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".

1. “It’s Teaching, Jim, but not as we
know it
Dr Mike Cosgrave, UCC
@mikecosgrave
m.cosgrave@ucc.ie

2. Olde Skule
• Industrial
• Behaviourist
• Content
Driven
• Outcome led
• Olde Worlde
• Phd =>
• Monograph =>
• Academic
Career

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

5. Learning Outcomes
• Evil, but….
• Bloom’s Taxonomy
• Bologna mandated
• Look also at Blooms
Affective Taxonomy

6. 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).

7. Laurillard
http://net.educause.edu/ir/library/pdf/ffp0205s.pdf

8. 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

9. Badges
http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/BadgeEarnExample.jpg

10. 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’

11. 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

12. Research based Learning
Jenkins, Healy & Zetter, HEA Academy, 2007

13. See jarche.com

14. 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

15. 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

16. 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

17. 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.”

18. PAH
http://www.blog.lindymckeown.com

19. Knowledge Management

20. 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)

21. 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