Opportunities in instructional design co sn 2013

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  • Chris
  • Chris & Heidi
  • Heidi: EDC and Chris began exploring mobile PD with social media in 2010, with a three-week online class for administrators with Twitter as the discussion medium, a blog as the course platform, and email as needed. We asked everyone to try participating via their smartphone or tablet. We had three nationally-known experts facilitate the course. We learned that the initial leap to Twitter was daunting for some, and that Twitter was not a medium for reflective, in-depth discussion. No surprise. ;- ) But it piqued our interest to continue our exploration with those already comfortable with social media. We also explored expanded access to traditional online courses via different social media tools.
  • Heidi: In 2011 / 2012 we applied the lessons we had learned. We explored interaction in Twitter chats, surveyed participants, and instead of adding on social media options, we created a platform tailored to mobile devices to take our online PD courses.
  • In 2013, we leveraged the brain power of Harvard Graduate School of Education graduate students in Chris’ course Transforming Education through Emerging Technologies to further research the topics and prepare materials for you. They also worked on specific topics for the Leadership for Mobile Learning Administrators Guide.
  • Chris
  • Chris
  • Heidi
  • Harvey and Emma’s study found that educators and education leaders who integrated public social media with their existing practice and organized their social media use were best able to use it effectively. Their exploration also found that educators are currently using Twitter effectively particularly to address two main challenges: professional development and professional communication, particularly by education leaders.
  • Educators reported that they found Twitter to be an efficient mechanism to finding links to articles and blog posts relevant to their professional interests and goals.  Most also reviewed the logs of Twitter chats (denoted by dedicated hashtags) that were dedicated to topics relevant to their professional interests and goals, as well as followed other users whose interests where coherent with their interests.  Effective users reported that they initially followed (and were followed by) other Twitter users within their existing social network, finding other users with common interests by leveraging the social networks of those that they followed.  They began following users that they met in professional settings (conferences, seminars, communities of practice, etc.), then leveraged these individual social networks to find other users.
  • Educators reported school-level administrators using Twitter to send one-way, school-related communications to students, faculty, and the community about school-related events (e.g. “Bus 2 isn ’ t running”) and recognition of accomplishment (“Great win by the Lady Tigers last night!”).  For these communications, some administrators sent these messages under a self-identified Twitter handle, while others used school-identified Twitter handles.  Educators also reported using Twitter for two-way communications among teachers, administrators, and the community on a range of topics, but there was a divide over two-way conversations between students and adults.  One high-school principal reported creating a special Twitter hashtag to facilitate direct two-way discussion with him, while another high-school principal reported that teachers in his school avoided tweeting with students from a sense of propriety about the student-teacher relationship.  Effective communicators with Twitter all reported starting within their existing professional and social networks with peers, administrators, teachers, students, and communities to establish initial success and initial practice in public social media, before extending their network.
  • For all educators, public social media affords experiences that support Desimone ’s (2009) model of effective professional development. By following microblogs (Twitter) and blogs, educators can access content that is focused on the area of professional development that are of interest to them. Bidirectional forms of public social media (e.g. Twitter) support active participation and learning. Administrators can shape and direct the attention of other educators and the community toward information sources that are congruent with their short-and long-term goals, which fosters coherence. Because public social media is always available, educators have the additional time to explore content and sustain participation, providing the appropriate duration of practice to effectively support sustained change. Finally, the public nature of social media, overlaid on an educator’s social network of fellow educators, encourages and sustains collaboration among participants. Educators reported that they found Twitter to be an efficient mechanism to finding links to articles and blog posts relevant to their professional interests and goals.  Most also reviewed the logs of Twitter chats (denoted by dedicated hashtags) that were dedicated to topics relevant to their professional interests and goals, as well as followed other users whose interests where coherent with their interests.  
  • Several respondents noted the importance of guidance from authoritative sources, whether from a social media mentor or by building on the social networks of other, influential users ( “Find people at conferences that you like, find out who they follow, and follow them”).  School administrators took other actions to support new users, including providing workshops on getting started with public social media and encouraging them to follow the administrator (thus tapping into the administrator’s social network).  Administrators have also supported the development of public social media use by students by establishing two-way communication with students (often with school-specific hashtags) and ensuring that technical resources needed to support schoolroom use of public social media.  Many users noted that learning to use public social media is similar to learning any new aspect of practice: perseverance must be coupled with a growing sense of value, whether this means new users finding useful articles and information with increased frequency, or emerging users receiving an initial comment on a blog or their first retweet; without both, the new practice fades, and users revert to prior practice.
  • Chris
  • Last year at this presentation there was a request to look further into secure social media, taking into account the privacy, safety, and compliance issues that schools face on a day-to-day basis. One of the interesting things about this particular student, is that while he was researching this topic, he was student teaching at a school where the greatest leap into technology has been email, and where even these secure platforms seemed way too cutting edge. It was a learning, and sometimes frustrating, experience for him.
  • In his interviews with principals, teachers, and companies, Dan found reasons that are familiar to us all.
  • In addition to talking with school staff, Dan interviewed personnel from each of these platforms. We asked him not to compare them, but to explore the overall purposes for use and some of the challenges involved.
  • At Dan’s school, there was just one computer lab, with old computers, and no thought of using students’ mobile devices.
  • Chris
  • To try to identify affordances particularly of learning with mobile devices, Jason and Mohit started off to find effective models of professional development courses delivered via these devices, based on established principals of effective PD in general. They were also tasked with trying to think what effective PD could look like via mobile devices, and what benefits and challenges administrators and developers might face.
  • Chris
  • To support K-12 districts in planning and evaluating mobile learning pilot efforts, CoSN has compiled a variety of research and evaluation resources as part of its Administrators Guide. This presentation provides a brief orientation to those resources and seeks to frame answers to several key questions: What makes a mobile learning experience powerful for students? What outcomes might your mobile learning program help your district achieve? What underlying teaching and learning changes might help it get there? How does mobile learning lead to desired results?
  • Perhaps you have decided to go forward with a mobile implementation, maybe with a pilot. Before you begin, however, how will you know if your pilot has succeeded, and why it succeeded? It will be easier to evaluate your pilot if you begin with the end in mind, defining your goals and building in evaluation steps and measurements throughout the implementation process. In thinking about your district ’s answers to these questions, it may be helpful to review some of the research & evaluation resources in the administrators guide.
  • As you think through these questions, it may also be helpful to consider some of the outcomes and measures documented by districts who have been early adopters in mobile learning. I won’t go through them here, but will post these slides on the Research page.
  • Studying the outputs of changes in teaching and learning provides important information that can help your district identify barriers and enablers to success as you grow your mobile learning program. Some of the changes in teaching that K-12 districts have sought with mobile learning include those bulleted on the slide.
  • Similarly, districts have sought and documented an array of shifts in student learning with their mobile learning programs.
  • To help you connect the outcomes you are seeking with the changes in teaching and learning that may help you get there, working with your team to create a logic model is a great place to start. In it s most simple form, a logic model represents your vision of how the resources you invest in your initiative, or inputs, lead to meaningful participant experiences, or outputs, that result in longer-term changes or benefits called outcomes.
  • Another resource in the Guide describes Dr. Ruben Puentadura ’s SAMR model. This model provides a 4-level framework for conceptualizing how mobile learning can enhance or transform classroom learning experiences and student outcomes. SAMR stands for Substitution, Augmentation, Modification, and Redefinition, four increasingly advanced levels of technology integration with implications for teaching and learning.
  • Irina and Noor set about studying responsible/acceptable use policies, interviewing administrators, and coming up with some guidelines for administrators to follow. What they ended up with was an online toolkit that walks you through step-by-step the developing and updating your policy. It’s a Version 1, and they’d appreciate your feedback. I’d be happy to give anybody a tour later today or in the future. In the meantime, here are a couple of screenshots.
  • Chris
  • Chris
  • Heather worked with EDC’s EdTech Leaders Online (ETLO) to research free mobile applications for math and science in K-8. There are so many apps to choose from -- how do you know which ones to pick? What should teachers be looking for?
  • In the end she created a public Google site that includes a rubric for evaluating apps, sites that consistently upgrade and develop new apps so teachers can keep going back, and apps that rose to the top for math and science in different grades, and even apps to help teachers do their jobs. Please take a look and send feedback. We’d ultimately like it to be a resource that you, as administrators, can recommend to your own teachers.
  • Chris
  • Tomoko
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  • Opportunities in instructional design co sn 2013

    1. 1. Opportunities in Instructional DesignSocial Media and Mobile Learning Consortium for School Networking Conference March 13, 2013
    2. 2. Presenters• Chris Dede: Wirth Professor in Learning Technologies, Harvard Graduate School of Education• Heidi Larson: Project Director, Education Development Center Twitter: heidil_edc
    3. 3. Background – Prior Exploration 2011•Oppty for mobile interactivity in online PD•Surveyed education administrators & teachers•Three-week course on DDDM with experts – Twitter as the discussion vehicle – Blog as course archive•Explored mobile access to traditional online PDcourses
    4. 4. Background – Prior Exploration 2012•Focus on more experienced users•Explored participatory Learning through socialcommunity, especially on Twitter chats•Expanded and tailored mobile access totraditional online PD courses
    5. 5. CoSN 2013•Brought in Harvard Graduate School ofEducation students to: – expand the topic of mobile learning and social media PD for our CoSN presentation – work on areas of the Leadership for Mobile Learning Administrators Guide (https://sites.google.com/site/lmlguide)
    6. 6. Student Researchers• Emma Heeschen & Harvey Shaw: Public Social Media Use by Educators & Admins• Dan Melia: Secure Social Media in the Classroom• Jason Dillon & Mohit Patel: Professional Development on mobile devices• Hannah Lesk: Researching and Evaluating your School’s Mobile Learning
    7. 7. Student Researchers• Irina Uk, Noor Alkatar: Responsible Use Policies – Creation Station• Tomoko Matsukawa: Blended Learning Resources for ELL Educators: K-12• Heather French: Choosing Mobile Apps for K-12 Science and Math• Pearl Phasovaid: Choosing Mobile Apps for your Adult English Language Learner
    8. 8. Design-Based Research in Public Social MediaEffective Uses of Public Social Media by Educators Emma R. Heeschen & Harvey F. Shaw @MaineMsH & @harvshaw
    9. 9. Central Findings• Educators and education leaders who organize their use of public social media (PSM) and integrate it with their existing practice are able to use it effectively• Educators are currently using Twitter effectively in communication and for professional development
    10. 10. Effective Users - Integration and Organization• Manage access: regular schedule, supporting tools• Align their communication with their audience• Use multiple PSM tools, organized by task and audience• Select PSM tool that best suits the strategic purpose• Maintain a consistent identity within social networks and across PSMs
    11. 11. Effective Communication with Twitter• PSM supports aspects of communication and leadership• Content: – One-way messages: school-level content, recognition – Two-way conversations• Growth path: Start with existing social networks, expand based on initial success and improving practice
    12. 12. Effective Professional Development with Twitter• PSM supports aspects of professional development: active participation and learning, coherence of information, duration of practice, collaboration• Content: Links to online content (articles, blog posts, etc.• Sources: Twitter chats, following individuals with aligned interests• Growth path: – Start with existing social networks to find users – Find other users to follow in adjacent social networks (those of other users, conference speakers, article authors, etc.)
    13. 13. Supporting New/Emerging PSM Users• Seek guidance from authoritative sources (mentors, following effective PSM users)• Attend/deliver workshops at conferences, in- service events• Consider adequate technology infrastructure in schools and classrooms• Cultivate perseverance, seek a growing sense of value
    14. 14. Poll• Do you or your school and/or district leaders use social media? If yes, what platform?
    15. 15. Private Social MediaPlatforms in Schools A Brief Overview Dan Melia
    16. 16. Why choose private social media?• To strengthen students’ digital citizenship – “We want to be responsible for who our students grow up to become online.”• To enhance students’ 21st Century skills – In other words, to equip students for a technology-rich world• To improve classroom efficiency – Far less time collecting homework, handing out quizzes, etc.
    17. 17. What are some possible platforms? ePals ePals Edmodo EdmodoSchoologySchoology Gaggle Gaggle
    18. 18. How are they being used in schools?• Posting homework assignments• Polling students• Creating opportunities for students to express themselves in writing• Individualizing student support – Homework help, deadline reminders, contact with parents, sending work to absent students• Quick, timely feedback
    19. 19. What are the benefits and challenges? Benefits Challenges•Increased engagement •Teacher apprehension•Student familiarity with •Shortage ofsocial media computers/devices in•Development of more schoolsauthentic student voices •Inconsistency of internet•Low cost, easy use access at home•Students “create,converse, contribute” •Skeptical parents
    20. 20. Poll: Secure Social Media• Are you using a secure media platform in your school? How?
    21. 21. Mobile PDProfessional Development Courses via Mobile Devices? Jason Dillon and Mohit Patel
    22. 22. Recommendations• Avoid thinking of mobile devices as replacement for computers.• Use mobile devices to supplement existing models of PD.• Take advantage of capacity for rich data capture.• Ensure low stakes opportunities for supported practice with mobile devices.
    23. 23. Poll: Mobile Devices•Is your organization’s professionaldevelopment easily accessible by mobiledevices? How?
    24. 24. Research and Evaluation Resources Hannah LeskFor the Leadership for Mobile Learning Administrators’ Guide https://sites.google.com/site/lmlguide
    25. 25. Defining Your Vision for Mobile Learning• Who does your program target?• What outcomes do you hope to achieve?• Where will students be able access devices and content?• When will students participate in mobile learning activities?• Why will mobile devices make a difference in teaching and learning in your district?
    26. 26. What Outcomes Have Early Adopters Sought?Desired Outcome MeasuresEnhanced student mastery of learning • NWEA benchmark assessment resultsstandards • Standardized test scores • End-of-course exam resultsIncreased student engagement and • Student surveysmotivation • Teacher surveys • Informal teacher reportsIncreased student responsibility for own • Homework completion rateslearning • Mobile device return rates • Student reports of time spent on school workHeightened student interest in STEM fields • Student surveys • Number of additional STEM courses takenIncreased teacher-student-family • Teacher surveyscommunications • Usage statistics from learning management systems and communication systemsImproved educational attainment • Drop out rates • College going ratesDecreased disciplinary problems • Suspension rates
    27. 27. What Changes in Teaching May Explain These Outcomes?• Shift from acting as director of all classroom activities to facilitator/coach of student-centered learning experiences• More targeted, timely feedback and individualized assistance for students• Increased small group teacher-student interactions• Increased teacher collaboration and cross-curricular teaching• Decreased time spent on activity preparation and grading
    28. 28. What Changes in Learning May Explain These Outcomes?• Self-paced learning • Just-in-time communication• Self-directed learning and with peers and teachers desire to “dig deeper” into • Enhanced confidence with the learning process difficult subject matter• Access to current and • Perceived relevance of relevant learning resources subject matter and multimedia tools • Collaborative research and• Anytime/anywhere access to analysis opportunities learning experiences • Development of 21st century• Opportunities for all students skills to participate and express • Participation in authentic themselves learning experiences
    29. 29. A Simplified Sample Logic Model For A Mobile Learning Program Inputs Outputs Outcomes Activities Participation Short Medium LongAll students Studentshave 24/7 participate Better course Students are Improved Increasedaccess to a in daily performance. more performance pursuit ofmobile interactive engaged in on class STEMdevice and math Higher their math assignments. courses andbroadband. lessons student self- learning careers. using their experience efficacy asTeachers mobiles. math and spendare trained learners. more timeto design Students completingstudent- submit their work.centered answers andmath getlearning immediateactivities. feedback from teachers.
    30. 30. Conducting Your Own Research & Documentation• Methods for measuring progress – Quantitative analysis – Surveys – Interviews – Focus groups – Observations – Login statistics• Capturing unexpected outcomes
    31. 31. Responsible Use Policy Development A/RUP Creation Station Research-based Interactive Platformto build your own Responsible Use Policy http://go.edc.org/RUPCreationStation Irina Uk Noor Alkhatar
    32. 32. Creation Station• Screenshots with link to the station
    33. 33. Creation Station• Screenshots with link to the station
    34. 34. Choosing Apps for Teaching and Learning Math and Science, K-8 Heather Frenchhttps://sites.google.com/site/mathscienceapps
    35. 35. Screenshot• Heather’s website
    36. 36. Screenshot• Heather’s website https://sites.google.com/site/mathscienceapps
    37. 37. Tomoko’s SlidesNeed PowerPoint
    38. 38. Tomoko’s SlidesNeed PowerPoint
    39. 39. Tomoko’s SlidesNeed PowerPoint
    40. 40. Student Pearl Phaovisaid ResearchersPearl’s Website Screenshot
    41. 41. Student ResearchersPearl’s Website Screenshot
    42. 42. Questions?Thanks for coming!Project background: http://mobilepd.blogspot.com–Chris Dede: chris_dede@harvard.edu–Heidi Larson: hlarson@edc.org, Twitter: heidil_edc

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