culture of learning in their own educationalinstitutions so that the interests and aspirationsof all students are met
(Dougiamas & Taylor, 2003, p. 172)
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http://www.flickr.com/photos/room317/3078569857/
Process == Bricolage
Product == ??
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http://www.flickr.com/photos/zegoggles/5622973488/
2 broad classes of distributed cognition
1. Off-loading cognitive burden onto designed system
2. Scaffolding action & learning
(Bell & Winn, 2000, p. 132-133)
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http://www.flickr.com/photos/russellede/5079130059/
Offloading for students
Check valid URL – check for feedChecking for summary feeds
Better awareness of progress
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http://www.flickr.com/photos/spinthepit/8784176706/
Scaffolding for students
Recommendations for relevant posts
Scaffolding reflection and writing
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http://www.flickr.com/photos/spinthepit/8784176706/
http://www.slideshare.net/ThomasUllmann/artel12-reflection-detection
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Offload ScaffoldStudents
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Offload ScaffoldOffload Scaffold Staff
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Pedagogical plots
Break the course and activity barrier
(Tribble, 2005)
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Offload ScaffoldOffload ScaffoldOffload Scaffold Institutional
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Offload ScaffoldOffload ScaffoldOffload ScaffoldOffload Scaffold
Developer
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Quality Learning and Teaching
TPACK
Bricolage
CognitiveTools
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http://flickr.com/photos/tantek/22778226/
http://bit.ly/bimBeyond
http://bit.ly/bimPlug
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Bell, P., & Winn, W. (2000). Distributed Cognitions, by Nature and by Design. In D. Jonassen & S. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 123–145). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Bright, S. (2012). eLearning lecturer workload: working smarter or working harder? In M. Brown, M. Hartnett, & T. Stewart (Eds.), ASCILITE’2012. Wellington, NZ.
Ciborra, C. (2002). The Labyrinths of Information: Challenging the Wisdom of Systems. Oxford, UK: Oxford University Press.
Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner & C. McNaught (Eds.), World conference on educational multimedia, … (pp. 171–178). Honolulu, Hawaii: AACE.
Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston‐Wilder, P., Johnston‐Wilder, S., et al. (2009). What happens as student teachers who made very good use of ICT during pre‐service training enter their first year of teaching? Teacher Development, 13(2), 93–106. doi:10.1080/13664530903043939
Loveless, A. (2011). Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education, 20(3), 301–316. doi:10.1080/1475939X.2011.610931
McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167–185. doi:10.1016/0959-4752(95)00010-Z
Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (p. 200). Abingdon: Routledge
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Sutton, S. (2011). The Preservice Technology Training Experiences of Novice Teachers. Journal of Digital Learning in Teacher Education, 28(1), 39–48.
Thorpe, K. (2004). Reflective learning journals : From concept to practice. Reflective practice: International and Multidisciplinary Perspectives, 5(3), 327–343.
Tribble, E. (2005). Distributing cognition in the globe. Shakespeare Quarterly, 56(2), 135–155.