virtual reading communities : peer-to-peer annotated readings online paul kawachi...
TRANSCRIPT
Virtual Reading Communities :Peer-to-Peer Annotated Readings Online
Paul Kawachi
AAOU-2010 Hanoi 27 October 2010
AAOU-2010
Virtual Reading Communities :Peer-to-Peer Annotated Readings Online
forCost-Savings and Improved Quality of Learning
Paul Kawachi
AAOU-2010 Hanoi 27 October 2010
AAOU-2010
International Collaborationto improve distance learning, and at lower cost
- rationale and background- methods : our new technique- pilot study findings and survey findings on efficacy- short-term outcomes and reduced costs- implications for improved quality of learning
overview
- rationale and background
teaching should focus on eliciting constructed meanings from studentsand questioning these through collaborative inquiry
= Stage 3 of the Transactional Distance Model
rationale
- rationale and background
teaching should focus on eliciting constructed meanings from studentsand questioning these through collaborative inquiry
= Stage 3 of the Transactional Distance Model
rationale
Transactional Distance Model :
this four-stage model has been previously published
briefly
rationale
Transactional Distance Model :
Stage Task1 : cooperative - activation of prior knowledge and recall of relevant schema, sharing prior knowledge, giving extension and expansion
2 : collaborative - determine and discover reasoning underlying prior knowledge
3 : collaborative - consider the merits and demerits of other alternative perspectives and choose a way forward to explore
4 : cooperative - test out new way experientially in familiar contexts and then in new contexts
rationale
adult students particularly do not suspend their own ideas disjunctivelyto consider other possible better ways
3 : collaborative - consider the merits and demerits of other alternative perspectives and choose a way forward to explore
rationale
Perry 1970 reported that college students could not achieve Stage 3
Piaget 1977 reported that even in adulthood, students might not reach the hypotheses-testing Stage 3
Renner 1976 reported that only 81 % of law students achieved Stage 3
McKinnon 1976 reported that only 50 % of all students at 7 colleges could complete Stage 3 and Stage 4
Gunawardena students did not move beyond the discovery 1997 and sharing of ideas, at ICDE95-online
Gunawardena “ the intended collaboration [ Stage 3 ] 2001, p.39 simply did not happen ”
rationale
Research efforts worldwide are working on achieving the critical thinking skills of Stage 3
Upon reflection, we note that traditional lecturesoverly spend time and energy in delivering content
and this content is above the level of the students
Moreover, the printed text is also above their level
rationale
Q. What happens in the traditional lecture ?
rationale
Q. What happens in the traditional lecture ?
rationale
Q. What happens in the traditional lecture ?
A. Not a lot
rationale
Q. What happens in the traditional lecture ?
A. Not a lot except information output …
rationale
Q. What happens in the traditional lecture ?
A. Not a lot except information output ... ... and maybe
rationale
Q. What happens in the traditional lecture ?
A. Not a lot except information output ... ... and maybe note-taking
rationale
Traditional lectures use up expensive teacher-time
Teacher-student learning transactions could be more efficient if focused on the Stage 3 collaborative acquisition of critical thinking skills
Let’s look at what constitutes a unit of learning or ‘ learning transaction ’
rationale
Learning Transaction = 4 interactions
rationale
Learning Transaction = 1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student considers alternatives and outputs an own construction
4 the teacher or society confirms or denies the meaning
rationale
Learning Transaction = 1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student considers alternatives and outputs an own construction
4 the teacher or society confirms or denies the meaning
rationale
the student here needs timeto decode and encode meaning
Learning Transaction = 1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student considers alternatives and outputs an own construction
4 the teacher or society confirms or denies the meaning
rationale
the student here needs timeto decode and encode meaning
optimallythis should bepersonalised
Learning Transaction = 1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student considers alternatives and outputs an own construction
4 the teacher or society confirms or denies the meaning
rationale
the student here needs timeto decode and encode meaning
optimallythis should bepersonalised
Steps 1, 2 and 3can be achieved before the lessonusingguiding notes from other students
Learning Transaction = 1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student considers alternatives and outputs an own construction
4 the teacher or society confirms or denies the meaning
rationale
the student here needs timeto decode and encode meaning
optimallythis should bepersonalised
Steps 1, 2 and 3can be achieved before the lessonusingguiding notes from other students
expert
methods
What kind of guiding notes can help ?
methods
What kind of guiding notes can help ?
We have found - 7 - kinds of elaboration ...
methods
What kind of guiding notes can help ?
We have found - 7 - kinds of elaboration ...
These elaborations should be in context,
methods
What kind of guiding notes can help ?
We have found - 7 - kinds of elaboration ...
These elaborations should be in context, content-relevant,
methods
What kind of guiding notes can help ?
We have found - 7 - kinds of elaboration ...
These elaborations should be in context, content-relevant, and personalized …
methods
Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration
methods
Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration :
cooperative 1 re-phrasing, translating 2 to avoid misunderstanding 3 to extend to familiar or new context
collaborative 4 contrasting ideas 5 limiting the applicability 6 to warn of consequences 7 to raise inconsistencies
methods
Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration :
cooperative 1 re-phrasing, translating 2 to avoid misunderstanding 3 to extend to familiar or new context
collaborative 4 contrasting ideas 5 limiting the applicability 6 to warn of consequences 7 to raise inconsistencies
the institutional task is therefore …
methods
Can we put personalised elaboration online ?
methods
Can we put personalised elaboration online ?
methods
Can we put personalised elaboration online ?
Can we find out what help is needed ...
methods
Can we put personalised elaboration online ?
Can we find out what help is needed ...Can we check the accuracy of the peer advice ...
methods
Can we put personalised elaboration online ?
Can we find out what help is needed ...Can we check the accuracy of the peer advice ...
Can we put all this online alongside the text ...
methods
Can we put personalised elaboration online ?
Can we find out what help is needed ...Can we check the accuracy of the peer advice ...
Can we put all this online alongside the text ...
and can we get the students to read all this before the lesson ...
methods
Can we put personalised elaboration online ?
Can we find out what help is needed ...Can we check the accuracy of the peer advice ...
Can we put all this online alongside the text ...
and can we get the students to read all this before the lesson ...
methods
?
in early trialswe used intranet and pop-up sticky-notes
methods
in early trialswe used intranet and pop-up sticky-notes
methods
in early trialswe used intranet and pop-up sticky-notes
and arrowspointed to theproblem in the text
methods
in early trialswe used intranet and pop-up sticky-notes
and arrowspointed to theproblem in the text
methods
the next slide shows a screen shotof our website with text
methods
the next slide shows a screen shotof our website with text
various ways were tried to give help …
methods
the next slide shows a screen shotof our website with text
various ways were tried to give help …
the peer-to-peer notes were in their native languagesbut not merely translations.
methods
methods
After collecting annotations from students
these were integrated alongside the class readings
online for future students ...
methods
methods
methods
methods
methods
methods
methods
results
Pilot Study Findings and Survey Findings
results
Pilot Study Findings and Survey FindingsFindings supported adoption of this technique - wider ranging details are in the full paperVietnamese teachers reported that 75% of students needed the teacher alongside their reading texts, compared with Western teachers reporting 45%, and Japanese 13%Western teachers reported that 50% of students in difficultyconsulted their peers, and a further 40% consulted seniors
results
Pilot Study Findings and Survey FindingsFindings supported adoption of this technique - wider ranging details are in the full paperVietnamese teachers reported that 75% of students needed the teacher alongside their reading texts, compared with Western teachers reporting 45%, and Japanese 13%Western teachers reported that 50% of students in difficultyconsulted their peers, and a further 40% consulted seniors
Findings support the Conversation Theory of Learningand were highly context-dependentthis is remarkable since pre-printed texts are generally context-independent
results
discussion
How does annotation improve learning ?
- in decoding - to help recall prior knowledge and schema
- to cut through text noise
- in encoding - to value the reader’s own nascent view
- to increase size of chunking in working
memory, and suggest processing strategies
faster and better quality learning can be achieved
discussion
How does annotation reduce costs ?
- expensive teacher time delivering, explaining, highlighting content etc can be eliminated
- annotations can be reviewed and up-loaded by part-time low-cost graduate student
- no new technology is needed
lower-cost learning can be achieved
discussion
Our pre-Stage 1 technique ofpeer-to-peer annotated readings online
succeeds by providing to all students their own personal learning context
discussion
Our pre-Stage 1 technique ofpeer-to-peer annotated readings online
succeeds by providing to all students their own personal learning context
for better quality learning and at lower-cost
discussion
Our pre-Stage 1 technique ofpeer-to-peer annotated readings online
succeeds by providing to all students their own personal learning context
for better quality learning and at lower-cost
-- we have transformed the reading alone experience into a self-sustaining community of learning with virtual social presence
discussion
Thank you
AAOU-2010
This presentation is completed
email comments and any question to
Thank you
AAOU-2010
email comments and any question to
you may download these slides fromhttp://www.open-ed.net / library / reading .ppt