Extending the Conversation, Sakai TWSIA 2010

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  • Extending the Conversation, Sakai TWSIA 2010

    1. 1. Extending the Conversation<br />Joshua A. Danish<br />Assistant Professor<br />Indiana University<br />June 16, 2010<br />Using Sakai to Promote Ongoing Reflection and Communication Between and Around Class Sessions<br />
    2. 2. Sneak Peek<br />Extending the Conversation, Joshua Danish<br />(#IUp574)<br />www.joshuadanish.com<br />
    3. 3. Forget the technology (for the moment) and focus on activity.<br />Extending the Conversation, Joshua Danish<br />Tools<br />Subject (Student)<br />Object<br />Outcome<br />Division of Labor<br />Rules<br />Community<br />- Adapted from Engestrom, 1987. See also Cole, 1996 for a more in-depth discussion of activity theory <br />
    4. 4. Computational Technologies in Educational Ecosystems<br />Graduate Level Survey<br />Different Approaches to Using Technology in Education<br />Variety of Student Backgrounds (MA and PhD)<br />Learning Sciences, Science Education, Human Computer Interaction<br />Range of technical abilities, interests, and knowledge<br />Extending the Conversation, Joshua Danish<br />
    5. 5. Course Objectives<br />Provide students with broad exposure to technologies used in education<br />Provide students with a survey of the theoretical approaches to incorporating technology in education<br />Help students develop personally meaningful models of how technology can be implemented in educational contexts of relevance to them<br />Extending the Conversation, Joshua Danish<br />
    6. 6. <ul><li>Able to engage in critical, grounded discourses about the role of a range of technologies in educational contexts of interest to them
    7. 7. To develop a “model” of how technology fits in education
    8. 8. (Lesh, 2003)
    9. 9. Modeling
    10. 10. Personal
    11. 11. Peer-reviewed
    12. 12. Iteratively refined
    13. 13. Discuss readings before class
    14. 14. Critical, rich, grounded discussions
    15. 15. Answer real-world, messy questions</li></ul>Activity<br />Existing<br />Desired<br />Course<br /><ul><li>Twitter
    16. 16. Blogging
    17. 17. Oncourse
    18. 18. Discussions from experience
    19. 19. Reading for the “obvious” connections
    20. 20. Minimal discussion outside of class</li></ul>Extending the Conversation, Joshua Danish<br />
    21. 21. Modeling cycles across class sessions<br />Extending the Conversation, Joshua Danish<br />3: Post reflection on model and readings<br />4: Respond to peers<br />2: Update Model<br />1: Course readings<br />5: Instructor feedback<br />7: Groundwork for next week<br />6: Classroom activities, discussions, etc.<br />
    22. 22. Modeling cycles across class sessions<br />Extending the Conversation, Joshua Danish<br />Oncourseas a hub for all models and update information<br />3: Post reflection on model and readings<br />Oncourseblogs and wikis<br />4: Respond to peers<br />2: Update Model<br />1: Course readings<br />5: Instructor feedback<br />Personal blogs that support comments<br />7: Groundwork for next week<br />6: Classroom activities, discussions, etc.<br />
    23. 23. Modeling cycles across class sessions<br />Extending the Conversation, Joshua Danish<br />3: Post reflection on model and readings<br />4: Respond to peers<br />2: Update Model<br />1: Course readings<br />5: Instructor feedback<br />7: Groundwork for next week<br />6: Classroom activities, discussions, etc.<br />
    24. 24. Extending the Conversation, Joshua Danish<br />Models prompting dialogue: a tongue-in-cheek example<br />S1: Then I made this new model last week. It is somewhat tongue-in-cheek […] This model is the opposite of the Computer Clubhouse*. <br />S2: […] I'm not sure about the EXTENT to which you intend it as satire. Are you embracing the Computer Clubhouse model (in which tools are made accessible but are not forced into students' hands)? […] I read an interesting post this morning over at Technollama<br />* In response to selections from Kafai, Y., Peppler, K., & Chapman, R. (2009). The computer clubhouse: Constructivism and creativity in youth communities. <br />
    25. 25. Extending the Conversation, Joshua Danish<br />Models prompting dialogue: a tongue-in-cheek example<br />S1: The EXTENT of satire is that the difference between the iPad and the Computer Clubhouse is, as I understand it, the Computer Clubhouse is a center for students to gather specifically with the intent to create… <br />Joshua (in class, paraphrased): There was a lot of discussion over the week about the Computer Clubhouse’s culture of creation… How does this differ from the other models we read this week? What did you all like about it?<br />
    26. 26. Develop a collaborative dictionary of big ideas, authors, and technologies<br />Post 5-10 messages <br />Post 5-10 edits, comments, or updates<br />Produce a useful persistent artifact<br />Wiki-Dictionary<br />Extending the Conversation, Joshua Danish<br />
    27. 27. Develop a collaborative dictionary of big ideas, authors, and technologies<br />Post 5-10 messages <br />Post 5-10 edits, comments, or updates<br />Produce a useful persistent artifact<br />Wiki-Dictionary<br />Extending the Conversation, Joshua Danish<br />
    28. 28. Develop a collaborative dictionary of big ideas, authors, and technologies<br />Post 5-10 messages <br />Post 5-10 edits, comments, or updates<br />Produce a useful persistent artifact<br />Wiki-Dictionary<br />Extending the Conversation, Joshua Danish<br />
    29. 29. Wiki-Dictionary: A range of goals<br />Mine:<br />Closer reading<br />Identification of key terms<br />Debate about meanings and import<br />Evidence of what the students are noting<br />Extending the Conversation, Joshua Danish<br />Students’*:<br /><ul><li>Understand some key terms
    30. 30. Share the ideas they were most interested in
    31. 31. Satisfy the requirements
    32. 32. Less interesting than models and other work</li></ul>≈<br />* Inferred from course comments and engagement<br />
    33. 33. Tweeting to extend course-related conversations<br />Optional “experiment” reflecting upon course topics<br />Forum (using hashtags) for discussing course content<br />And course-relevant content<br />Hosted within Oncourse for range of entry points<br />Powerful feedback loop, but use cautiously!<br />Extending the Conversation, Joshua Danish<br />
    34. 34. Tweeting to extend course-related conversations<br />Optional “experiment” reflecting upon course topics<br />Forum (using hashtags) for discussing course content<br />And course-relevant content<br />Hosted within Oncourse for range of entry points<br />Powerful feedback loop, but use cautiously!<br />Extending the Conversation, Joshua Danish<br />
    35. 35. The #IUp574 hash-tag and possible snow-ball effect<br />Extending the Conversation, Joshua Danish<br />
    36. 36. The #IUp574 hash-tag and possible snow-ball effect<br />Extending the Conversation, Joshua Danish<br />Join us to see what’s next!<br />http://twitter.com/#search?q=IUp574 <br />
    37. 37. The Consulting Project: Cross-Class, Messy Conversations<br />p574: Technology in Education<br />How does learning theory help me design educational technology?<br />Extending the Conversation, Joshua Danish<br />540: Online Learning Theory Course<br /><ul><li>How can I leverage technology in my teaching?</li></li></ul><li>The Cross-Class Consulting Project<br />Success!<br />Students mostly found it challenging, authentic, enjoyable<br />Small number of instructor questions also read as authentic<br />Answers were rich, detailed, and synthesized across readings<br />Students pushed beyond their “gut” responses<br />Students consistently exceeded the requirements<br />Next time<br />More time to get to know the other class / refine questions<br />Address perceived expertise<br />Extending the Conversation, Joshua Danish<br />
    38. 38. The Cross-Class Consulting Project<br />In one student’s words:<br />“A project like this has forced (in a positive way) me to think critically on the readings, and how they apply in practice. […] In the past I really only revisit articles in writing a paper. In that respect it gives me a chance to pick and choose how I shape an argument.  With a project like this I have to examine the needs of another and find the fitting theory.  Here's a bonus, I really enjoyed it.”<br />Extending the Conversation, Joshua Danish<br />
    39. 39. 6/15/10<br />Extending the Conversation, Joshua Danish<br />Summary of Course Activities<br />
    40. 40. Integrating Activities<br />Online activities should flow into and out of in-class activities<br />Thinking about the Activity System extends to arranging Oncourse to support students’ activities<br />Oncourse as a hub that brings everything together<br />Representations that relate information<br />Deep linking to ease navigation<br />Extending the Conversation, Joshua Danish<br />
    41. 41. Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />
    42. 42. Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />Course outline, arranged by Unit with direct links to<br /><ul><li>readings,
    43. 43. group lists,
    44. 44. Assignment submission,
    45. 45. and other course information.</li></li></ul><li>Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />Links to other course related technologies and information.<br />
    46. 46. Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />Access to an extended community within a secondOncoursesite (the Cross-Class Hub).<br />
    47. 47. Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />Most common destinations all present in navigation<br />
    48. 48. Arranging Oncourse to Support Activity<br />June 15, 2010<br />Extending the Conversation, Joshua Danish<br />Automatic highlight of current week<br />
    49. 49. Implementing Technology / Activity Innovations<br />Evolution v. Revolution<br />Adding “innovations” incrementally<br />Choice in tools, public exposure<br />Requiring v. Promoting participation<br />The Dictionary v. the Models / Cross-Class hub<br />Extending the Conversation, Joshua Danish<br />
    50. 50. Acknowledgements<br />Indiana University School of Education Initiative to Enhance Distance Education<br />Dan Hickey and Kylie Peppler<br />Noel Enyedy & William Sandoval for their help in developing a prior iteration of reading list<br />Richard Lesh for discussing the modeling approach<br />The open source and free software communities<br />Maggie Ricci and the Indiana University TLTC<br />The students!<br />Extending the Conversation, Joshua Danish<br />
    51. 51. Questions, suggestions, or thoughts?<br />Email: jdanish@indiana.edu<br />Twitter <br />Course-related: @DrDanish<br />This talk: #IUp574<br />Other: @JDanish<br />http://www.joshuadanish.com/talks<br />

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