“It’s Teaching, Jim, but not as we 
know it 
Dr Mike Cosgrave, UCC 
@mikecosgrave 
m.cosgrave@ucc.ie
Olde Skule 
• Industrial 
• Behaviourist 
• Content 
Driven 
• Outcome led 
• Olde Worlde 
• Phd => 
• Monograph => 
• Aca...
Alt-AC 
• Learning – knowledge-management 
–delivery 
• Why should pedagogy 
happen in Uni and KM 
in Industry? 
• You nee...
Learning Outcomes 
• Evil, but…. 
• Bloom’s Taxonomy 
• Bologna mandated 
• Look also at Blooms 
Affective Taxonomy
TPACK 
• TPACK.org 
• TPACK is the basis of effective 
teaching with technology, requiring 
an understanding of the 
repre...
Laurillard 
http://net.educause.edu/ir/library/pdf/ffp0205s.pdf
Salmon – e-Tivities 
By stage 4, Mo is increasingly able to take control of his own learning. He 
has become an integral m...
Badges 
http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/BadgeEarnExample.jpg
Flipped Classroom 
• Sage on the stage to 
guide on the side 
• Student do not absorb 
‘content dump’ 
• transfers agency ...
Personal Learning Environment 
Not an application 
Not a VLE or LMS 
An approach to using 
new tools 
Personal 
Tool Orien...
Research based Learning 
Jenkins, Healy & Zetter, HEA Academy, 2007
See jarche.com
Teaching for Understanding 
understanding is the ability to think and act 
flexibly with what one knows. To put it another...
Communities of Inquiry 
• Key model for research on 
online discussions 
• D. Randy Garrison, Terry 
Anderson 
– Social Pr...
Threshold Concepts 
• ‘a unit of thought or 
element of knowledge that 
allows us to organize 
experience’ Janet Donald 
2...
Transformative Learning 
• Links back to Bruner, making meaning 
• 10 steps (Mezirow, 2000, p. 22) 
– A Disorienting Dilem...
PAH 
http://www.blog.lindymckeown.com
Knowledge Management
Critical Pedagogy 
• Critical Pedagogy 
– Relates to PAH and 
flipped classroom 
because it involves being 
critical of th...
Meaningful education 
• Is student centred 
• Research based 
(practical, inquiry) 
• Active 
• Crosses Thresholds 
• Is T...
Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it", at DAH Institute 2014
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Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it", at DAH Institute 2014

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The Digital Arts and Humanities structured PhD programme hosted its annual Institute in University College Cork, 3-4 September 2014. The theme, "Reflecting on Transformations: careers, disciplines, and methods" reflects the significant transformations that have taken place in the arts and humanities over the last number of decades.

This two day event included presentations by students as well as international and national speakers from the digital arts and humanities community as well as practical sessions on digital preservation and project management.

Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it".

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Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it", at DAH Institute 2014

  1. 1. “It’s Teaching, Jim, but not as we know it Dr Mike Cosgrave, UCC @mikecosgrave m.cosgrave@ucc.ie
  2. 2. Olde Skule • Industrial • Behaviourist • Content Driven • Outcome led • Olde Worlde • Phd => • Monograph => • Academic Career
  3. 3. Alt-AC • Learning – knowledge-management –delivery • Why should pedagogy happen in Uni and KM in Industry? • You need to package knowledge, skills, • Scaffold learning • So you need to think about how people absorb and create knowledge Training is NOT education
  4. 4. Learning Outcomes • Evil, but…. • Bloom’s Taxonomy • Bologna mandated • Look also at Blooms Affective Taxonomy
  5. 5. TPACK • TPACK.org • TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).
  6. 6. Laurillard http://net.educause.edu/ir/library/pdf/ffp0205s.pdf
  7. 7. Salmon – e-Tivities By stage 4, Mo is increasingly able to take control of his own learning. He has become an integral member in the knowledge construction community of knowledge, and is valued for his key role in the group. The e-moderator provides guides but most of all is one of the 'foreman' on the site. She integrates the different construction elements and helps in heading participants toward the completion of their projects. http://www.gillysalmon.com/five-stage-model.html
  8. 8. Badges http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/BadgeEarnExample.jpg
  9. 9. Flipped Classroom • Sage on the stage to guide on the side • Student do not absorb ‘content dump’ • transfers agency from teacher to learner • Use video, readings for content delivery outside of class • Use class time for problem, inquiry or activity based work • ‘Blended model’
  10. 10. Personal Learning Environment Not an application Not a VLE or LMS An approach to using new tools Personal Tool Orientated? Flow Orientated? People or network orientated? http://edtechpost.wikispaces.com/PLE+Diagra ms
  11. 11. Research based Learning Jenkins, Healy & Zetter, HEA Academy, 2007
  12. 12. See jarche.com
  13. 13. Teaching for Understanding understanding is the ability to think and act flexibly with what one knows. To put it another way, an understanding of a topic is a "flexible performance capability" with emphasis on the flexible. In keeping with this, learning for understanding is like learning a flexible performance - more like learning to improvise jazz or hold a good conversation or rock climb than learning the multiplication table • Generative Topics • Throughlines • Understanding Goals • Performances of Understanding • Ongoing Assessment http://learnweb.harvard.edu/ALPS/TFU/info1b.cfm
  14. 14. Communities of Inquiry • Key model for research on online discussions • D. Randy Garrison, Terry Anderson – Social Presence – Teacher Presence – Cognitive Presence • Trigger • Exploration • Integration • Resolution • https://coi.athabascau.ca/coi-model/ • Similar – Caroline Gunwardena
  15. 15. Threshold Concepts • ‘a unit of thought or element of knowledge that allows us to organize experience’ Janet Donald 2001 • Grasping a ‘Threshold Concept’ transforms a students understanding of a discipline • Threshold Concepts often represent ‘troublesome knowledge’ which block progress • Ray Land, Jan Meyer
  16. 16. Transformative Learning • Links back to Bruner, making meaning • 10 steps (Mezirow, 2000, p. 22) – A Disorienting Dilemma – loss of job, divorce, marriage, back to school, or moving to a new culture – • Self-examination with feelings of fear, anger, guilt, or shame – • A critical assessment of assumptions – • Recognition that one's discontent and the process of transformation are shared – • Exploration of options for new roles, relationships and actions – • Planning a course of action – • Acquiring knowledge and skills for implementing one's plans – • Provisional trying of new roles – • Building competence and self-confidence in new roles and relationships – • A reintegration into one's life on the basis of conditions dictated by one's new perspective – (Mezirow, 2000, p. 22). • U. of Central Oklahoma - CETL • Exposure • Integration • Transformation • “No teacher or student affairs professional can make a student have a Transformative Learning experience. • But we can mindfully, intentionally create assignments, activities, and environments specifically designed to prompt for such learning. The odds that Transformative Learning will happen are raised tremendously with purposeful planning.”
  17. 17. PAH http://www.blog.lindymckeown.com
  18. 18. Knowledge Management
  19. 19. Critical Pedagogy • Critical Pedagogy – Relates to PAH and flipped classroom because it involves being critical of the system • Integrative • Hybrid • Digital • Maker Education (Educator as Lead Learner)
  20. 20. Meaningful education • Is student centred • Research based (practical, inquiry) • Active • Crosses Thresholds • Is Transformative • Is Generative • Fosters self-regulated learning • Fosters self-directed learning • Is Critical Prepares learners for a world which is Volatile Uncertain Complex Ambiguous

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