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Lost in translation iceri2014
- 1. Are we lost in translation? Moving technology towards education Lucas.verhelst@odisee.be @velucas 1
- 3. Lucas.verhelst@odisee.be @velucas 3 What if the academic uses A Learning Content Management System, …
- 4. Blackboard users Discussion, Blog, Portfolio Study material Lucas.verhelst@odisee.be @velucas 4
- 5. “The academic as transmitter of research through teaching” Steve Fuller, http://www2.warwick.ac.uk/fac/soc/sociology/staff/academicstaff/sfuller/ Lucas.verhelst@odisee.be @velucas 5 … but still acts like a monk? What if the academic uses A Learning Content Management System, …
- 6. Lucas.verhelst@odisee.be @velucas 6 5% 20% 19% 6% 23% 28% 35% 34% 20% 9% 15% 12% 30% 31% 9% 29% 24% 30% 28% 20% 11% 18% 35% 30% 34% 22% 39% 28% 29% 31% 26% 22% 31% 36% 15% 14% 48% 8% 17% 5% 5% 22% 34% 24% 13% 4% 2% 14% 1% 4% 1% 1% 12% 24% 12% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Ik zou meer digitaal studiemateriaal willen aangeboden krijgen Ik zou willen dat er meer gebruik werd gemaakt van discussiefora Ik zou aan meer digitale projecten willen deelnemen (ondersteuning groepswerk) Ik zou willen dat er meer online toetsen/oefeningen (zelftests) werden aangeboden Ik zou willen dat er meer met portfolio zou gewerkt worden Ik zou willen dat docenten meer sociale media (Facebook, Twitter, ...) zouden inzetten voor hun onderwijs Ik zou willen dat er meer met blogs zou gewerkt worden Ik zou willen dat er meer met wiki's zou gewerkt worden Ik zou minder klassikale les willen en meer uitlegfilmpjes op Toledo en/of taken en opdrachten die zelfstandig en/of online kunnen uitgevoerd worden Ik zou willen dat er video-opnames van de lessen online zouden beschikbaar zijn Het concept waarbij studenten vooraf thuis studiemateriaal (inclusief video-uitleg van de docent) bestuderen en waarbij daarna in de klas oefeningen en opdrachten uitgevoerd worden, zou ik graag toegepast… Geef aan in welke mate je volgende uitspraken belangrijk vindt: Helemaal niet belangrijk Niet zo erg belangrijk Neutraal Belangrijk Heel belangrijk I would like having a bigger offer of online-selftesting Indicate to the importance of following statements : N=3294 / 17136 (19%)
- 7. Lucas.verhelst@odisee.be @velucas 7 Analysis & Communication of the Sound Idea : Digital Formative Assessment
- 8. 1. To convince your listener of the soundness of your idea, link the presentation of your idea to the needs of that listener Lucas.verhelst@odisee.be @velucas 8
- 9. 2. Analyse the idea in terms of actions and benefits Lucas.verhelst@odisee.be @velucas 9
- 10. 1. Current action using occasionally oral and written tests 2. Proposed action Like you to consider moving to Formative Digital testing 3. Benefit If you want to meet the need of regular self testing for all your students 4. Loss Makes it difficult to manage larger groups Lucas.verhelst@odisee.be @velucas 10
- 11. Benefit What?Need Benefit Benefit How? Who? 2. Convince yourself and analyse the idea in terms of actions and benefits Lucas.verhelst@odisee.be @velucas 11
- 12. Benefit What?Need Benefit Benefit How? Who? 3. Convince the other and communicate the idea starting with his need(s) Lucas.verhelst@odisee.be @velucas 12
- 13. Lucas.verhelst@odisee.be @velucas 13 2. Proposed action The way of making digital test is almost similar as the way of making tests on paper. Only , digital testing happens from production to delivery in the same environment 3. Benefit Getting familiar with this kind of testing is a matter of a couple of hours 4. Loss It remains a fragmented en complex proces (word, copying, distributing) 1. Current action Considering the steps to take for test on paper : - Making in Word - - copying - -printing - distributing - correcting
- 14. 3. Convince the other and communicate the idea starting with his need(s) Lucas.verhelst@odisee.be @velucas 14 Benefit Proposed Action Need LossCurrent Action Good Practice Agreement Understand Obstacles and react with patience Check the need Propose a solutionAsk about bad conditions and losses Ask agreement One presentation… more presentations…… 1 semester……… 1 year…………………………………………. ……...
- 15. 3. Convince the other and communicate the idea starting with his need(s) Lucas.verhelst@odisee.be @velucas 15 Benefit Proposed ActionNeed • Sorry, no time for that … • Dear Lucas, I regularly test my students’ knowledge and I like the way I’m doing it… • You see Lucas, computers are not my favourite stuff… Like you to consider moving to Formative Digital testing
- 16. Lucas.verhelst@odisee.be @velucas 16 OBSTACLE “FEAR” : You see Lucas, computers are not my favourite stuff… BENEFIT : You’re familiar with word? Proposed Action: HOW How about delivering us the word document with questions and answers The first time we import it into the testing system of Blackboard. There are some conventions to fulfill concerning lay-out of Word. But we can explain that in 15 minutes Propose a solution
- 17. References (who are the users and what have they done) Toets Anatomie van Beenderen en Spieren (Robin Decoster) : “studenten hebben waren enthousiast over de presentatie van een adaptief leerpad op basis van een toets. Ikzelf ga me niet meer bezighouden met het presenteren van begrippen, daar hebben we dus activerende mogelijkheden in Toledo voor. Ik me beter concentreren op het bijbrengen van inzichten.” Luc Degrez : wetenschapelijke vaardigheden (Qualtrix) Instaptoets Nederlands (Toledo) Instaptoets Verpleegkunde (Toledo) Toet(s informatiewijzer (Lectora) Toets Optiek & Optometrie In de b-course C138485-B-1314 (Duitse taalkunde I - [HBT23a] - [HBU03t]) van Joël Rooms worden er massa’s (drill?) oefeningen aangeboden op basis van pools. Dominique Markey voor het vak B-KUL-HBR13a-1314 (Français juridique [HBR13a]) waarin studenten zelfstandig de grammatica moeten studeren en van elk onderdeel een toets moeten afleggen, dit alles via een adaptief leerpad (ze kunnen maar verder naar een volgend onderdeel wanneer ze op de toets slagen met minstens 70%). Stijn Van Lokeren > IN1-1c Webdesign1 [JLO0SD] > Inhouden > Herhaling H1, 2, 3, 4 (vaste reeks) Bart Pieters > Thema 4 [JLOWE6] > Evaluatie > Proefexamen basiskennis wero 4 (met vragenpool) Luc De Clercq: Weefselleer en Microscopie Koen Vanden Hautte: Productietechnieken Enquête studenten Lucas.verhelst@odisee.be @velucas 17 Good Practice : present it on time
- 18. THIS APPROACH IS A WAY TO TRANSLATE THE SOUND IDEAS OF A SOUND RESEARCH INTO ACTION,THINKING ABOUT THE WAY ACADEMICS THINK.THE DEFINING AND REDEFINING OF ALL KINDS OF TECHNOLOGY AND OFFERING IT AS A BROAD RANGE IS NECESSARY BUT NOT ENOUGH.TRANSLATING IT INTO ACTION IS ANOTHER CHALLENGE. If WE,EDUCATIONAL TECHNOLOGISTS,WANT TO PLAY A REAL ROLE IN THE ACADEMIC WORLD,WE HAVE TO PLAY THIS INTERMEDIATE ROLE. @velucas Lucas.verhelst@odisee.be @velucas 18 Lucas.verhelst@odisee.be
- 19. 3. Convince the other and communicate the idea starting with his need(s) Lucas.verhelst@odisee.be @velucas 19 Benefit Proposed Action Need LossCurrent Action Good Practice Agreement Understand Obstacles and react with patience Check the need Propose a solutionAsk about bad conditions and losses Ask agreement One presentation… more presentations…… 1 semester……… 1 year…………………………………………. ……... More information about a 3-days ACSI-training? lucasverhelst@gmail.com
Editor's Notes
- 1. OK so Are we lost in translation?
- 2. Let”s start with an absurd question
- 3. The last sentence is not mine, but from Prof. Steve Fuller of the Un of Warwick. We enforce the thought that academics are only content transmitters. That is All about putting PPT, Word docs and complete coursebooks on a platform?
- 4. At least They are proud using the platform, students ara happy (but then again they don’t come to the lectures, we , so called technologists are happy with this kind of statistics
- 5. Steve Fuller defined during Network Learning Conference 2014 in Edinburgh the role of the academic as a transmitter of research through teaching. Lecturing is more then transmitting what already can be found in books, . Lecturing is more then copying like the mediaval monks,. lecturing is more then putting studymaterial on a server. I’m still paraphrasing Steve Fuller What is the reaction of the IT person: All right! Now we are talking! We have blogs, wiki’s, discussion fora, portfolio… Imagine the reaction . You threat the university more as a supermaket This brings me to the challenge : connecting technology and education. How do we do that? Therefor I started thinking about the communication framework I used in other environments. Start with an example of using digital formative testing
- 6. This survey we did early this year ad some remarkable results. One of th results was that 62% of the students would like having a bigger offer of online-selftesting. Now there are two ways to translate this wish : the hard way : reason enough to start with the BB testing or the other way. Unfortunately als a hard way
- 7. It is about analysing the IT tools and communicating this analysis to the Steve Fullers of this world
- 8. It is about sound ideas and linking those ideas to the real need of the academic
- 9. I once presented a paper called “Policy of formative testing”. Instead of using terms as vision, or strategy, sources.. I focused on benefites and actions. Not to inform, but to convince. Using the right movers, here called actions and benefits. To gain acceptance communicate the movers in the right order : start with a benefit and linked it to the action. Once again sell your idea. Let me show you
- 10. So here are my statements to my collegue-lecturere **** But my mother always said to me : Lucas, first think and then speak ***
- 11. Theoretically this means you have to convince yourself before convincing others
- 12. And to convince the other with his of her needs in your mind. How could this works in practice. Suppose I want to convince to make more use of the testing module of Blackboard.
- Because mostly it takes time * certainly when using the indirect mode., where you ask the academic for his approvement* and the certainly you have to cope with obstacles such as bad habits, fear, wrong information. *And stil maintaining a good mood and a positive attitude.
- I doubt that the Steve Fullers of this world will accept my idea without any reaction. Oh nice, Lucas, glad you told me. When can I start???
- For the abstacle fear I focus in the first place on the HOW-component of the action. Not convinced. Next slide please
- Well, I hear some of you say : that is much bla bla and bla. Come the point. Almost every idea that involves change, results in resistance. In education frequently , when showing good practices as a first ingredient the reaction is : Yes, … but.. In our department we have another way of thinking? That is why evidence, as shown here; follows after communicating the idea and after analysing about the idea itself One last thing I would like to share with you and certainly with people who are working in a service or supporting department of a university or a college. Together with you I realize this proces of convincing is mostly starting with a deep breath.
- Offcourse this is not the magic solution to convince others to use educational technology. Certainly not by using rigidly a kind of formule. I have a stong belief in educational technology (and apparantly : I’m not alone, otherwise you won’t be sitting here, there would be no Sevilla Congress, So I’m just like you looking for ways of convincing others of all the marvelous tools that are presented in this session and other sessions, using the right way of translating or connecting thse tools toe needs of our schools and universities. Using for exampel this ACSI-framework helps me a lot.
- Because mostly it takes time * certainly when using the indirect mode., where you ask the academic for his approvement* and the certainly you have to cope with obstacles such as bad habits, fear, wrong information. *And stil maintaining a good mood and a positive attitude.