5.1: Reflections on Structuring With Steph...

Strange Electrical Diagram Has Relevance, Somehow, To The Topic At Hand..

A hash of reflections: Working with the Google docs was fun; it seemed a very 'brainstorming' mode of operation. Surprisingly, by working on different bits simultaneously, we came up with a reasonable coverage of aspects/ideas, inevitably with some duplication. Of course later editing sorts that out.

We experienced problems; some of the messaging didn't seem to be working as anticipated; I wasn't altogether sure what the value of the headphones was in that (class) context; some of the people at home found it hard to get a handle on the process.

I was actually surprised at the decent result we came up with together, even working straight off the bat under considerable time pressure; it seemed we managed to flesh out a learning prototype which at least covered several of the key bases (naturally, there was a great deal of refinement to be done).

Another factor was: not being personally acquainted with the people with whom one was working - yet it worked quite harmoniously.

It was interesting doing an 'off the cuff' presentation of the model at the end. I guess I got across the gist of what we had assembled. It was good to do a 'non-digital' presentation of ideas too.

Using the O.T.A.R.A. model, we employed some of the structural basis already fleshed in in the document itself. I think this helped to stimulate our structural thinking and enabled us to 'knock our ideas into shape' quite rapidly.

In total, the session probably exemplified some of the potential pluses and minuses of such processes in a very live, experiential way.

6.1.3 - My PLN 'Edge?'

Note: A double dosage of The Wisdom Of Love...

One point is, I am learning many things at once: Technology oriented, musical, political, spiritual, etc; each of these has its own unique constellation of sources and materials.

As far as E.I.T. goes, my resources are present and adequate to occupy me; direct interaction with tutors helps. Books and static or interactive electronic resources abound; then there is free-wheeling 'real-world' investigation, general conversation, interaction online, relevant magazines, libraries; madness, really, but all grist for the mill.

My own PLN is basically conditioned by the  principles already enumerated in the post directly prior to this; it suits me so far and emerges as I improve. As a general rule of thumb, I think to have any valid kind of 'edge,' you need to actually like what you're doing (at least to some degree).

6.11 Reflections Surrounding Joyce Seitzinger & More...

I found Joyce's PLN presentation interesting generally, but several things 'emerged' to me personally:

• The idea of personal learning as an individually structured and sourced activity existing substantially outside traditional institutional environments
• The pace of change, as knowledge and technology develop
• The sheer variety of learning styles/sources (one would be almost tempted to say "infinite")
• The 'uncertainty' with regard to future developments (traditional and rather static approaches are being swept away in many areas).

"Personal" Personal Learning Network Challenges and Considerations 

As regards my own learning, the following are among the factors important to me:

• Generally knowing why I'm learning something in the first place (having an integral or positive relationship to the subject area)
• De-prioritizing superfluous or superficial aspects of a subject in favour of getting at 'what matters' or is practically consequential
• Not trying (or being expected) to assimilate too much sheer 'information' too fast
• Accessing relevant, quality streams of information (appropriate content and depth)
• Controlling time resourcefully relative to tasks (not always easy)
• Maintaining orderly access to learning materials and work accomplished

Naturally the above list is not exhaustive. In the present E.I.T. experiential context, the main thrust is upon (quite rapidly) absorbing a specific range of information from largely 'at hand' sources and translating that learning into action (a 'demonstration' of what has been gleaned, and its creative applications). 

Importantly, I like to maintain a balance between 'assimilation' and expression - using what has been absorbed in an outward, creative manner.

Reflections For 4.3: A Cautionary Realization...

"Danger, Will Robinson, Danger!"

The other day in class, while engaged in brainstorming structural facets of a Twitter usage mini-course, a thought from a rather odd angle came to me, specifically: might the involvement with and emphasis upon digital learning technologies contain serious (even terminal) occupational hazards for teachers?

I am not referring to the risk of being electrocuted or going blind staring at screens all day; could the emphasis on 'what the technology can do' de-emphasize the teacher's involvement and input to the point that he or she might become merely a sort of 'facilitator' - at worst a kind of 'push the play button and vegetate,' nominal position?

If digital courses and materials generally are developed which cover subjects quite comprehensively, how much does the 'teacher' need to contribute anymore? Even when, inevitably, questions arise, maybe these too will be ultimately relegated to a digital response, another form of "Google it."

What happens to the teacher (used to verbally and actively delivering and redelivering material to a succession of classes over time) who is made redundant by an infinitely replayable holographic 'teacher' or similar resource? People are increasingly made redundant by machines in many walks of life, and employers, generally, don't want to pay one more person than necessary...

If teachers input, involvement and enthusiasm (and even competence in a given subject) is increasingly (seemingly) rendered superfluous by technology where does that leave us? Where does it leave teachING, specifically?

Are we becoming so 'wowed' by technology that we, ourselves are beginning to disappear?

Three D.L.T. Examples From E.I.T.

Three examples of Digital learning technologies from E.I.T:

1. The VMV Wiki. Ever being incrementally updated, this is used as a resource for the students. Because it can grow and adapt through continuous modification, ideally it should be able to maintain some kind of pace with continuous change.
2. Adobe Connect. This system enables students to 'attend' lectures and workshops while lying on their beds at home indulging in bowls of custard (no I don't, I'm referring to others). It also provides a recording functionality. See: http://eitconnect.eit.ac.nz/p9rmuifzsei/ 
3. The Uniserver distribution for the W.A.D. course which transfers via stick to one's personal computer or laptop. This establishes a server and w.w.w. environment for PHP and Wordpress development.

Digital Learning Technologies E.I.T. Relationships Diagram

The following chart, though not comprehensive, is suggestive of some of the connections which comprise the E.I.T. system (shift and "+" to enlarge).

Effects Of Digital Learning Technologies On Various Organizations

I will consider the effects of DLT (Digital Learning Technologies) as they might relate to various situations.

Schools

• Less inhalation of chalk dust! (marginalization of the blackboard)
• Increasing use of electronically displayed multimedia materials
• Increase in tuition of skills directly involving software (eg: Image manipulation software)

Polytechnics

• As above, but more intensively used and on a more extensive scale
• Course and course-related materials accessible remotely (and on internet from class locale)
• Live events (lectures, workshops, etc) viewable remotely and storable for later viewing
• Extensive use of software for tasks; computers available on individual basis

Universities

• High level, high quality academic database and resources
• High degree of cross-referencing, connections to other academic institutions
• Enhanced libraries functionality/access
• High-level applications taught (corresponding software, etc)

Private Organizations

• Enhanced training functionality, materials also potentially accessible outside normal hours
• Ability to track and monitor employee's development, task statuses, etc
• Capacity to access and update standard training materials in cloud from any branch
• Enhanced organization-wide intelligence as to employee challenges and solutions

Applicability And Integration Of DLT...

"To kick off a knowledge building discussion, the teacher typically would post an opening note to ask a broad question, or post a problem to be solved by the class. Students are also encouraged to post questions that are relevant to the topic under investigation" (Kwok Wing Lai, 2012).

And does the following sound futuristic enough for you? "The majority of the learning objects are held in Te Pātaka Matihiko - Digistore.  To access these objects you will need to be signed in with your Education Sector Logon.  Click for more information on accessing Digistore" (N.Z. Maths, 2010).

References:

Kwok Wing Lai, (2012). Knowledge Building With Senior Secondary Sciences Students: The Ouassa Project. Retrieved from http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=405

N.Z. Maths, (2010). Digital Learning Objects. Retrieved from: http://nzmaths.co.nz/digital-learning-objects

Biggest Challenges For Individual And Ubiquitous Learning?

 

Addressing the question which is the title of this post, I'll begin with Individualized learning (I'm bringing attention to some of the challenges here, not proposing solutions).

Individualized learning my tend to leave the ball in the learner's court as regards type and volume of activity. What if essential aspects of the subject are neglected? What if the learner doesn't really put in the 'hard yards?' What if the materials, though catering to individual differences, don't take certain types or groups of individuals into consideration (as regards the forms the learning materials take)?

In the case of ubiquitous learning, in environments 'arranged' for learning opportunities: Can't things all get a bit distracting and higgledy-piggledy under some circumstances? How to ensure essentials are communicated, not just a smattering of aspects? If accessing mixed materials via miscellaneous devices from miscellaneous locations, is there neccessarily sufficient groundwork gained, progressive development, quality and practical consequence from the learning? Is the accessor sourcing materials of varying quality in a random manner?

Bravo BYOB!

We are asked to reflect/remark upon a learning technology we found memorable. Although it is unlikely that, on my death bed, I will devote much thought to it, in recent times, I found creating a game using the BYOB (Build Your Own Blocks) computer code learning software quite fun, educational and ultimately satisfying (in that I got the results I wanted).

BYOB can be an entertaining way of graphically playing around with the structural concepts inherent in programming (in this case, we moved on to C# proper - a more serious kettle of fish altogether).

Technology A Barrier To Learning?

I think one instance where technology can be a barrier to learning is where it does something for you that you need to do yourself. For example, some time ago, I realized that I was tending to rely too heavily on a certain music program I have to play back to me what I had written (to verify that what I had written sounded as I had intended).

As a composer, I need to be able to rely on what is known as the 'inner ear.' If I allow software to take over that function, it will diminish the personal resources which I need to rely upon from within myself. I am sure that there are many circumstances in the lives of others where an analogous situation would pertain.

Revealed! A Blogagogy On Pedagogy...

We have been asked to list and relate to our own experience four pedagogys identified by Terry Anderson of Athabasca University, Canada. These are: behaviourist/cognitive, constructivist, connectivist and, related to behaviourist, 'instructivist.'

The behaviourist/cognitive pedagogy model is defined as inclusive of study undertaken personally, at one's own pace. From experience, I have found that, if a subject really attracts me, I will come back to it quite naturally and frequently. If I am free to do it at my own pace, at the times when my energy is in the right state, this (natural) process works very well. It is devoid of 'pressure' such as, for example, applies during the preparation of this blog assignment...

The constructivist pedagogy (which covers working in groups) is something of which I experienced an example in high school where our French class was 'let loose' to research French cuisine and basically see what we could all come up with (rather than presenting individually assessible work). There was still an element of individual research there but less responsibility for the whole package. All in all, it was fun and, as I remember, quite productive.

Connectivist pedagogy involves collectives and networks. I have participated in this form of activity online, sourcing and sharing information in various online communities and forums and found it to be highly mutually supportive and effective as a means of learning. Sometimes 'what' you get to know is dependent on 'who' you get to know.

Instructivist pedagogy refers to the familiar 'lecture' model of learning where material is taught 'to' a group. In my experience, the success of this model depends on the quality and delivery of the lecturer, the organization of his/her material, the subject, duration and (as is always the case) level of one's personal interest.

Examples Of E-Learning As Related To The Above Contexts

• In a behaviourist/constructivist context: The individual learner could access internet material of any relevant type via any of the raft of devices with which we are now familiar. Extensive material is available free. Paid resources may represent a high-quality option.
  
• A constructivist context might, say, use a warren of computers, access to various institutional databases, usage of CDs and other digitally transferable materials of any type.
  
•  Connectivist pedagogy might use, as the idea suggests, networks of computers and/or other devices conceivably linked into specific relevant data repositories and resources. Such an organization could easily expand and develop.
  
• An instructivist situation could make use of such e-technologies as projected ('new blackboard') touchscreens, recordings of classes, remote viewing and participation facilities, etc.

Spooky Acronym Time: V.A.K.O.G. And N.L.P.

Here we'll briefly discuss the meaning of the acronym V.A.K.O.G. ad how it relates to N.L.P. (neuro-linguistic programming).

V.A.K.O.G. stands for Visual, Auditory, Kinesthetic. Olfactory and Gustatory.

Since further demystification may be necessary here: visual refers to seeing (or internally, to perceptions of mental imagery); Auditory to what is heard externally or internally ('mentally'); kinesthetic to feelings (either of a sensory 'bodily' nature like pressure, temperature, etc or of an emotional kind); olfactory to smell and gustatory to taste. In short: 'The Five Senses' and their internal extensions.

It has been observed that the V.A.K.O.G. model has a relationship to educational practice: "...Since even teachers are human beings, they have a favourite sensory channel and, believe that or not, they tend to use it in their teaching habits." (Witch Hazel, 2006).

Relationship Of V.A.K.O.G. To N.L.P. 

N.L.P. is an approach to self-development and mental 'reprogramming' developed in the 1970s by Richard Bandler and John Grinder and currently seems to have fallen into some discredit, allegedly for being pseudo-scientific and of dubious reliable effect. HOWEVER, this blog post assignment does not concern its efficacy; I'm required merely to relate it to V.A.K.O.G. in a couple of ways.

N.L.P. refers to the senses as they relate to mental processes as sensory modalities, adopting the V.A.K.O.G. model as a framework around which N.L.P. procedures are built. N.L.P. maintains that an individual's outer activities are underpinned by a 'representational' inner activity and that this activity takes forms which correspond to the senses enumerated in the V.A.K.O.G. model. In N.L.P., the first 3 senses referred to tend to predominate, smell and taste representations being considered generally less frequently relevant to the kind of transformational work which N.L.P. (successfully or unsuccessfully) seeks to accomplish.

As an amusing endnote, one commentator opined: "NLP could be described as the application of the placebo effect. It involves doing whatever you can to make a person believe they’re going to change, and as such relies heavily upon your combined preconceptions. It uses some cunning quirks of language and exploits behavioural patterns to deepen a person’s responsiveness to suggestion."(Key, 2011).

Credits: Hazel's Magic Resource Website (2006). Vakog. Retrieved from http://www.witchhazel.it/vakog.htm Speech And Confidence (2011). Is NLP pseudoscientific baloney or an effective tool for personal development? Retrieved from http://www.harrykey.com/blogs/is-nlp-pseudoscientific-baloney-or-an-effective-tool-for-personal-development/

Aspects Of Digital Learning Technologies

Far out semi-mechanistic stuff!

We have been asked to comment on the idea that digital learning technologies allow for both what are known as 'ubiquitous learning' and 'individualized learning.'

Ubiquitous learning has several related meanings; it can refer to the learning the occurs in a circumstance where learning is 'built into' the environment itself (where the situations, objects and interactions which occur there are or tend to be productive of the learning). In cases like these a kind of osmosis can occur; the learning may 'seep in' via the environment on a level that is not always directly conscious.

Ubiquitous learning can also refer to the 'anytime, any place' accessibility model of learning where the learning materials can still be accessed under or despite a wide variety of circumstances on the part of the learner.

On Ubiquitous Learning's website ( http://ubi-learn.com/ ) it is stated that "ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media." It is interesting that they separate the paradigm itself from some of the resources which facilitate it.

Digital learning technologies could in the case of either of the definitions above be said to have strong potential relevance. D.L.T. can assume many - potentially unlimited, in fact - forms: visual, auditory or multimedia learning materials broadcast or projected outwardly (via video and audio setups) or accessed through a great variety of devices (desktop computers, laptops, tablets, phones and other mobile devices.

D.L.T. allows the user or participant the ability to access learning materials or opportunities within an environment structured for that purpose or from any number of remote locations, as we find in the case of what is simply called 'm (mobile) learning.' So whether sipping a martini on the beachfront or surrounded by all kinds of environmental learning paraphernalia, D.L.T. has strong relevance on the ubiquitous learning scene.

Applications Of  D.L.T. To Individualized Learning

An individual learning system has been described as "a highly flexible system of multiple materials and procedures, in which the student is given substantial responsibility for planning and carrying out his own organized program of studies, with the assistance of his teachers, and in which his progress is solely determined solely interms of those plans" (Baker, Goldberg, 1970).


Individualized learning means learning the delivery of which can allow for the individual differences of given learners (as opposed to 'mass instruction' in which the materials are delivered in the same format to all the learners). D.L.T. can be very productively used to offer the individual learner a variety of 'approaches' or forms through which to access the information. Materials can be presented, say, as: an instructive video; an audio series, perhaps with a PDF or other text transcript; as text only, in the form of a blog, newsletter series or e-book, and so on (and on).

Better still, since digital media can often be accessed and re-accessed at the learner's own pace (videos and audios, for example, can usually be stopped, rewound or fast forwarded at will, etc) individuals are able to encounter and absorb information in a flexible manner.

Additionally, individualized learning preferences and opportunities are catered to by the sheer variety of devices through which, often very conveniently, the learner can access the information he or she seeks.

Until next time!

References:
Association for Supervision and Curriculum Development. (1970). The Individualized Learning System. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197005_baker.pdf