Presentation to trec august 23


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Presentation about MOOPs to August 23rd TREC PD at Capilano University

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  • Presentation to trec august 23

    1. 1. Networked Learning: Not should we, but how? August 23, 2013 TREC PD Session Cyri Jones
    2. 2. Modality is actually a moot point.
    3. 3. It’s all about the type of learning taking place. Is it rote learning, i.e. surface learning…
    4. 4. … or is it deep learning -- engaging, participatory, ideally with real-life, multi-disciplinary projects
    5. 5. Online learning strength -- it can help overcome the tragedy of the teacher bottleneck and the course and program silo.
    6. 6. "In a time of stable knowledge, teach; in a time of rapidly-changing knowledge, learn." – Carl Rogers
    7. 7. “Teaching used to be telling students about the world. Now it’s about engaging students with the world."
    8. 8. Three integrated components can really enable a more modern pedagogy that helps prepare learners for the world they live in…
    9. 9. Social Networks
    10. 10. Mobile Technology
    11. 11. E-Portfolios
    12. 12. e-Portfolios + Social Network + Mobile Devices = Engaged, empowered, deep learning
    13. 13. e-Portfolios + Social Network + Mobile Devices = Engaged, empowered, deep learning Authentic, real life scenarios Experience to perceptions to conceptions Truly student owned but affiliated with school Digital literacy Eases career transition Power of the classes’ network Accessible from anywhere Activity feeds
    14. 14. From the sage on the stage to the guide on the side to one of many embedded guides
    15. 15. Employability Gap Internal Communications Gap Alumni & External Stakeholder Communications Gap Schools Work & Life Students, faculty and staff “trapped” in “closed” courses within unit silos within program silos within school silos! Inter-disciplinary Project Gap The world is moving rapidly from hierarchal structures to network structures. Schools risk becoming irrelevant by training students for a world that no longer exists using tools that are often out- dated. Learning Gap The Problem
    16. 16. Internal Social Network School Work & Life Communities of practice Student club sites Course sites Project sites External lifelong learning network E-Portfolio is at the root of this and provides an anchor to other social media like Twitter, Facebook, Linked In etc. Twitter Linked In Facebook The Solution
    17. 17. MKTG BCPT BADM Bachelor of Business Admin. IBUS BFIN E-Portfolio integrates curriculum and showcases evidence of skills and abilities, empowers student to reflect on what they are learning for better retention. Classmates can also connect and get better integrated E-Portfolios enable integration!
    18. 18.
    19. 19. Zen Portfolios
    20. 20. Sample Site –
    21. 21. Sample Site –
    22. 22. Sample Site –
    23. 23. High-Impact Educational Practices (Kuh; AAC&U)  First year seminars  Common Intellectual Experiences  Learning Communities  Writing-Intensive Courses  Collaborative Assignments and Projects  Undergraduate Research  Diversity/Global Learning  Service Learning, Community-Based Learning  Internships  Capstone Courses and Projects
    24. 24. Kinds of Learning in these Practices?  Social – in groups; collaboration  Authentic – real life  Experiential  Writing in all courses  Synthesizing – capstone courses  Expecting students to be adults – undergraduate research  Evidence-Based  AAEEBL = Association for Authentic, Experiential and Evidence-Based Learning
    25. 25. How Adults Learn  All learning starts with experience – visiting a cathedral, for example  Learners have perceptions about that experience – the cathedral had more natural light than other cathedrals  With help from teaching staff, develop conceptions that are current in the field – such” creating a sense of ethereal light is an important design element in classical gothic architecture”
    26. 26. But, Teaching is Backwards  Teacher has had experience, has had perceptions, and has already developed conceptions  Teacher, then, talks to students at the conceptual level  Students have not had the preliminary and necessary experience or perceptions to understand or embrace the conceptions.  High-Impact Practices reverse this process
    27. 27. Eportfolios support and Augment These Practices  Collect evidence of experience  Record perceptions of that experience; written reflections, audio clip, video clip, photos  Review perceptions; share with other learners, develop beginnings of conceptions  Review perceptions over time of many experiences, develop conceptions; eportfolios allow educators to design a better learning process
    28. 28. Teaching/Learning Model for This Century Developing Perceptions Consulting with Professor Developing Conceptions Experience Collecting Evidence
    29. 29. Reflection  Better word: PERCEPTION; refining perceptions is a reflective process.  Perception happens automatically; reflective practice requires training  Both perception and reflection are PROCESSES  Reflection can result in an analysis or a meditation or an essay.
    30. 30. Evaluation of Learners’ Work  NOT LISTEN  Memorize  TEST  But: Listen … form group … develop problem statement … assign deliverables among group … field work, gather evidence … present group report with links to evidence in eportfolio … each individual learner does capstone eportfolio presentation; outside assessors evaluate eportfolios.  Task-level rubrics  Task  Evaluate per learning outcomes
    31. 31. Oculus Rift
    32. 32. MOOPs?
    33. 33. M Multidisciplinary= Massive? Maybe… but not required
    34. 34. O Open= At least part of it open Transparent goals
    35. 35. O Online= At least part of it online
    36. 36. P Projects= Clear start and end Unique Complex Tangible deliverable Benefit to community Academic credit
    37. 37. S Scalable= Infrastructure in place Not just “one-offs” Can build on previous years Can scale across schools and regions
    38. 38. Source: Green shopping cart by Polycart, CC by 2.0 Consumers
    39. 39. Source: Workers inside Kenworth plant, Seattle, 1934 by IMLS DCC, CC by 2.0 Producers
    40. 40. Creating a group for BuddyCamp Vancouver
    41. 41. Creating a group for BuddyCamp Vancouver
    42. 42. Creating a group for BuddyCamp Vancouver
    43. 43. Creating a group for BuddyCamp Vancouver
    44. 44. Creating a group for BuddyCamp Vancouver
    45. 45. Creating a group for BuddyCamp Vancouver
    46. 46. Creating a group for BuddyCamp Vancouver
    47. 47.
    48. 48.
    49. 49. Talent Cloud – A new Zen Portfolios service
    50. 50. Talent Cloud
    51. 51.
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