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Tiered Eportfolio Apprenticeship Model (T.E.A.M.)
Presentation at the 2014 Nebraska Distance Learning Annual Conference by Roz Hussin and Allison Hunt (University of Nebraska-Lincoln, USA), and facilitated by Stefan Schmid (BBW, Germany)

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  1. 1. Roz Hussin Instructional Design Technology Specialist, Office of Online & Distance Education (ODE), University of Nebraska-Lincoln (UNL), USA Allison Hunt Learning & Collaborative Technologies Support Specialist Information Technology Systems (ITS), UNL Tiered E-portfolio Apprenticeship Model Nebraska Distance Learning Association NDLA Spring Conference March 6-7, 2014 Holiday Inn Hotel, Lincoln, Nebraska Stefan Schmid Educational Technologist and Coordinator Management Studies, Akademie Bayern, Germany
  2. 2. 1Introduction + Overview 2Instructional Design 4Ongoing efforts + Q&A 3Learning Process Tiered E-portfolio Apprenticeship Model 2:15 pm 2:20 pm 2:45 pm 3:15 pm3:05 pm
  3. 3. 1Introduction + Overview Tiered E-portfolio Apprenticeship Model Apprenticeship Experiences Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment; Online undergraduate course; Blended independent study graduate instructional technology course Tiered Apprenticeship Past Emergent model: Development + evolution from Face-to-Face model to blended/online
  4. 4. Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment; Online undergraduate course; Blended independent study graduate instructional technology course Tiered Apprenticeship Issues Addressed: • Students have limited access to real-life hands-on industry exposure and experience during their course of study • Industry practitioners have limited opportunities to contribute or share expertise in academic settings • Existing available human resources and academic delivery mechanisms are traditionally siloed and underutilized
  5. 5. 1990’s: SMS – Short Messaging Service coaching team of interns/apprentices 2012+: G+PLN – Google+ collaboration with Professional Learning Network 1970’s: F2F – Face to face apprenticeship with professor/engineer (father) 1980’s: F2F – Face to face apprenticeship/internship with architect (employer) Tiered E-portfolio Apprenticeship Model Apprenticeship Experiences
  6. 6. T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E ) taskexecution i n t e r p e r s o n a l r e l a t i o n s h i p person A as instructor Barriers Aptitude, attitude, hierarchy, personality, age, race, religion person B as learner giving instruction receiving learning On-Job performance by learner Learningoutput T e B L E c o m m u n i c a t i o n ASK4HeLP intervention ASK4HeLP(Hussin, 2004) Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols
  7. 7. 2Instructional Design Tiered E-portfolio Apprenticeship Model Coaching Metacognition; Socratic Method; Jigsaw Prblem Based Learning; Nurturing Heutagogy; Rhizomatic Osmosis Learning; Community as Curriculum; Web Literacies; Redefining MOOC 2.O - Mobilizing Open Ongoing Connectivist Communities Online Pedagogy + Strategy
  8. 8. teaching Arranging conditions to bring about learning as planned; changing the frequency of actions on a relatively permanent basis given a set of conditions. (Eshleman, 2001) definition
  9. 9. Refers to the acquisition of knowledge, skills, and attitudes as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. (Wikipedia, 2006) definition training
  10. 10. A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. Informal relationships develop naturally between mentor and mentee, while formal mentoring refers to assigned relationships, often associated with organizational programs. (Wikipedia, 2006) ringment definition
  11. 11. Encompasses supervising, observing, and testing activities and appropriately reporting to responsible individuals; Providing an ongoing verification of progress toward achievement of objectives and goals; A frequent or continuous process of checking that codes are consistently being complied with. (CCC, 2005) definition m ringnit
  12. 12. Sophisticated form of teaching which awareness the learner’s achingc
  13. 13. engagement venturing fearlessly into sensitive & dangerous subjects achingc
  14. 14. thinking about thinking one of the highest levels of learning ability to examine one's own thinking processes and strategies; to consciously reflect and act on the resulting metacognitive knowledge to modify those processes and strategies; a metacognitive learner is in control of his learning process and his future learning. (Flavell,1976) metacognition achingc
  15. 15. systemic achingc Focuses on improving the effectiveness and survivability of a human system: usually a couple, group, family, team or community. A systemic coach assesses a system's functioning (systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers between system members to enable resourceful communication on all aspects of the system. (Wikipedia, 2006)
  16. 16. (Vygotsky, 1978) Jigsaw Method Relay Method J.I.T.Method (Just-In-Time) SocialLearning
  17. 17. (Vygotsky, 1978) ZPDZone of Proximal Development
  18. 18. Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html Garnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York. Andragogy Pedagogy Heutagogy (Self-Determined Learning) (Self-Directed Learning) (Engaged Learning)
  19. 19. smosislearningWhen immersed in a saturated context, absorption naturally occurs (Dutrochet,1847) When immersed in a context which is saturated with learning opportunities, learners instinctively “absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004) Rhizomatic learning (Cormier, 2008)
  20. 20. Connectivism Community as Curriculum Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010) ● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students (Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012) ”“ Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/ Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657 Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/ Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170 Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htm Pappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid- pace.html?pagewanted=all&_r=0 Rhizomatic learning (Cormier, 2008)
  21. 21. Apprenticeship Model applied in context of Rhizomatic Learning and Community as Curriculum (Cormier, 2008)
  22. 22. Designing a new online Undergraduate Course Apprenticeship credit hours via independent study blended Graduate Course Internship credit tuition remission Pilot involved four-way collaboration between the faculty of a graduate course, a graduate student, the faculty of an undergraduate course, and an instructional designer. The outcomes included a ready-to-deploy online course design, employment-ready eportfolio and blended professional development on-job training for the various stakeholders. Tiered E-portfolio Apprenticeship Model
  23. 23. Reading wRiting aRithmetic John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei =IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false by Sir William Curtis (1795) 3R’s
  24. 24. Respond(in context) Reach(out to others) Reiterate(to improve) Reflect(on learning) Research(for content) 5R’s Cultivating Core Connectivist Competencies Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc
  25. 25. 3Learning Process Tiered E-portfolio Apprenticeship Model Experiential learning; Hands-on experimentation; Metacognitive Reflection and evaluation of own learning; Motivation and Sustainability Authenticity Applicability Practicality; Real-life scenario; Deliverable KPI’s and product out put expectations; Cost and time effectiveness of HR manpower resources
  26. 26. 7/6/2013 Allison contacts the Roz for the first time, asking for help/guidance in the career path of an IDTS 7/13/2013 Roz returns the email, scoping level of interest 7/20/2013 Roz begins to interview Allison (unbeknownst to Allison) for the apprentice position (personality) 7/23/2013 Begins a Word Press to capture journal entries/reflections 7/27/2013 interview continues, now assessment of skills 8/3/2013 The apprenticeship evolves into an Independent Study for credit 8/10/2013 Allison meets with her advisor to discuss the details 8/17/2013 registers for the Indep Study 8/20/2013 Techedge2013 Conference - Allison assists Roz with presentation logistics (global PLN participation) 8/24/2013 slowly begins to become familiar with working environment of an IDTS 8/31/2013 Allison tries to gain learning structure but very quickly realizes that this arrangement is a “learn-as- you-go” reflecting an apprenticeship or job rather than a structured course with a pre-set calendar 9/7/2013 First assignment: provide technical assistance to a faculty member setting up the hardware and software of a classroom where a synchronous course is being taught. 9/14/2013 meet w/faculty regularly on Monday nights during class to assist 9/21/2013 Second assignment: assist a faculty member with blended course where students record screen capture mini-lectures within a group; Allison ‘s role was managing these videos and assessing technology issues 9/28/2013 begin regular communication with new faculty member, helping establish a process with technological systems in course 10/5/2013 continue to assist both faculty members and meet w/Roz on a regular weekly basis 10/12/2013 Third assignment: Introduction to the course redesign (material and players) 10/19/2013 begin restructure of course on paper 10/26/2013 apply restructure to course on Blackboard 11/2/2013 continue to assist both faculty members while re-desiging course in Blackboard 11/9/2013 begin to document work in portfolio and gather digital artifacts 11/16/2013 continue to assist both faculty members while re-desiging course in Blackboard 11/23/2013 Feeling overwhelmed, i.e. the learning curve takes a steep climb up as I now gain a large understanding of the work I am doing but realize that I have little time to complete it 11/30/2013 work on portfolio 12/7/2013 work on portfolio 12/14/2013 Allison submits final portfolio to advisor for a grade 12/21/2013 holiday break 12/28/2013 holiday break 1/4/2014 another sweep of the course redesign; fine-tune 2/7/2014 Meeting to discuss further development 2/14/2014 Melissa (2nd intern) joins the team 2/28/2014 Meeting to discuss NDLA presentation 3/4/2014 Melissa fully engages in course redevelopment ongoing 6 weeks 2 weeks 6 weeks 4 weeks 3 weeks 6 weeks 2 weeks 15weeksFallSemester Needs assessment Orientation Learning Curve Immersion Learning Production
  27. 27. Hopes, Dreams & Reality learn the type of work IDTS’s do learn what personality characteristics are beneficial earn some type of credit for the work done learned the politics behind relationships between IDTS’s and Faculty perspective shaped to understand HOW to organize & structure a course not just how to do simple tasks with an ends meet; always seeing bigger picture earned credit toward my Masters program learned factors of persuasion and playing off my personality traits that benefit an IDTS position; ■ ■ ■ ■ ■ ■ ■
  28. 28. Reflective learning through online blogging http://ahunt27.wordpress.com/
  29. 29. Prior Knowledge, Skills Gained Known Hurdles: Workload (FT Graduate student with two PT jobs) Learning curve that went slowly at first then took a steep climb upwards; this meant that I had a lot to do at the end of the semester now that I understood more design work To This: Ability to teach faculty applicable technology and knowing WHEN to teach and when to just “do;” knowledge and ability to set up hardware with new equipment; knowing HOW to deconstruct and structure a course for a redesign; ■ ■ From This: Blackboard knowledge, Adobe product knowledge, problem-solving skills with technology, fluency of higher ed terminology & UNL-specific knowledge, aptitude to work alongside faculty members + experience ■ ■
  30. 30. Versal MoodleEdmodo Experiential learning through guided experimentation : Learn to design and create real-life ready-to-use functional products – example IDTS video tutorial for faculty http://screencast-o-matic.com/watch/cIlob2nVEF “7 minutes w/out producing any work… I stopped trying at 8:23 minutes” “It’s hard to say I don’t love it” (minutes elapse) “OK. I don’t love it”
  31. 31. Triggers, Catalysts, Fuel Triggers: B.A. in Psychology, questionable value in corporate world; established idea must gain skills in graduate career - The work of an IDTS involves not only the physical skills working with technology, but also a pedagogical understanding of teaching and learning. Fuel: Degree is ticket to new life, career, and home. Need to build tangible skills in graduate school; Apprenticeship model allows + requires student to hone specific skills directly related to field of interest. ■■ Catalyst: Initial contact mix of desperation, humility, determination; Unemployed 8 weeks - hoping to gain work, internship, or network; determined to get job & resolute decision to sacrifice + work hard to earn degree by end of 2014 and to graduate with knowledge and skills that employers would find attractive. ■
  32. 32. 4Ongoing efforts + Q&A Tiered E-portfolio Apprenticeship Model Reiteration of pilot; Evaluation + Refinement of process; Scalability, replicability, dependability Further development Q&A Open Discussion
  33. 33. 6 weeks 2 weeks 6 weeks 4 weeks 3 weeks 15weeksSemester Needs assessment Orientation Learning Curve Immersion Learning Production 15weeksSemester Needs assessment Orientation Learning Curve Immersion Learning Production 15weeksSemester Needs assessment Orientation Learning Curve Immersion Learning Production Needs assessment Orientation Needs assessment Orientation TEAM reiteration Tiered E-portfolio Apprenticeship Model
  34. 34. TOOLKIT Teaching Open Online Literacies using Knowledge Integration Techniques
  35. 35. oocm 2.O Mobilizing Open Ongoing Connectivist-Communities Online Community as Curriculum (Cormier, 2008) Tiered E-portfolio Apprenticeship Model Global industry standards
  36. 36. Tiered E-portfolio Apprenticeship Model Open discussion http://go.unl.edu/NDLA2014 Roz Hussin rozhussin@unl.edu Allison Hunt ahunt@unl.edu Q&A: Resources: Contact: