Showing posts with label 2013. Show all posts
Showing posts with label 2013. Show all posts

10 October 2013

What are the Practical Implications of Instructional Design at a Wesleyan University?

I've been doing a bit of thinking over the past several days about my job here at Southern Nazarene University. I work as an instructional designer. Honestly, I had no idea what that job should look like when I first started working. I was a practitioner, not really a theorist. Now that I have been working for a while, I have come to understand that as a designer, I fall somewhere in the middle. According to Wikipedia, instructional design is the "practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing." This definition originates with Merrill et. al (1996). I probably should have spent some time looking at that before taking this job. I need to be familiar with all of the learning theorists. That group includes the "old" ones: Bloom, Gagné, Papert, Piaget, Skinner, and Vygotsky. I also need to be current in new ideas in learning theory, including the later models from Clark, Marzano, and Sweller. Some of the current models include technology and some do not.

Today at lunch I was visiting with some colleagues and my dean. We were discussing academics at our university. We usually use this opportunity to talk about ways we can innovate but today the conversation took an interesting turn: "What are the practical implications of being an instructional designer (somewhat of a predeterministic mindset) in a Wesleyan-tradition educational setting.

SNU is a private, Christian, liberal arts university-a service of the Church of the Nazarene. If you do not know anything about Nazarenes, we are a Christian (followers of Christ) denomination that rose out of a branch of the Methodists and Pentecostals. We are not quite as liturgical as the Methodists and not quite as "radical" as the Pentecostals (we don't believe you have to have the gift of tongues as evidence of the Holy Spirit). We follow the Wesleyan tradition in that we believe in a life of holiness: an in-filling of the Holy Spirit, also called sanctification.

Contrast Nazarenes with those of the Calvinist tradition. The major difference between Nazarenes and Baptists is that we are Wesleyans and they are Calvinists. We believe that you have "free will" - your fate is in your hands. However, Calvinists believe in the idea of predestination or predeterminism - the idea that events of your life are already determined.

So what's the point? As an instructional designer, one who uses a rubric to evaluate courses, am I giving my faculty free-will in what their course should look like? Or is the outcome of their course predestined to "look a particular way"? Rather, does it even matter? Maybe we are more like the Catholic Church in that we hold the traditions and scriptures in the highest esteem? "My course has always been this way, so there's no way I could change it to put it online! That's educational blasphemy!" As the instructional designer, is there a sense of determinism? Is the course going to turn out such that the free-will of the course designer is lost?

I wonder if my very being here contributes to this problem, raised by Nicholas C. Burbles at the University of Illinois, Urbana/Champaign:
"The search for one best way of teaching has preoccupied philosophers in the West since Socrates. Today this search is more typically couched in the language of scientific efficacy and efficiency. In the process, teaching in many schools is becoming less and less creative, personal, and rewarding. The scope of options for teachers is becoming more constrained; their subject matter and purposes more determined by the decisions of others; their outcomes measured more mechanically and impersonally."
Maybe. Probably. Yes. I feel like I do. However, how do we ensure top quality programs and courses without some kind of oversight and evaluation?

So where do I go from here? How does this question guide my practice? I'm not sure. I would really like to re-design our course evaluation rubric so that it is scored and there would be a minimum score a course would need to "pass" and we would recognize courses with an exemplary score. Would that create a situation in which course designers would not be able to have their "fingerprint" on the course?

Here's a better question: how can I as a teacher (sometimes) not act in a manner that fits with the Wesleyan doctrine? Doctrine states that we are to focus on personal faith and holiness. As a teacher, should I not strive to be my best in my teaching practice (personal faith) and work toward perfection for my in that practice for my students (holiness)? As a christian, I recognize that I am forgiven, not perfect. However, Christlikeness is my goal. I strive to better tomorrow than I was today. I fall short, but that does not mean I should quit striving for the goal.

I would posit that if I am not working to be my best in everything I do, not working to be better tomorrow than I was today, including the areas of teaching and instructional design, I come dangerously close to sin (in my opinion). Maybe my metaphor breaks down at this point. I'd gladly hear some criticism on it; but please be gentle. I'm no theologian. I'm "just a teacher."


05 October 2013

Best Practice for Designing and Assessing Online Discussion Questions - McCourt, Yarbrough, and Tanner

What would happen if you went into a classroom and you were asked to "Describe an interesting educational opportunity"? This could create a monologue, rather than a discussion. Rather, what if you had to describe "the last time a student said 'this lesson changed my life'"?

So what are some specific steps that will stir communication in the classroom?

  1. Ask Good Questions - The better the question, the better the interaction. Students should know immediately what the instructor wants them to do. (not necessarily what the answer is). Consider open ended questions.  Provide opportunity for students to incorporate personal experience. Also, create relevance through questions. Need to allow students to learn from one another AND problem solve. MUST be tied to course topics and course outcomes. No tangents!! Use Bloom's Taxonomy to consider levels of learning and how to elicit specific thinking from students on your target levels. 
  2. Foster Meaningful Discussion - Require participation and provide some guidelines of what that should look like, e.g. 3 different posts on 3 different days of the week. What does a substantive post look like? Not everything needs to be "research-based." Feel free to have students share, rather than regurgitate. Students need an instructor to model good, substantive responses. Some faculty have issues with "having to" do something. Requiring that they have XX number of discussion board or you are not allowed to have XX number of discussion boards. 
  3. Consider the type of communication you want to happen and design the questions accordingly:
  • Student to Student
  • Student to Professor
  • Professor to Student
  1. Provide clear guidelines for length, word count, number of posts, etc. Use a rubric!!

Gradually, Then Suddenly: How Tech has Changed Teaching in Higher Ed - Brian Kibby

Some students stop paying attention in 4th grade. If that happens, we often lose them for life. That doesn't mean they are going to be a degenerate, that means they likely won't reach their full potential. Welcome to the Army Private Kibby!

So why do SOME faculty do great things with technology and others don't? (Holy Crap! Did these people know that I was coming to this conference? This is tailor made for me!!) So Brian initially starts talking about "coming from a place of 'Yes" vs. coming from a place of 'No'." Sounds a lot like tribal leadership to me! He continues to discuss Positional Authority. Not cool. Stop doing it.

He shares a personal story about a teacher who is intimidated by the idea of a bunch of independent learners (using technology) basically putting teachers out of a job. How many of us have felt intimidated by that idea? It's not that we are going to be out of job. It is that we are going to have to change the way we teach. We need to embrace those (adaptive) technologies and move students to a deeper level of learning. We shift from a "save the people who are naturals at our subject" to "everyone is able to learn more than what they already know." Show advances in learning for everyone.

So how do we do this?

  1. Start by saying "Yes" instead of always saying "No." 
  2. Find a buddy. Someone who will help you with new things you want to learn. (We were doing this at Putnam City like 5 years ago! Nice validation of personal methods!) 
  3. Are you market-driven? If not, you should be. The market of education is changing. If you don't adapt, you won't stay relevant. Nor will you be preparing students to be relevant. 
  4. Just because you try something once, don't discount it. Check with your buddy. How can you adapt? 
The crux of the matter is to "try stuff." Brian says within 24 months we will be all digital (or should be).

Comment from the audience - Don't just use a buddy. As an admin, consider how to integrate a "technology boot camp" and provide some $$ for that. This could (has in other places) turn into something MUCH bigger than working with your own faculty.

07 August 2013

Taking Your Screencasts to a New Level - Paul Tannahill

Paul considered picking apart many other presentations and worried that it would be a presentation of a friend or of someone in the audience. Rather, he showed his own screencast for us to pick apart. Driving Question: What are all the good things about doing screencasts?

Many screencasters use PowerPoint. Many people make a screencast and say, "Now make your's just like mine." Several people talked at length about the tools they used, rather than the actual making of the screencast. Let's define screencasts for the purpose of this discussion: A software tutorial program, rather than a recorded lecture of a keynote or powerpoint. Specifically, a recording to answer a question that is asked over and over and over.

Already I am seeing the need to continue my quest to acquire Captivate by Adobe.

You need to have the following three things for a good screencast:

1. Technical Excellence

Video

  1. interface simplicity & clarity
  2. effective transitions
  3. zooms and pans

Audio



  1. vocal clarity
  2. vocal inflection - dubbing in your audio creates problems here
  3. volume
  4. computer sounds - keyboard? clicks?

Deployment



  1. Embed using YouTube, Vimeo, Google Video, TeacherTube
  2. Not a link to a native file

2. Sound Pedagogy

Analyze

  1. Needs assessment
  2. What do students/clients need to know?

Design



  1. Plan your screencast
  2. Storyboard
  3. Script

Chunk



  1. Don't put too much in
  2. Don't include distractions
  3. Don't underestimate


3. Watchability/Readability


Implementation

  1. Title it correctly
  2. Tag (taxonomy)
  3. Share via every social media you have
  4. Ask others to share and comment

Evaluation

  1. Invite comments and suggestions
  2. Use a hit counter. How many times was it watched?
  3. Suggestions?

Stepping Up to the Challenge of Education and the Road Ahead - Dr. Mark Milliron

There was a point in time when education broke the cycle of poverty. That's not necessarily true in a day and age when only 50% of students who start college are able to finish.

We must think about the journey for students. How do we structure learning environments? How do we instill a sense of purpose in students? How do we help them to inventory their desires and wants and get that sense of purpose sooner rather than later? Note - the modal learner of today is from the late 20s to the early 50s with a mean of about 37. The traditional students are not going away, but they are no longer the modal learners.

Look into the Virginia Education Wizard and check out what it does. It's not useful outside the state, but the idea is awesome. Why is full-time status the default? Why do students have to talk to someone to make an exception to attend half-time? Why do students feel like they are filing for welfare or at the DMV? Students need to get on purpose from day 1. It doesn't mean they have to pick a major, it means that they need to understand the importance of knowing where they want to go.

We need to dispel the myth of edutainment. We must get them to understand that they must work hard in order to succeed. WGU Texas calls it the Texas two-step. Read the book Mindset. Shift from a fixed mindset to a growth mindset. You don't already know everything you need to know. You are here to learn and that's intended to be hard. If it wasn't hard, it wouldn't be worth doing.

There's a big difference between the kids who are scaffolded throughout their life for college. Contrasted with the students who have NO ONE in their life who understands the higher education journey. Check out Practical Magic for reading. Students need to leave our classrooms better prepared for the next part of the journey. Persistence and tenacity are two very important pieces. However, this must be combined with a purpose and strategies for success.

There are 3 academic mindsets. Social, academic perseverance, and learning strategies. However, many think you have to choose one. But research shows that you must have a combination of all three to be successful. With everything we do, we should ask the question: Does this expand students' learning? That and the data behind it should frame every decision we make. How do we leverage technology to make a connection with students?

How do we build the right infrastructure, to get the right data, to the right people, in the right way? The consumer world is decades ahead of us in using data. Within 2 hours of you losing your credit card, a man in India will call you to see if you have lost your card. This is triggered by your spending habits and quick, closed-loop feedback. Let's apply that to learning.

06 August 2013

A MoodleRooms Guide to Almost Everything - Phil Miller, VP of Product Strategy

The Moodle community continues to grow at a rapid pace. There are about 60 million Moodle users in 100s of countries. This isn't just for education anymore. MoodleRooms is at about 1000 customers with about 2200 sites, worldwide. There is a movement in Moodle to consider the social justice ramifications of the use. MoodleRooms would like to be good stewards of the partnership they have. There is another mention about learner.moodle.net, a MOOC which will start on 1st of this year. You can earn a badge showing that you completed it and this can lead to Moodle Course Creator Certificate.

MoodleRooms is working towards with the movement of Standards Based Grading (SBG). MoodleRooms is sponsoring the certification from the National Federation of the Blind, which is a huge push by Moodle to integrate more easily with accessibility tools, such as screen readers.

So what is my responsibility as a user? Participate in the conversation. Contribute to the community (code - which I don't do). Expand the community, maybe by pushing the MOOC? Engage in the community. Look into research projects (this could be a good idea for class). All of these would contribute to the global reach of Moodle.

Collaborate might be an option for synchronous opportunities. Joule Classroom is $10k. The limitation is 50 total users. xPlor is also a new thing coming. It is a content repository.

MoodleMoot Portland Keynote - Martin Dougimas, Moodle Founder and CEO

Martin is joining us from the future! He's 16 hours away in Austrailia, via GoToMeeting.

So who needs teachers? Students are able to get knowledge anytime they would like. There have been a lot of predictions about what education would look like. Some say that Google will be feeding us information before we even know that we need it. Go to YouTube to learn an instrument. The hole in the wall project in India, etc. However, Moodle's position is that teachers are important. They need support and resources. The human component is missing when you take the teacher out of the equation. Even when learning happens over the internet, you still make a personal connection.

One of the great things about Moodle is that even though it is open-source, it can be run on your own server, with your own data, keeping everything that you want as private as you want. There is one site that is supporting over a million students, with several running over one hundred thousand. Moodle supports teachers and learners.

Given that as the mission, how do we get there? By development. Moodle allows many plugins to talk to other plugins. Such as a student posting an assignment and that triggering some action. Or the reverse, where a students doesn't post an assignment which triggers some external log, etc. Caching allows an increase in performance cutting down the amount of work the program has to do (cutting out repetitive actions). Moodle partners are allowed to prioritize their bug fixes (MoodleRooms).

So where are we going from here? Moodle 2.5! And then some discussion happens about bootstrap, which I have no idea to what he is referring. I got a bit lost here. Something about Responsive Design. We are currently running 2.4.4. The other priority Moodle is working on is outcome-based learning. If you are interested in this, look into standards-based grading. There are also a significant amount of improvements on forums, such as accessibility, discussion subscription, improved navigation, in-line reply, and posting stats. Additionally, they are working on data-driven improvements. In other words, analytics and reporting. I suspect that our reports for students not attending class or not turning in assignments will be coming soon. They will also be working on Course Management. According to Martin, the current one is rubbish. Improvements to grading papers, the ability to annotate assignment (via PDF), will be coming. Accessibility!! Gradebook!! Bug Fixing. These are not all coming in 2.5, but many will be coming in future iterations. Many people are unhappy with the Moodle app. However, it is impossible to have the app do everything the full site does. It is more focused on offline work, e.g. being able to download course information and grade or read.

Look into signing up for AirNotifier Server when it becomes available? This would enable notifications, meaning that students could be notified by text about due dates, etc.

Look for a new Moodle.org coming soon. This will include badging for users who are particularly helpful in the forums. Consider taking the MOOC, which occurs starting on 1 Sept 2013 at learn.moodle.net. You will earn a Mozilla Badge. There is a Moodle Course Creators Certificate that can be earned as well.

Martin shared a great list of research questions asked and explored at the Moodle Research Conference (this year in Tunisia, next year maybe the US.) What about data? How do we address issues of privacy? What about notifications? Specifically, notifications when students need help, without them asking for it? How can we motivate students with data? Can badges be motivators?


15 April 2013

My Side of the Story #bowiefire

I teach a class at SNU Tulsa called Earth's Natural Disasters (which likely has a new perspective for me). This past Wednesday was the first night of that class. I talked to my mom on the way to Tulsa, nothing new or exciting. Just before I got to town, Michelle called. We had offered our home as a place for a couple of friends to have an indoor picnic since having a picnic outside on that day was pretty much impossible.

We have a fireplace and they asked if they could build a fire and why wouldn't we oblige? It was a couple and fire makes things much more "romantic." A birthday, indoor, picnic with a fire. What could go wrong?

I talked to Michelle on the phone about whether or not the flue was open and I was pretty sure that it was. They checked and agreed. I assume at this point they lit a fire using some very wet wood and the natural gas "helper". I arrived at the campus and went inside. I talked to Michelle and our she told me that our friends were having a nice time and loved the smell of a campfire so this was really nice. It's not at all unusual to smell a little bit of the fire when we use the fireplace.

By this time it was right about 6pm, which was the time class normally starts. I got a phone call from Michelle telling me that the house had filled with smoke and asking me about using the fire extinguisher. I reminded her to pull the pin and point it at the base of the fire. I assumed at that point that we must have been wrong about the flue being open. She told me they were going to call 911 and I figured she would put the fire out in the fireplace and call me back to tell me that everything was okay.

I always try to start class with prayer as I know that school can be very stressful for adult students (and traditional) so we started it as usual. I informed the class (very) briefly what I thought was happening and we prayed and started class with introductions. I got a phone call in the middle of intros from a friend asking if my house was on fire. I kind of played it off, but she seemed concerned and we hung up. A minute or two later she told me she was in my neighbor's yard and said she could see fire coming out of the top of the house. This was the point I realized that all was not okay and that students would have to wait. I needed to get back to the City.

I summarily dismissed class and headed out of Tulsa for OKC. As I was walking out of SNU Tulsa, I called Michelle (I think) but I really have no recollection of what she or I said. I remember getting in the car and being thankful that I had filled up with gas in OKC so I wouldn't need to stop on the way.
I recognized that there was nothing I could do except get back to the City safely, so I set the cruise on the speed limit and moved along at a steady pace, focusing hard on following all traffic rules and being safe. The last thing I needed at this point was a traffic violation ro an accident.

I called my insurance agent, Jim Dunn. He's s State Farm Agent and I couldn't possibly recommend you to anyone that cares more about his clients than he does. Seriously, if you don't have State Farm insurance through his agency, you should reconsider. He has gone far and above the call of duty during this entire ordeal.

He lives about 6 blocks from my house and said he'd head over and see what he could see. I waited (im)patiently for his call. He called me about 10 minutes later and told me the situation. Smoke was coming from the attic. It appeared that there was a pretty good-sized fire in the attic and the Warr Acres Fire Department were on the scene working hard.

Jim and I talked some more after a while and he prepared me for the worst. He explained usually when there's an attic fire, the firemen have to use so much water, the ceilings in all of the rooms tend to fall in. (more on this later) He told me that he would go ahead and go to his office (about a 20 minute drive each way) and get his checkbook so he could write me an advance check. Uh, what? We don't know the extent of the damage and you are going to go ahead and write me a check? Wow. This must be bad. I not yet begun to wrap my brain around what kind of adventure we were about to embark on (and that's probably a good thing).

Jim recommended that I consider a restoration service, such as Phoenix Restoration Services. I have a ton of respect for Jim and willingly told him that he could have them contact me. He said I should expect to hear from them very shortly. They did not disappoint. The owner of the company, Jeff called me before I even made it back to Oklahoma City. Did I say I set the cruise on the speed limit?

I had basically processed that we were going to have major damage to our home. That was a given. I had no idea (really) what I was going to find when I arrived at our home just about 8:15 pm or so.

The firemen were just getting done and were about ready to back the brush truck up just to watch for flare-ups. The fire chief welcomed me to my property and asked if I'd like to walk through. I obliged.

We entered the garage (after a hug from two of the best friends a guy could have, Scott Redwine and Tod Mosshart). Immediately I could see that things were going to be pretty bad. I could see all the way through the ceiling of the garage to the sky. There was a huge access hole that allowed firefighters to get to the area around the chimney. I simply walked and tried to take it all in. The chief was talking, but I'm not sure I could tell you what he said.

We continued into the laundry room where there were more holes, water everywhere, and paint that had begun to bubble. This could be because of fire or water. I'm honestly not sure. We kept walking.

I looked into the room where we have a college student staying for the semester and saw that I could again see the sky. His stuff was all covered with a salvage tarp belonging to the fire department. Everything in the room was soaked. In fact, pretty much the entire room was wet furniture (moved from the den for dinner), a day bed, and a huge pile of soaking wet clothes. Moving on.

As I rounded the corner to peer into the den, my stomach sank. The den (which is also sunken - se ) was standing in about 3 inches of water, the ceiling was burned/torn through. Clearly we were very close to the origin of the fire. The hottest part of the action. The romantic dinner setup still sat incongruously at the other end of the room (and it is still there now). A significant amount of the stuff in the attic was now in a large pile in the den, still smoldering a bit.

On to the kitchen. Wow. I might have said a bad word or two. More sky. More holes in the ceiling. More smoldering. Water, sheetrock, and masonite all over the floor. Nasty. Like you can't even imagine, nasty. I didn't look at anything in the cabinets. (side note - I saw all of our dishes undamaged being packed for cleaning - yay!) However, I did see bare electrical wires hanging from the hole in the ceiling. Crazy. Weird. Very weird.

Then things get miraculously better. We move into the living room, there are only a couple of fist-sized holes in the ceiling that were likely used to see into the attic. There's significant water damage on the kitchen side, but other than the floor, things don't look that bad. Things are roughly the same throughout the rest of the house. Water dripping, but the ceilings are all miraculously intact.

I am amazed and blessed that our house sustained such a reasonably small amount of damage considering the magnitude of the fire. This may be a bit of hyperbole, since they haven't started tearing pieces off of the house to begin reconstruction, so I might reconsider my "small amount of damage" statement.

We are in the very early stages of restoration, but I'm feeling really positive about it. So far, our clothing and curtains have been completely removed from the house. Additionally, a significant amount of our belongings inside the house have been packed and/or removed.

As for the family, Michelle and I are firmly ensconced in a hotel until we are able to move into a rent house. We expect to be there for 3-4 months. Maybe 6 months at the most. Our furniture will be delivered on Wednesday. I've already got internet set up there, the electricity is on, and the water is on. Fortunately, we don't need gas because only the heat uses that and I think we can survive the one or two freezes left without the heat on.

The kids? Jessica and JC are both in the dorms. Jess is going to be working on campus, so she has the option to live there during the summer. Timing? Awesome. JC has a couple of options with friends/family. While that hasn't all been worked totally out, I have no doubt that it will be nailed down very soon.

Our family is blessed. We have been inundated by the kindness of our friends, family, and community. If you are reading this and wondering what we need, prayer is what that is. We don't need any gift cards to anywhere (except Ted's). Thanks to each of you for your concern, prayers and gifts. We appreciate you so much. We also appreciate your continued prayers so much as we try to work through/itemize all of the things that have/had and make decisions about the rebuilding of half of our house. The important pieces are all safe, it's just a matter of figuring out what to do with what's left.