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Interactivity is insufficient
 

Interactivity is insufficient

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    Interactivity is insufficient Interactivity is insufficient Presentation Transcript

    • Interactivity is Insufficient: Why We Need Intersubjectivity In Course Room Discourse Barbara M. Hall Instructional Consulting Group, Inc.
    • Outcomes 17 October 2010 Instructional Consulting Group, Inc. 2
    • Outcomes • To inspire you to be as passionate as I am about the quality of course room discourse 17 October 2010 Instructional Consulting Group, Inc. 3
    • Outcomes • To distinguish between the concepts of interaction and intersubjectivity 17 October 2010 Instructional Consulting Group, Inc. 4
    • Outcomes • To envisage intersubjectivity as the next tier in the increasing quality of course-based, online learning 17 October 2010 Instructional Consulting Group, Inc. 5
    • Outcomes • To inspire you to be as passionate as I am about the quality of course room discourse • To distinguish between the concepts of interaction and intersubjectivity • To envisage intersubjectivity as the next tier in the increasing quality of course-based, online learning • Is there something else you would like to be sure we cover in our discussion today? 17 October 2010 Instructional Consulting Group, Inc. 6
    • Me in Three 17 October 2010 Instructional Consulting Group, Inc. 7
    • Me in Three Logos are registered trademarks of the universities and are used without permission. 17 October 2010 Instructional Consulting Group, Inc. 8
    • Me in Three Logos are registered trademarks of the universities and are used without permission. 17 October 2010 Instructional Consulting Group, Inc. 9
    • A Context 17 October 2010 Instructional Consulting Group, Inc. 10
    • A Context Quality Continuum for Course Room Discourse Irrelevant Substantive 17 October 2010 Instructional Consulting Group, Inc. 11
    • A Context 17 October 2010 Instructional Consulting Group, Inc. 12
    • A Context Irrelevant Substantive 17 October 2010 Instructional Consulting Group Inc. 13
    • A Context Interaction 17 October 2010 Instructional Consulting Group, Inc. 14
    • A Context Interaction Intersubjectivity Photo by Francesco Marino 17 October 2010 Instructional Consulting Group, Inc. 15
    • Your Thoughts? Contribute to the conversation by posting your comments, questions, or musings into the chat board. Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 16
    • A Context Interaction Intersubjectivity Photo by Francesco Marino 17 October 2010 Instructional Consulting Group, Inc. 17
    • Interaction Graphic by jscreationzs 17 October 2010 Instructional Consulting Group, Inc. 18
    • Interaction Graphic by jscreationzs “the process through which the negotiation of meaning and co-creation of knowledge occurs” (Gunawardena, Lowe, & Anderson , 1997, p.407) 17 October 2010 Instructional Consulting Group, Inc. 19
    • Interaction Graphic by jscreationzs 17 October 2010 Instructional Consulting Group, Inc. 20
    • Your Thoughts? When might interaction be sufficient, or when might the course outcomes be less conducive to collaborative knowledge construction? Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 21
    • Bloom’s Taxonomy Evaluate Synthesis Analysis Application Comprehension Knowledge Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, NY: Longmans. 17 October 2010 Instructional Consulting Group, Inc. 22
    • Extreme Makeover: Bloom’s Edition Evaluate Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, domain. New York, NY: Longmans. NY: Longman. 17 October 2010 Instructional Consulting Group, Inc. 23
    • Lower-Order Skills - - - Applying Understanding Remembering Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman. 17 October 2010 Instructional Consulting Group, Inc. 24
    • Higher-Order Skills Creating Evaluating Analyzing - - - Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman. 17 October 2010 Instructional Consulting Group, Inc. 25
    • Course Room Distinct presentations Discussions Are... (Henri, 1995) Serial monologues (Pawan et al., 2003) Consecutive online notes (Hewitt, 2005) Superficial postings (Ke, 2010) 17 October 2010 Instructional Consulting Group, Inc. 26
    • Course Room Distinct presentations Discussions Are... (Henri, 1995) 65% of students “insufficient value” Serial (Chang, 2003) monologues (Pawan et al., 2003) Consecutive online notes (Hewitt, 2005) Superficial postings (Ke, 2010) 17 October 2010 Instructional Consulting Group, Inc. 27
    • Intersubjectivity Graphic by Francesco Marino 17 October 2010 Instructional Consulting Group, Inc. 28
    • Intersubjectivity “the product of knowledge construction resulting from the negotiation of multiple perspectives within course room discourse” Photo by Francesco Marino 17 October 2010 Instructional Consulting Group, Inc. 29
    • Graphic by jscreationzs A Contrast Photo by Francesco Marino Interaction = Process Intersubjectivity = Product 17 October 2010 Instructional Consulting Group, Inc. 30
    • A Metaphor Photo from free-pictures-photos.com Graphic by Bitten Nails Design & Illustration 17 October 2010 Instructional Consulting Group, Inc. 31
    • A Metaphor Photo from free-pictures-photos.com Photo by nuttakit Graphic by Bitten Nails Design & Illustration 17 October 2010 Instructional Consulting Group, Inc. 32
    • An Example Lucas: I think some people make the service delivery process too complicated. I don’t know if it’s the administrators or the practitioners themselves, but action is often slow and opportunities are missed. Takiyah: The decision-making process for a human services practitioner is very difficult. There are so many different players and contexts. It’s hard to know what to do and in what order to do it. I am not sure there is enough guidance on who to help first. Lucas: The human services practitioner must put the child’s needs above everyone else’s needs. The adults in the situation can take care of themselves, or are at least more responsible for their actions than a child can be. 17 October 2010 Instructional Consulting Group, Inc. 33
    • An Example Takiyah: While the child’s needs are certainly very important, I am not sure that their needs are always the most important or the first priority. Consider Bronfenbrenner’s ecological systems theory. If we look at the situation from this theory, then everybody’s needs affect everybody else. If the parents’ needs aren’t met, then that affects their ability to provide the child’s needs. Lucas: That’s a good point, Takiyah. I can see how there are needs of the individuals and of the family as a whole. If we look at the case study through this theory, then delivery process should look not at just one individual at first, but the whole family. We should look at the whole community, really, since there are many systems which affect this particular family. 17 October 2010 Instructional Consulting Group, Inc. 34
    • Your Thoughts? Contribute to the conversation by posting your comments, questions, or musings into the chat board. Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 35
    • A Review Graphic by jscreationzs “the process through which the negotiation of meaning and co-creation of knowledge occurs” (Gunawardena, Lowe, & Anderson , 1997, p.407) 17 October 2010 Instructional Consulting Group, Inc. 36
    • Graphic by jscreationzs A Review Photo by Francesco Marino “the process through which the negotiation of meaning and co-creation of knowledge occurs” (Gunawardena, Lowe, & Anderson , 1997, p.407) “the product of knowledge construction resulting from the negotiation of multiple perspectives within course room discourse” 17 October 2010 Instructional Consulting Group, Inc. 37
    • Lower-Order Skills - - - Applying Understanding Remembering Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman. 17 October 2010 Instructional Consulting Group, Inc. 38
    • Higher-Order Skills Creating Evaluating Analyzing - - - Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman. 17 October 2010 Instructional Consulting Group, Inc. 39
    • Outcomes • To inspire you to be as passionate as I am about the quality of course room discourse • To distinguish between the concepts of interaction and intersubjectivity • To envisage intersubjectivity as the next tier in the increasing quality of course-based, online learning • Your contributions within this scope 17 October 2010 Instructional Consulting Group, Inc. 40
    • Take Aways
    • Take Aways? • Which part, if any, of our discussion has offered a new or unique perspective for you? Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 42
    • Take Aways? • Which part, if any, of our discussion has offered a new or unique perspective for you? • With what, if anything, might you disagree or be confused? Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 43
    • Take Aways? • Which part, if any, of our discussion has offered a new or unique perspective for you? • With what, if anything, might you disagree or be confused? • What action might you take based on the information we have discussed? Graphic by Petr Kratochvil 17 October 2010 Instructional Consulting Group, Inc. 44
    • Let’s Connect! Website: www.barbhall.org Twitter: BarbMHall LinkedIn: Barbara Hall barb.m.hall@gmail.com bhall@instructionalconsultinggroup.com 17 October 2010 Instructional Consulting Group, Inc. 45