edtc 625 dr. shamburg charlene mason august 20, 2014
TRANSCRIPT
The Fifth Discipline Project
EDTC 625 Dr. ShamburgCharlene MasonAugust 20, 2014
Systems Thinking and Educational Technologies
The principles of systems thinking as outlined by Senge (Senge, 1990,2006) can
influence educational technology design in learning environments to produce a school that is truly a learning organization. This presentation compares elements of the five disciplines of learning to projects designed to foster a culture of learning in a school’s library media center.
Systems Thinking in EducationLearning is a core capacityAwareness or sensitivity to things around youProactive rather than reactiveLook for cause in patterns of behavior that
actuate change Mind shift from thinking of details to
understanding dynamics
Systems Thinking Universal Design for Learning (UDL)
Learning is a core capacity
Awareness or sensitivity to things around you
Proactive rather than reactive
Mind shift from thinking of details to understanding dynamics
Everyone can learn in UDL philosophy if barriers to learning are removed
UDL Project Fact or Fiction? has as a defining principle the provision of equal opportunities for each learner, modifying the systemic curriculum not the learner eliminates a one size fits all learning experience.
The project focuses on the dynamics of the learning process by providing multiple learning modalities in activities and assessments.
Systems Thinking Augmented Reality (AR)
Learning is a core capacityAwareness or sensitivity to
things around youMind shift from thinking of
details to understanding dynamics
AR in the library provides students with collaborative projects that change their roles from independent library users to interdependent consumers and producers of content.
Powerful activities like layering knowledge and organizing content help them understand the powerful idea of information literacy.
Systems Thinking
Flipped Learning
Proactive rather than reactive
Look for cause in patterns of behavior that actuate change
Mind shift from thinking of details to understanding dynamics
The catalog tutorials that were created enable students to see how information is organized in the library by examining the flow of operations.
The tutorials eliminate frustration of not finding information by examining the process to determine how it works not setting “blame”.
Personal Mastery in Education
Characterized by:Freedom of choiceQuest for continual
learningWhat would I like to be a part of creatingContinual clarification of what’s important to
usMaintain creative tension
Personal Mastery
UDL
Characterized by:Freedom of choiceWhat would I like to be a
part of creatingContinual clarification of
what’s important to usMaintain creative
tension
Fact or Fiction? Project assists learners in developing skills that would make them “experts” in examining text.
Multiple means of engagement are presented for the learner to choose from to build purpose and motivation.
Personal Mastery
AR
Characterized by:Freedom of choiceQuest for continual
learningWhat would I like to be a
part of creatingMaintains creative
tension
•AR projects of constructing virtual tours of the library, publishing stories with AR, and creating peer-reviewed book reviews provide students with an opportunity to figure out what it is they want to create. •Maintaining creative tension can be compared to Vygotsky’s zone of proximal development (ZPD) in that the projects balance students’ understood knowledge through instruction with their active knowledge, owned by the individual (Lave & Wenger, 1991, p.48)
Personal Mastery Flipped Learning
Characterized by:Quest for continual learningContinual clarification of
what’s important to us
Catalogue tutorials created for flipped learning enable students to employ a “pause-rewind-reflect” strategy in their learning creating a feedback loop (Bergmann & Sams, 2012, p.23).
Learning becomes personalized for all (p.28), as each student can select the tutorial according to his learning needs and view in the school or home setting for review.
Mental Models in Education Shape how we actDetermine the sense
we make of informationBalance inquiry with advocacyWillingness to be wrongWhat we say vs. what we do
Mental Model UDLActive, they shape how
we actDetermine the sense we
make of informationWhat we say vs. what we
do
Before UDL, teacher instructs, sage on the stage; after UDL students construct knowledge through multiple options for comprehension, student-centered.
Mental Models AR
Active, they shape how we act
Determine the sense we make of information
Willingness to be wrong
Minimal time for implementation and creation of Aurasma projects helps to promote willingness to be wrong.
Library is a “quiet” place vs. “creative” place
Mental Model Flipped LearningActive, they shape how
we actDetermine the sense we
make of informationBalance inquiry with
advocacyWillingness to be wrongWhat we say vs. what we
do
As a pedagogical practice, teachers have to be willing to give up listening to themselves talk; sometimes easier said than done.
Be sure technology isn’t used just for the sake of using technology
Building shared vision in EducationIntrinsically, aim for perfectionExtrinsically, desire to be the best in the fieldWhat do we wantWhat is our mission or purposeHow will the way we act, our core values,
effect our day-to-day behaviorsAspiration endures
Building Shared Vision UDLWhat is our mission or
purposeHow will the way we act,
our core values, effect our day-to-day behaviors
UDL guidelines by CAST, 2011, provide prescriptive actions for instructors to insure equal opportunities for all learners.
Building Shared Vision AR
Intrinsically, aim for perfection
Extrinsically, desire to be the best in the field
What do we wantWhat is our mission or
purpose
Students using AR in the library build technology fluency (Bers, M.U.,2008, p. 24):-Knowledge about what technology is-How it works-What purposes it can serve-How it can be used efficiently and effectively to achieve specific personal and societal goals.
Building Shared Vision Flipped Learning
What is our mission or purpose
How will the way we act, our core values, effect our day-to-day behaviors
Role of the teacher in the classroom is to help students, not deliver information (Bergmann & Sams, 2012, p. 17)
Team Learning in EducationPeople who need one another to actRealize many minds to be more intelligent
than oneListen to one another
using dialogueSelect different views
through discussionPractice and performance
in a continual feedback loop
Team Learning UDL
Listen to one another using dialogue
Select different views through discussion
Practice and performance in a continual feedback loop
Activities in Fact or Fiction? foster collaboration and encourage inquiry (talking about what makes a book F or NF) in a nonthreatening environment – “developing a shared language for dealing with complexity” (Senge, 1990,2006, p. 251)
Game playing for review or assessment provides an engaging platform for the practice and performance loop.
Team Learning AR
People who need one another to act
Realize many minds to be more intelligent than one
Listen to one another using dialogue
Using AR allows students to create, share, interact, and explain as they construct a new dimension of learning.
Authentic AR projects in the library require dialogue in the scaffolding or layering of information.
Team Learning Flipped Learning
People who need one another to act
Listen to one another using dialogue
Practice and performance in a continual feedback loop
Tutorials explaining library catalog searching available to all students in any web-based environment to retrain.
Flipped learning should remain egocentric not technocentric (Bers, M.U., 2008, p. 40).
School as a Learning Organization“Learning environments should support children in their
explorations, scaffold their learning, and provide interesting materials to manipulate and share with others” (Bers, M.U., 2008, p. 13).
“Augmented reality allows students to harness the power of creating their very own solar system right there in front of them on their desk. The use of augmented reality has proven to increase engagement and keeps students on task for longer periods of time” (Minock, D. 2013).
“We believe that flipping allows teachers to leverage technology to increase interaction with students” (Bergman & Sams, 2012, p. 25).
ReferencesBergmann, J. and Sams, A., (2012). Flip your classroom: Reach
every student in every class every day. Eugene, OR: ISTE.Bers, M. U. (2008). Blocks to robots: Learning with technology in
the early childhood classroom. New York, NY: Teachers College Press.
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.
Lave, J. and Wenger, E., (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Minock, D. (2013). Augmented reality: The future of EdTech. Retrieved July 20, 2014, from http://gettingsmart.com/categories/edtech/