CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-green/
13 June 2014 (Friday)
09:10 – 10:00
Keynote 1: Education and Technology Partnerships as Intercultural Communities: An Ethnographic Perspective
Speaker: Professor Judith GREEN (Department of Education, University of California, Santa Barbara)
Chair: Dr. Susan BRIDGES (Associate Professor, Faculty of Education, HKU)
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Title: Teaching and Learning Computational Thinking at Scale
Speaker:
Prof. Ting-Chuen PONG, Professor, Computer Science & Engineering Department, The Hong Kong University of Science and Technology
Time:
09:45-10:45, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Computational Thinking
Chair:
Prof. Nancy Law, Deputy Director, CITE, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-pong/
Keynote 2: Social Epistemic Cognition in Engineering Learning: Theory, Pedago...CITE
Title: Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
Speaker:
Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
Time:
14:15-15:15, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Learning design and learning analytics
Chair:
Dr. Gary Wong, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-chan/
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
Invited Talk: Open Access: Promises and Reality
Speakers: Mr. Peter E SIDORKO, University Librarian, HKU; Mr. Fred CHAN, Research and Data Services Librarian, HKU
Time: 10:00-10:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-sidorko/
Invited Talk:
Challenge-Based Learning: Creating engagement by learning from games and gamification
Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Analogy, Causality, and Discovery in Science: The engines of human thoughtCITE
13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
Educating the Scientific Brain and Mind: Insights from The Science of Learnin...CITE
9 January 2015, Friday
12:45 pm – 2:00 pm
RMS 101, 1/F., Runme Shaw Bldg., HKU
by Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/educating-scientific-brain-mind-insights-science-learning-educational-neuroscience/
Science of Learning — Why it matters to schools and families?CITE
17 January 2015, Saturday
2:30 pm – 4:00 pm
Rayson Huang Theater, HKU
by Prof. Laura-Ann PETITTO,
Sin Wai-Kin Distinguished Visiting Professor in the Humanities, The University of Hong Kong;
Full Professor, Department of Psychology, Gallaudet University, Washington, D.C. USA
http://sol.edu.hku.hk/petitto-2015/
12 January 2015, Monday
6:30 pm – 7:30 pm
Theater T4, Meng Wah Complex, HKU
By Prof. Glyn HUMPHREYS,
Department of Experimental Psychology, Oxford University, UK
Distinguished Visiting Scholar, The University of Hong Kong
http://sol.edu.hku.hk/understanding-self-self-bias/
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Education and Technology Partnerships as Intercultural Communities: An Ethnographic Perspective
1. EDUCATION AND TECHNOLOGY PARTNERSHIPS
AS INTERCULTURAL COMMUNITIES
An Ethnographic Perspective
Judith Green
GeUniversity of California, Santa Barbara
with
Dr. Stephanie Couch, California State University East Bay
Richard Bacon, Graduate Student, UC Santa Barbara
Beth Yeager, California State University East Bay
CITERS Conference, University of Hong KongJune 13, 2017
2. MAKING VISIBLE THE INVISIBLE
Over the past four decades my colleagues and I have been
developing an Interactional Ethnographic research approach
that grew out of studies in which we partnered with K-20
teachers, students, and technology developers, in a range of
institutional and social settings.
The Interactional Ethnographic epistemology (way of
knowing) supports systematic and overtime analysis of how
participants are constructing complex patterned ways of
knowing, being and doing everyday events in classrooms and
social groups as cultures-in-the-making.
3. Guided by theoretical perspectives from
anthropology, learning sciences, sociolinguistics,
and sociology, we seek to develop understandings
of
How and in what ways members and partnering
groups/actors individually and collectively construct
local knowledge?
How local cultural and academic knowledge is
constructed in and through the moment-to-moment
and overtime discourse and interactions among
members?
4. AND WHAT COUNTS AS PARTNERING:
AN ETHNOGRAPHIC PERSPECTIVE
Ethnographers seek to step back from their own cultural
assumptions (Languaculture 1-LC1) to learn, from the
group (LC2) with whom they are partnering in research,
by examining
Who can do (say or engage in) what
With whom
In what ways
For what purposes
Under what conditions
With what outcomes or what consequences for what can be
accomplished subsequently by both the individual and the collective
5. RICH POINTS MAKE VISIBLE DIFFERENCES IN
UNDERSTANDINGS OF CULTURAL PRACTICES
In intercultural Interactional spaces,
A researcher or participant may experience a frame clash (clash
in frames of reference or interpretation), when they do not share a
common understanding of
What is happening (or expected to be happening)
What something means to insiders
What insiders need know to participate in expected ways
If the researcher/participants actively explore the pathways
(roots) leading to the frame clash, they can TURN the frame
clash into a rich point for exploring what they, or others, need
to know, understand, produce and predict to participate in
expected way
6. This approach orients the ethnographer(s) to questions
that make visible local, situated ways of
communicating,
interacting,
Interpreting
the referential, semiotic, material & social work of
members of a group (Languaculture 2)
This approach make visible
What members construct as ways of knowing, being and doing
the processes and practices that constitute members’
knowledge of actions and content
How changing policies from intersecting systems are
consequential for (impact) the academic work of students and
teachers alike
STUDYING SOCIAL GROUPS AS LANGUACULTURES
8. THE STEPPING INTO YOUR FUTURE PROGRAM
AS A TELLING CASE
The program is an award winning hybrid online
program that was
Developed by an inter-Institutional team
(K12 district administrators, community college instructors and technology leaders,
college/university faculty, adult school administrators, and Math and English Language Arts
researchers and faculty)
Served 4,700 students in 78 schools and educational settings,
in 40 of the 58 counties in California
Served Students who had failed the High School Exit examination
(CAHSEE) 4-6 times but after taking the Stepping program
38% passed for English Language Arts Test for the first time
48% of passed the Math Test passed for the first time
9. THE EMBEDDED ETHNOGRAPHER AS PARTNER:
CASE STUDY 1
To generate developing understandings of how teams form
and develop, while creating technology-enabled
educational programs, the embedded ethnographer, as
team leader, sought understandings of
What kinds of model(s) of interactive leadership and
partnering work were, or needed to be, developed within
and across the development and implementation phases
of the program?
What unanticipated and novel challenges arose as actors
moved across time and during phases of development?
10. STEPPING INTO YOUR FUTURE
Live on-line instruction
On site instructional support
Hybrid
Approach
11. A WORKING MODEL WAS DEVELOPED BY ENGAGING IN
THE FOLLOWING PROCESSES ACROSS TIME
Engaging in interactive-responsive processes guided
by an abductive logic of inquiry (Agar, 2006)
Engaging in iterative and recursive analyses across
times, events and multiple levels of analytic scale (Agar,
2006)
Constructing systematically what was occurring from an
emic, or insider’s perspective (Heath & Street, 2008)
Undertaking contrastive analyses of data, theories,
perspectives, and/or methods (Corsaro, 1981)
13. WHAT THE LEADER(S) NEEDED TO EXPLORE
How social, professional and academic practices within and
across disciplines in a team compare and contrast with those of
other partners
Experts in a field contributing to the project,
Students engaging in the program,
Instructors/facilitators of the program
To uncover frame clashes challenging the work of the team, the
leader needed to examine the social meanings, and academic
practices, within and across groups to construct warranted claims
about
What was happening (or or not)
When and where,
under what conditions,
for what purposes,
in what ways,
with what outcomes or consequences for what was being
developed.
15. INTERSEGMENTAL PARTNERS:
CC, UC, CSU, LAUSD
Creating Opportunities for Students who failed the CA High School Exit
Exam
Butte Glen Community
College District
Lake Tahoe Community
College District
University California,
Los Angeles
University California,
Santa Barbara
Los Angeles Unified
School District
And Other School
Districts
16. PARTNERING FOR CONTENT AND TECHNICAL DEVELOPMENT
Math Instructional
Design Team:
English Language Arts
Instructional Design
Team:
Technology Team:
Lake Tahoe CCD
Faculty
•Larry Green
CSU Fullerton
Faculty
•Harris Shultz
UCSB—Math
Researcher
•Sarah Hough
UCSB Faculty
• Carol Dixon
•Beth Yeager
•Judith Green
SBCC Faculty
•Margaret Prothero,
Butte Oommunity
College District
Administrators
•Tim Calhoun
•Dave Albrecht
•Dave Hammond
UCLA
•Programmers
17. NO SIZE FITS ALL !!!
The team developed a program with
Multiple Entry Points
Multiple Delivery Models
Strength Based For All
19. INSTRUCTIONAL PROCESSES PROVIDED
Video Conferencing
With Online Instructor,
group
Online Resources
Tutoring – Online or
other formats
Possibly using e-
conferencing
E-Conferencing,
discussion forums
21. The strong video base
provides students with
explicit examples of
what it looks like and
sounds like to engage in
active reading and
writing and test taking.
22. The highlighting of text,
synchronized with an
audio voice over,
allows the student to
actively read along
and to associate
what is heard with
written text. Points
where the voice over
is optional allow the
reader to choose his
or her own pace for
reading the text.
Voice overs enable students
at multiple reading levels
and/or levels of language
proficiency to access the
text.
23. The voice over and pop up texts provide explicit talk
about what they just heard and saw in the video:
Helping students make connections between
prior ways of applying concepts and practices and new applications.
25. EVIDENCE OF PROGRAM STRUCTURING
Each lesson moves from Part One (concept explanation, concept
building, including guided and independent practice) in real world
contexts, to Part Two (Thinking Like a Test Maker)
This shift uses concepts and practices in a test taking context (concept
explanation, concept building), and includes guided and independent
practice in applying understanding these concepts to the test context
Each lesson embeds applications involving Word Analysis, Reading
Comprehension, and Literary Response.
Each lesson actively ‘walks the student through’ new concepts and then
provides student with opportunities to practice and make links between
conceptual understanding and reading practice and using that knowledge
in the test context.
26. WHAT IS DIFFERENT ABOUT STEPPING’S APPROACH
TO READING AND WRITING?
Traditional Approach to
Comprehension
(examples)
Active Reading Practices in
Stepping – An Approach to
Meaning Making
Who are the main characters?
What is the main idea?
Where does this story take place?
When does the story take place?
Why did this happen?
Making predictions – predicting
possible interpretations
Asking questions of & with text
Looking for & using clues
Noticing details in text
Making connections
Grounding in evidence
27. Interactional Ethnography provided a systematic
approach to
Making visible how the work of partnering in this particiular
group (or other social spaces) shapes particular opportunities
for development and learning from others, leading to
particular types of knowledge
Engaging in cross-case analyses to explore how opportunities
for learning differ across partnering groups and actors
Identifying consequential progressions within and across
phases of development, implementation and use
28.
29. The contrastive analyses are possible given a longitudinal
ethnography undertaken with Beth Yeager from 1991-2000 in
her fifth and sixth grade classes
The data records include parallel collections each year:
Video tapes of the first three weeks of school (all day-- 6 hrs/da)
and purposeful samples of cycles of activity across the school
year (ca. >100 hours of video tapes of key events)
Artifacts produced by students within these cycles of activity
Interviews (formal and informal) of teacher and students
Public records of policy decisions related to what occurred each
year
Ongoing work with the teacher ethnographer (one of the
authors)
THE ETHNOGRAPHY(1991-2002) AS A
FOUNDATION FOR CONTRASTING ACTIONS
30.
31.
32.
33. Initiating Question(s) 1: Where can I locate discourse in which Samuel
inscribes evidence of his use of creativity and imagination to express
thoughts, ideas, and/or feelings that can serve as an anchor for analysis of
intertextually tied events? What were those events and/or interactions?
Showcase Portfolio Dear Reader letter. Identify all
instances of social science referenced. Select the earliest
cycle identified as an anchor for forward and backward
mapping to the roots and routes to becoming a social
scientist.
Representing data:
34.
35. (RE)PRESENTING DATA: MOVING FORWARD IN
TIME ACROSS DAYS TO IDENTIFY PROCESSES
AND PRACTICES ON FIRST DAY WERE RELATED
TO DEVELOPING INQUIRY AND LITERACY, AS
WELL AS ACADEMIC IDENTITIES.
Analyzing events:
Tracing across the first 6 days of school, the
processes and practices referenced by and
constructed jointly by the teacher with the students
and others in the class (researcher, teaching assistant)
36.
37.
38. From individual opportunities to multiple collective spaces
that constitute a consequential progression of activity and
opportunities for learning
39. Initiating Question(s) 3: How did the teacher construct opportunities for
learning to engage in inquiry in the first cycle of activity? What were
those events and/or interactions?
Identify the flow of engagement in intertextually tied events
and identify the boundaries of the cycle of activity to construct
a data set to analyze what each event afforded him in learning
inquiry, taking up identities, and engage with literacy processes
and practices.
Representing data:
40.
41. • Across time and events, there was a consequential
progression that shaped texts, practices and
knowledge afforded individuals-within-a-group as
well as the collective [Putney, L., Green, J., Dixon, C., & Duran, R.
2000]
• Consequential progressions in one year provide a
basis for exploring opportunities gained and lost
when policies change what is possible for teachers
and students to do, construct, and therefore,
display as learning in classrooms
IDENTIFYING CONSEQUENTIAL PROGRESSIONS
ADDS TO THE THEORETICAL EXPLANATION
42. HOW EXTERNAL CHANGES
Supported and constrained opportunities for learning across
years, holding the teacher, school and grade level constant
43.
44.
45. TRACING DISTRICT LEVEL CHANGES
Exploring how political changes at the district
system level changed opportunities across a
three year period
49. Across Years, Changing DISCOURSES
Impacted What Could Be
KNOWN
TAKEN UP
CONSTRUCTED
By the Teacher by Students
By restricting linguistic resources and
instructional approaches, policy shifts
constrained academic access and the
construction of social and academic identities