EDCI569 Module 2: Open Education Resources

Thoughts from Dec 10 BlueJeans Meeting:

  • Open Educational Resources (OER) from prestigious institutions have better chance of sustaining itself for various reasons. First, it is much easier to publish their materials and have the public subscribe to it using their brand name. Comparatively, smaller institutions and start-ups would struggle with getting recognized, or even just being discovered, given their relative obscurity. Next, they would have a larger (possibly funded!) staff to develop and organize their content on a consistent basis, whereas smaller organizations may be updated less regularly due to work-hobby conflicts. A third point, also related to funding, is that larger corporations can channel funds from other avenues to help sustain operation costs of the OER such as the server equipment or buying materials/content rights.
  • Another issue with OERs that was mentioned in our discussion was suggested by Michael, where the material carries institutionalized colonial-era ideologies; that most of it was created by the global north and applied to countries in the global south (Paskevicius, 2019). This poses the issue whereby First Nation’s perspectives and traditions are being minimized while students study content from a settler’s viewpoint instead.
  • An interesting point which was brought up was how an OER could potentially begin is by local teachers pooling resources that they use to create a database within the school. It then grows into multi-school program through collaboration and contribution inside the district network infrastructure, and then eventually become a fully public OER. While this wouldn’t solve the issue of First Nation’s knowledge being specific to place (ie, the local environment), it would at least recognize their ways of knowing as it should be embedded within active teachers’ pedagogy.

EDCI569: Module 1 – Twenty Years of EdTech

*Blockquote for future use in Lit Review*

Weller, M. (2018). Twenty Years of Edtech. EDUCAUSE Review, 53(4). Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech

This article provides a summary of main innovations in Educational Technology (EdTech) starting from Wikipedia in the 1990’s to  Blockchains in 2017. The list can be thought of as potential tools for educators looking for to support online / blended classrooms, or to incorporate technology into traditional classrooms in meaningful ways. For instance, Open Education Resources (OER) or Web 2.0 would be a means to provide students with curricular material instead of print-based items which are easily forgotten or damaged.  What’s interesting to note are the more recent (within last 5 years) technology such as learning analytics (collection of student data to supplement learning or intervention), digital badges (which students can accrue as evidence of informal learning), and artificial intelligence (potential tutoring system). An important caveat to the innovations in the article is that their full adoption and integration into education is still a work in progress. In addition, their usefulness in the classroom is also open to debate.

What? What happened? What did you learn? What did you do? What did you expect? What was different? What was your reaction?

  • The article lists advances in technology over the last two decades which have the potential to be used for educational purposes. It was interesting to read through some of them and learn about newer ones like AI and Blockchain.
  • RSS: aware of its existence, but never tried to utilize it. Seems to be another well-intentioned, poorly executed idea that died off before it took off.
  • Blogs: seems to be the most popular option for post-secondary assessment or reading. It’s understandable as they tend to be more readable (less jargon or use excessive academic language), engaging (use of graphics or other media), or relate-able (use of humor, sarcasm, case-studies, etc).
  • LMS: utilized of platforms such as Blackboard, Canvas, and EBUS as a leaner. Yet never realized how much work is involved in the creation and operation of the LMS. For example, creating content such as quizzes, tests, rubrics, or lessons, as well as ensuring file cater to software (.pages or .word) or hardware (PC or Mac). I agree with how LMS have become the industry standard of well-executed distance learning format. a properly constructed, user-friendly system can make or break a course. Alternatives such as emailing assignments or reading instructions off a blog feels clunky, and has too many separate pieces which requires users to search high and low for information or documents.

    “The Moodle sign” by 4nitsirk is licensed under CC BY-SA 2.0
  • Twitter & Social Media: while it seems to be more “open” in terms of accessibility and interactivity, much of it is still a toxic cesspool which demotivates individuals from participating (constructively).

    “Never argue with an idiot. -George Carlin” by deeplifequotes is licensed under CC BY-NC-SA 2.0

So What? Why does it matter? What are the consequences and meanings of your experiences? How do your experiences link to your academic, professional and/or personal development?

  • The summary of currently available tools and helps me identify which pieces are present or absent in my current practice. Since I use the LMS of Moodle to teach blended /online classrooms, it comes equipped with open textbook, digital badges, and learning analytic tools that were mentioned in the reading. To improve my practice, I should try to learn and experiment with these tools as mentioned in the readings. First and foremost would be paying more attention to the learning analytical tools, such as tracking students’ time spent on the course; where are they spending the most time and what is it about those tasks that require so much of their attention and reflection.

    “Head Experiment” by Kollage Kid is licensed under CC BY-NC-SA 2.0

Now What? What are you going to do as a result of your experiences? What will you do differently? How will you apply what you have learned?

  • The take-away from this article is to re-examine my classes to see what aspects I can include or exclude. This is especially true of tools that I’ve avoided (ie. synchronous online meetings?) as I didn’t quite understand what how they are useful for student learning.

Where is Team Clark?

Mr.Clark will see you now, Mr.Kozma.

It should be clear that I side with Clark in the discussion about effects of media on learning; which feels awkward as I teach blended and online classes. This means I rely heavily on use of media such as videos, animations, and educational websites to deliver content to students while they are outside the classroom.

What does the Clark Say?

Richard E. Clark has repeatedly,stated his stance regarding use of media in teaching as “there (are) no learning benefits possible” (1994). He first published this statement from the results of his meta-analysis on decades of research on the influences of media on learning back in 1983. Clark sees media as a means of delivering instruction, using analogies like different delivery services having varying efficiencies, but has the same end result of the item being delivered. A similar analogy was that different forms of medicine, such as tablets, capsules, or liquid, all deliver the same active ingredient into the body. This was similar to Salomon’s (1979) finding that “it was not the medium which influenced learning but instead certain attributes of media that can be modeled by learners and can shape the development of unique ‘cognitive processes'”. I agree with these sentiments because it helps explain why old tried-and-true activities still work today even with our advances in technology such as computer animations or virtual reality. For instance, high school chemistry introduces cyclohexane as a two-dimensional drawing:

Kiddy cyclohexane

In university, we learn that same molecule in all its glory:

Teenage cyclohexane

Traditionally, poor undergrads are expected to derive the three-dimensional configuration from looking at two-dimensional drawing, and then ponder how substituents on the arms would align themselves in space to minimize repulsion for a stable configuration. Innovations in technology has created molecular model kits, or marshmallows and toothpicks, to allows for physical manipulation of an object for visualizing the cyclohexane shape.

Available from Amazon for $26.97
Available from grocery stores for… $5?

 

 

 

 

 

 

 

 

 

 

Further advances in technology have made it possible for anyone at anytime and anywhere to render any molecule online (such as on MolView) for free.

Available for free… if you can build it.

Why did I show all these images? Because according to Clark, the flat textbook picture, the plastic or marshmallow model, and the online tool should be equally effective at helping students learn about the conformations of cyclohexanes. This sounds very counter-intuitive as most would argue the first method would be nowhere near as effective as the latter two methods, due to lack of interaction.

Kozma & Co.

Some opponents of Clark would identify the manipulative aspects of hands-on or digital models to be what Kozma (1994) calls the “processing capabilities” of the medium, whereby it can act upon the symbol system presented. Being able to freely rotate or translate the model allows learners to comprehend the structure when they were unable to do so from a static image. Kozma provided similar arguments through studies using computer-based learning program called ThinkerTools and educational videos called the Jasper Woodbury series, and found that students scored higher subsequent tests compared to the control group who used traditional teaching methods (Kozma, 1994). So this means that media does influence learning and I should re-think my stance right?

“Yo, (Kozma), I’m really happy for you, I’ma let you finish, but (Clark) had one of the best (arguments) of all time!” ~ Kanye West, VMA 2009. Edited for relevance. 

I agree with Clark’s (1994) direct rebuttal of Kozma’s findings because the control group did not receive the same scaffolded guidance compared to the experimental groups. Therefore, we have confounding variables affecting the result: was it the presentation of the information through video or simulation that accounted for the difference in assessment results, or was it the different pedagogical approach where one group were taught and practiced applying different skills throughout the problem processes? Using a medical analogy: consider a patient given pills and sent away with written directions, versus another who uses intravenous (IV) drip with round-the-clock care. If the latter shows greater improvements, we cannot conclude the IV treatment is more effective as the lack of care and scrutiny may have had an influences on the final results. My second argument is that in my example with molecular structures, does each method offer a unique attribute which results in acquisition of a unique knowledge? The learning gains from the physical and digital models are most likely due to the aspect of interactivity, whereby students are alleviated from mentally processing an image in their minds and instead focus on visually seeing the manipulation. Presenting the ability for visualization is the key instructional method that Clark defines as “the provision of cognitive processes or strategies that are necessary for learning but which students can not or will not provide for themselves” (1994). The implication from this is that as long as the instructional piece (such as visualization) is provided, learning will occur be it through a series perspective drawings, physical models, imaging software, or virtual reality.

This is crucial to my pedagogy for teaching online and blended classes where I can challenge the preconception that these alternate programs are more, or less, rigorous than full-time classes. If I can identify and present that vital instructional piece, then I will have more flexibility with my choice of media and not worry over how learning didn’t occur because a particular format was not used. This also allows me to keep my options open, that one day virtual or augmented reality that can fully simulate the five sense in order to let students experience a full-on (disastrous) lab experiment.

Further evidence that media has no effect on learning – previous blog examined study comparing face-to-face, blended, and online modals of learning showed no significant difference in student achievement. 

References:

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. https://doi.org/10.1007/BF02299088

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. https://doi.org/10.1007/BF02299087

Salomon, G (1979), Interaction of media, cognition and learning. San Francisco: Jossey Bass.

 

 

Where’s my virtual pen & paper?

Thanks to our wonderful professor selecting such deliciously bite-sized nuggets of wisdom (truly, I appreciate the gentle start to course readings), I can effortlessly group the first. three. articles. under the banner of “Neat… and?”

Accurate depiction of knowledge gleaned from articles.

As coffee break reading material, it was mildly interesting to read how random writers are predicting future trends of technology in education, and offering little snippets of vague information about some new technology; but what was the point of the articles? The purpose of this exercise was not clear, thus motivation and interest was practically non-existent and I simply needed grit-my-teeth and quickly skim the articles to understand key terminology like augmented reality (AR), cloud computing, or learning science. This mindset persisted until the Top Hat article, which stated “[their] technology in education 2019 predictions are less about exactly what emerging technologies will be… but how they will be applied.” All of a sudden, I understood the purpose the author had in writing this article, and how their work may potentially be relevant to me. In addition, I found the article to be much more enjoyable as it provides concrete examples such as using AR to practice surgery planning. This was absent in previous articles where they merely spouted some completely generic advertisement like “applications such as HP Reveal have near-limitless uses and could be used in any curricular subject” (Tech & Learning, 2018); something I strongly disagreed with as it’s restricted to well-funded institutions that can afford a class set, and does not alleviate or enhance teaching of mechanical processes like two-digit multiplication. In reflecting upon this, I once again realized that my experiences as a student in this online Masters program is nearly identical to that of my own students in the distance learning courses I teach.

Mirror, mirror on the wall, who’s the teacher in us all?

As a learner, I’ve recognized that my own learning is often dependent on knowing the purpose of the material and how it may benefit me in the future. It is from that framework do I maintain consciousness when engaging the literature, and have the mental capacity to find a topic of interest or inquiry to delve into. For example, I really enjoyed the Top Hat article so I began looking into who the writer was, where were the sources he used for the predictions, and more importantly, what other article has he written. This was not done for the any of the earlier articles because I simply could not care enough after having satisfied the expectation of reading the article. What’s worse is that some articles either lacked the references for me to search, or lacked credentials for the article to be considered worthwhile. Case in point: in Lambda Solutions‘ disclaimer, they note that their article was written by some fellow who was “interested in culture, education and fiction” (wait… that last part worries me), which I’m not sure how their opinion can be considered as the “expert insight” that their advertising in the preceding sentence. Furthermore, the writer’s “views and opinions expressed [in the article] belong to the guest blogger alone, and do not necessarily reflect the official policies or opinions of Lambda Solutions.” This is painful for me as I feel the article’s purpose was to provide an expert’s view on educational technology trends and promote the company’s services, which it failed because the expert was not an expert. Knowing my motivators and being able to find them helps me succeed at learning, which becomes my task to inspire the same in those I teach.

As a teacher, my role in student education is to have them understand their own reasons for learning (purpose), recognize what they need to succeed (benefit), and develop a strategy to accomplish that (more benefits). The best method I can think of is to offer my own learning process as a functional example. I need to ensure the purpose of my decisions, activities, or content are visible to the students, and I’m able to justify the benefit of engaging in them. Being a teacher at a distance-learning center, this means I have more flexibility in the sense that I have the option and access to some of the technological trends being mentioned, such as cloud computing, online presence and learning communities, self-paced learning, or access rich multimedia for our diverse learners. With this in mind, the articles I read becomes relevant as I have options under consideration for “meaningful integration of new technologies… aligning to best instructional practices” (Holland and Holland, 2014) into my classes. This simplifies my work down to weighing the pros against the cons of adopting a new piece of technology and whether it provides an authentic, engaging learning experience, or becomes a simple tokenism having cutting-edge technology. This is why that I would need to familiarize and assess for myself with the practicality of those new innovations, or study how other have tried making it relevant in their pedagogy,  before agreeing or disagreeing the effectiveness of these trends. For instance, the easiest to implement would be online discussions or debate in forums as opposed to in-class ones. While the benefits include allowing remote learners to participate and letting students contribute at their own pace of learning, one common problem I’ve seen is the misinterpretation of words (due to lack of seeing facial and body cues); or that the discussion peters out due to participants posting at different times thus lacking that immediate consideration of ideas and subsequent feedback. Another example would be using virtual reality (VR) or AR to provide a sense of “hands-on” learning through remote connection or in under-equipped classroom. As a traditional science teacher, I still value and support authentic in-person laboratory experiments simply because I feel the alternatives cannot fully emulate that holistic experience of: the weight and burns from holding a hot beaker, the sight and sounds of the wrong solution being added, or simply experience working with lab partners.

Hey, can I check your answers?

Where Did He Come From? Where Did He Go?

Book cover for the reading – MĂ©tissage: A Research Praxis. Retrieved from https://www.worldcat.org/title/handbook-of-the-arts-in-qualitative-research-perspectives-methodologies-examples-and-issues/oclc/141187869

 

Is this a real study or Is this just fantasy?

I’m caught in a landslide of readings, with no escape from reality.

But it helped me open my eyes, and look up to the future and see.

I’m just a poor science teacher, I need some sympathy.

Because summer came and is about to go, the stress pretty high, not very low.

Any way this blog goes doesn’t really matter to me, because it’s about me.

 

 

As the end of the semester is in sight, I feel this image is an accurate representation of how I felt before and after this journey.

Retrieved from https://andertoons.com/science/cartoon/8299/back-in-my-day-theyd-build-an-actual-physical-maze

Appreciating Research – as a Scholar

Looking at the whole cartoon, it symbolize the need to examine research (characters) in detail to understand the findings (the joke). My background in sciences presented a biased view that published research articles have reliable findings because it made it through peer-reviews that would have pointed out flaws in its design. Yet McAteer (2013) pointed out examples in their article where researchers deliberately selected data which support their hypothesis or manipulated their data to produce a favorable result. Combined with the infamous Wakefield (1998) study that ‘linked’ measles, mumps, and rubella vaccinations to autism, I had to re-evaluate my belief in published articles.

Retrieved from https://beijingimmj.wordpress.com/research-guide/

O’Cathain’s (2010) proposed framework to assess the quality of mixed method research is perhaps the most detailed criteria list I’ve encounter in this course. However, I favored the Mixed Method Appraisal Tool to be more concise and easier to apply. Another useful tool is Boote and Beile’s (2005) literature review rubric, which helps readers assess whether the researchers have a full understanding of the terminology and current understanding in their field of research; as opposed to following standard methodology without comprehension its necessity. In previous blog posts (here and here), I applied those tools to articles after an initial reading and found changed my perception of the research afterwards. In the former case I questioned the validity of the findings due to vagueness in the report, and the latter lacked a broader inspection in their literature review. Going forward, I have a better appreciation for reading research articles which directly translates into a better understanding for teaching the scientific method as a science teacher.

Appreciating Research – as a Teacher

As educators, we receive a lot of resources and workshops on how to improve our practices. Being caught up in the energy of presentation and potential to improve our classes,  it is tempting to implement innovations immediately. However, I believe we need to examine those ideas much like how we examine research and its findings. For example, we discussed how classes can incorporate usage of social media such as Twitter or blogs to foster student relations and interactions; and saw how it was successful in its implementation and purpose in our own Masters’ cohort. However, it is important to have reservations about re-structuring our own classes to model this without doing prior research such as seeking administrative or parental approval. Both those parties, and teachers themselves, need to keep the safety of the students first, thus require examination of whether those services adhere to the Freedom of Information and Protection of Privacy Act (FOIPPA). After looking into those aspects, there is still another important party to consider: the students. In the last school year, I experimented with incorporating  school district’s Idea-X challenge into my Applied Design, Skills and Technology (ADST) class. The challenge aligned with the course’s curricular goals, so I let the class decide whether to pursue this at the start of the second semester. The school approved it, my students were interested, and parent consent forms were submitted; everything was on-track until the first information session. The organizers asked each team to create a group Instagram account, a social media service I know most of my students use. Their motivation dropped faster than Facebook share prices in 2018 and some even avoided class.

Retrieved from https://tenor.com/view/hiding-office-work-gif-5391795

Given that I saw students twice a week and have taught them for roughly three months back then, I sorely underestimated how well I knew my class. Their unwillingness to have a digital presence outside of their closed circle, combined with some unclear expectations of the group account, made the whole exercise flop despite my attempts to offer social media support. Looking back now, rather than treating that experience as a one-off occurrence or giving up, the source of error from not researching deeper about my students’ comfortability with social media will be a key consideration for future activities. I also feel better about my decision now in framing my willingness to drop the project as exemplifying learner-centered pedagogy. as opposed to insisting upon it because it meets curricular competencies.

Open Mindset – as a Researcher

Looking back at the first comic, I see myself as the mouse in the corner making fun of non-traditional (constructivism) approaches to research. This meant that I placed a greater significance on studies that quantify and directly prove causation than those describing social observations and analysis, which might be open to interpretation. This mindset changed from two realizations: (i) quantitative approach being unsuitable for social research, and (ii) other methodology being equally as rigorous as quantitative studies. The second aspect was heavily influenced by Onwu and Mosimege (2004), where they clearly answered how oral practices in traditional medicine is subject to the same replicability that is expected in the scientific method; lack of empirical documentation should not make it less valid than Western science (discussed in previous blog). To wean myself off the superfood that is quantitative research, I began exploring a more balanced diet such as mixed methods (includes familiarity of traditional positivism and feasibility of constructivism in social research), and action research (blending of education theory and practice). As of now, action research seems to be the ideal path forward as it focuses on improvement of practice, which is essential to myself as an educator and one of two main reasons that I enrolled in the Master’s program.

Reason #2. Retrieved from https://pixabay.com/illustrations/packs-pile-money-finance-currency-163497/

Open Mindset – as a Teacher

I have always viewed myself as a flexible teacher in being open to new technology, pedagogy, and student suggestions, but I still find moments like the researchers in the first cartoon where I simply use modern technology to do the same thing as before. It struck me like thunderbolt and lightning, and was very, very frightening that I tossed a pile of notes at the students and expected them to regurgitate it on an exam before the end of the year. My main goal over the summer break was to spare them their life from this monstrosity and look for more engaging ways to connect the content to conversations or critical reflections. I also had to figure out what Aboriginal education is, and how to include it into classes as part of BC’s new curriculum. Luckily, the course readings have shown me that each of these individual ideas are interconnected, and not like Beelzebub has these tasks put aside for me, and just for me. Firstly, the availability of resources online is not exclusive to online and blended courses, but rather a movement towards open pedagogy in education. Students in face-to-face classes can also access these resources, such as online textbooks and video sites, providing a breadth of available material. Open access allows teachers and students to engage in learner-centered pedagogy and not be restricted by the availability of resources or expertise. The latter point involves students (or through teacher moderation) connecting with specialists in field via social media or simple email, to address their curiosity. One example of this being done effectively is at the Pacific School of Innovation and Inquiry, as mentioned by Jeff Hopkins in our meetings. These interactions may also serve as a learning opportunity for students regarding professional digital citizenship, such as curating and communicating with individuals online; a necessary skill that I might be able to model in my quest in writing a research project. Turning to course design, a correctly scaffolded model of this personalize inquiry would circumvent the issue of online education being “low context so that it can be consumed by any user, anywhere” (Tessaro, Restoule, Gaviria, Flessa, Lindeman, and Scully-Stewart (2018). Finally, all these parts can be woven under the banner of Indigenous pedagogy, whereby focus of learning is through conversation (be it synchronous or asynchronous) as opposed to assembly-line construction without seeing what the final product will be. It turns out my summer homework will be less strenuous under a natural, holistic lens rather than compartmental; something students may notice when examining their own learning under this model.

But before tackling these ideas for the upcoming school year, I need to look after my own health and wellness. So for now:

Nothing really matters, everyone can see my blog.

Nothing really matters

Nothing really matters to me~

“ART FLYER” by Andrecio Alves is licensed under CC BY-NC 4.0

Where’s the Subscribe Button?

Regarding Inquiry / Problem-Based Learning:

Trevor Mackenzie’s (@trev_mackenzie) discussion around implementing Inquiry in the classroom was something I’ve been introduced to in my teaching PDP program. The concept was one that I had intended weave into my courses for the new school year. While that was the plan, I admit I did have concerns with the level of depth versus breadth I should design. This is where Trevor framing the Inquiry process as a swimming pool gave me the inspirational nudge I needed (into the pool).

This sketch representing how a teacher can gradually remove scaffolds to give learners more independence is featured in Inquiry Mindsets. (Courtesy Trevor MacKenzie and Rebecca Bathurst-Hunt). Retrived from https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects

It was helpful in clarifying that I shouldn’t fill the course with just “Free Inquiry” projects; that repeatedly tossing them into deep end will help them swim.

Figured it out, kid.

I believe my approach would be valid if, and only if, students have had prior experience with the Inquiry model or had I taught them previously (which is unlikely as this is still in development). The scaffolding design is ideal as I could re-arrange units with more abstract concepts, or those I predict students to have a difficult time with, to have “Structured Inquiry”. Meanwhile, easier units can use Free Inquiry format to help students find their own interests and curiosities. With that in mind, my remaining worry is how apply this model into content-laden courses such as Biology 12, where it’s largely based on brute-force memorization. 

“Curiousity” by elycefeliz is licensed under CC BY-NC-ND 2.0

On another thread regarding Inquiry, I was delighted to learn about Jeff Hopkins’ (@hopkinsjeff) Pacific School of Innovation and Inquiry which implements a student driven, open inquiry model program for grades 9 through 12. To be precise, the knowledge that my colleagues and I who are interested in introducing cross-curricular inquiry have an example to draw from; as well as a place to visit for Pro-D days. I fully agree with Jeff’s observation that learning as kids and as adults due to simple curiosity is much more effective than the forced factory-mandated process of learning prescribed content we see occurring in traditional schools. It would make more sense to consistently apply that approach through K-12 and into post-secondary (latter is debatable), rather than having them forget and have to re-learn how to pursue their passion.

While this shift would undoubtedly be a long and difficult process, as active teachers have precious little time to learn and consider how to overhaul their practices, we luckily have schools willing to act as experimental trials for the rest of the province. As Jeff himself mentioned, he wanted his school to be the template for other district or public schools to model after.

“the early bird (365.258)” by splityarn is licensed under CC BY-NC-SA 2.0

I believe the school I’m working at would be able to implement cross-curricular inquiry in our academic classes.  First, we are a choice school where a large proportion of our students find the traditional classroom challenging; so this alternative would work much better for them. Secondly, we offer Blended and Online courses so our students have a lot of independent study time throughout the week where they are not (completely) restricted to the same pace as their classmates. Lastly, we have small class and staff size. Small class sizes allows us to feasibly build relations with each student and provide individual guidance, whilst limiting the increase in time spent marking within manageable levels (major downside to not using scantrons). Few staff members means each department only has 1 or 2 teachers so it’s not a huge undertaking for the departments to collaborate across curricula, or worry that different teachers teaching the same course are using different pedagogies. We’ve already come up with potential cross-curricular inquiry with my favourite so far being between Foods and Biology (mine is: what are the effects & ideal time to salt and dry fish before cooking?)

“Curing salmon” by Miia Sample is licensed under CC BY-SA 2.0

This week was also inspiring in my understanding and application of Indigenous ways of knowing into my classes. The two big focus points in my PDP program were incorporation of Inquiry / Problem-Based-Learning (PBL) and Aboriginal Education (AbEd) as part of Ministry requirements. My initial feelings was to just have them teach me how to teach first, which Shauneen Pete pointed out in her book, was the common response of in-service teachers’ aversion to widening their perspective on teaching. So in taking a step away from the standard Eurocentric pedagogy, I came to realize that I already deviated from those practices and have included aspects of Indigenous pedagogy. Things such as building relations with students and letting them influence some direction of class are prime examples of this, as opposed to the content-focused methodology where the teacher holds all the power. In re-framing the adjustments we make to help students succeed, we are effectively promoting Indigenous ways of knowing already.

Where’s my Knowledge at?

I used the film, “Kitchen Stories” as an assessment of my understanding with research methodologies to date; focusing on Researched & Research.

Also, this might be a fun way to teach/assess units in Sciences; point out related concepts or in films / movies (connections to abstract ideas).

Regarding Researched:

  • The film did not mention why Norwegians volunteers were chosen (poor quality research! not explaining sampling rationale), but it’s clear they did not understand how their work might be perceived by the participants (resentment to Swedish observers). When applied to modern study on say, Indigenous Knowledge Systems, a “settler” researcher may face or present an uncomfortable presence when observing Indigenous healers at work. I feel researchers may need to their awareness of different contexts and perspectives when conducting social research, recognizing how their methodologies may not as neutral as it appears.
  • The researched (observed) in the film can also be a metaphor advocating for Indigenous pedagogy; how learning occurs as an collaborative effort between the learner and teacher.  The defining phrase for me was when Isak said “How can we understand each other without communicating?” In traditional “factory process” content-driven pedagogy (traced back to industrialization & mandatory education), this would never occur as the teacher disseminates knowledge to the student vessels. Issues with this model has prompted the paradigm to shift to Inquiry-based approach, of are already present in Indigenous pedagogy. I believe a learner-focused approach would benefit both members. Students can self-advocate concerns and learning intentions, while being open to suggestions in the form of conversations. Teachers no longer worry over engagement or management, and may gain knowledge from the students as well. This applies to research as well: researchers could gain a lot more information in asking participants compared to simple observations (seeing Isak not answer the phone vs asking about it and understanding it’s due to costs).

Changes regarding Research

  • Coming from a Western science background, I agree I was believer in positivism because of it’s detailed observations, interpretation, replicability, and use in prediction modeling. After reading Onwu & Mosimege (2004), that has changed a bit, that is I’ve recognized my bias in viewing Indigenous Knowledge Systems (IKS) poorly because it has not been empirically studied and validated. Traditional medicine being passed down in oral history (ethnography) and in practice makes it no less rigorous than documenting the same process in print (if it didn’t work, won’t be passed down). A personal example would be my unfavorable view of Traditional Chinese Medicine (TCM). I held Western Medicine to be more ‘valid’ because the language used is clear, uses trial & error in controlled studies, and provides cause & effect. Where as TCM says things like you have too much ‘fire’ in your body? What the heck? However, TCM is an accepted as a practice today and parts of it have been tested and explained in detail using Western Science. This goes to prove Onwu & Mosimege’s point that a combination of both system would be ideal. I believe it’s possible that traditional or IKS can help guide Western Science in a novel direction, while the latter can help explain specific interactions or improve the former’s practices. Going forward, I feel more comfortable with the inclusion of IKS into courses (specifically in sciences) because I have an authentic understanding of how it connects to the content; as opposed to it being a checklist item. Specifically, that methods of assessment and validations may look different, but one is not more rigorous than the other; and that a combination of the two would provide a more holistic picture. Consider two students: one consistently scores 90% by themselves,  whereas the other worked intensively with the teacher to understand their misconceptions whilst overcoming crippling anxiety to reach 86%. Reporting solely on Proficiency (percentage / letter grade) would encapsulate the dedication and resilience of the latter, while reporting for Progress (anecdote / comments) would disregard the former’s understanding of themselves and how they learn best. Teachers generally include both when reporting out, so why couldn’t social researchers do the same? Bringing it to my own focus for a potential research direction: using a mixed method model to provide a more meaningful summary of student learning achievement and experiences in distance-education courses.

Where’s the Lit. Review?

This week, I decided to focus on reviewing literature reviews using Boote and Beile’s scoring rubric (pg.8) as a means to familiarize myself with what quality literature review should encompass. I chose George Veletsianos’ article simply because it clearly states the section for literature review.

  1. Coverage
    • Justification of reviews: 1/4
      • No statements regarding the exclusion (or inclusion) for selection of article reviews, and instead mentions “little is known about faculty harassment online” (Veletsianos et al, 2018). I interpreted that as he’s aware there’s probably some research on it, but didn’t try very hard to look for it. For instance, he notes several other studies looking at women’s experience online, and even Duggan (2014) finding “women who are in the public eye or who use technology to promote their work—such as scholars—are placed at even greater risk”. Now examining Duggan’s in detail, I noticed it examined people between 18-24 years old; probably lacking faculty members. But wait, wasn’t George focused on scholars? Wouldn’t this age group not include some novice scholars who are in their post-secondary studies? This further makes me question what he defines as “scholar”, which he doesn’t explain until later. I strongly believe he should have clarified his terminology sooner, which helps support his claims of having few existing research on them. This was why I gave him a mark of 1 out of 4.
      • On a side note, it’s hilarious reading his assumptions of the online world being egalitarian. It makes one worry about how out-of-touch researchers are with the rest of the world (to all tenured profs teaching first-year undergraduate courses: we have no idea what language you’re speaking).
  2. Synthesis
    • What has been/needs-to-be done: 3/4
      • Critically examined how existing research found women experiencing more online harassment than men, but his target group (“scholars”) have yet to been studied. He does not introduce new methodology, just a need to apply same methods to different group.
    • Topic in broad scholarly literature: 3/4
      • Raised issue of online harassment curtailing women’s participation, leading lack of diversity in future literature. Doesn’t offer any methods such as examining publication ratios based on gender to assess whether it has occurred.
    • History of topic: 1/4
      • Does not discuss history of online harassment or history of coping strategies. For instance, has this issue been persistent or increased since the introduction of the internet? Is there a favored coping strategy or is it changing?
      • Honorable mentions to Alexandria Ocasio-Cortez, who is epitomizing the coping strategy of “clapback“.
    • Acquired & enhanced jargon: 2/4
      • Defined harassment, scholars, and categories of coping strategies employed by female scholars. Scholars definition perhaps differs from general usage (perhaps my bias in extending scholars to graduate students; given that Bootes & Beile found dissertations that were akin to high school essays). Did not discuss or resolve ambiguities in definitions.
    • Important variables relevant to topic:  2/4
      • Suggested that internet anonymity helps foster toxic behavior, as well as lack or inefficient moderation. In addition, the different strategies to cope with harassment.
    • Gained new perspective: 1/4
      • Generally accepted current literature on the prevalence of disproportionate harassment faced by women online. Which is rather welcoming compared to his 2013 article viewing the world(wide web) with rosy glasses.
  3. Methodology
    • Pros/cons of methodologies: 2/4
      • Mainly describes findings from other literature, sometimes provides method employed in those studies (ie. survey).
      • (Regarding his own study) Does not elaborate why methodologies were acceptable, such as iterative interviews (merely common standard) or sample size of 14 (because they “felt” answer was found).
    • Connecting ideas to methodology: 2/4
      • Described research methods, but not critiqued their strengths or weaknesses.
  4. Significance
    • Practical benefit: 2/4
      • Adds to existing knowledge – suggest methods to prepare for or cope with online abuse.
    • Theoretical benefit: 2/4
      • Research would add to existing knowledge – show evidence of online harassment and perhaps development of new coping strategies or policies.
  5. Rhetoric
    • Eloquence: 3/4
      • Article was fairly well written and used language that, for the most part, would be understood by the general population.

~Quick assessment of the overall article quality~

Researcher: Covered by George introducing himself to our class.
Researched: Covered by literature review, assessed above.
Readers: I’m honestly have trouble with the significance of the research itself as it focuses on Experiences and Coping Strategies of female scholars, as opposed to practical solutions to deal with harassment in general. From past research about online harassment in general, one could safely assume that it would extend/include scholars as well. George’s finding suggest institutions provide training to help navigate social media; seems very un-intuitive. Why not create safeguards to prevent harassment instead of just preparing for harassment? A more useful study would have been implementation of safeguards to prevent or reduce harassment and it’s effectiveness.
Research: we’ve all read the article… right? 🙂

Where are my Tweets?

#notallteachers

It’s 2019 and although I do not live in/under a rock, I still have no idea what this means.

Throughout the week, our class has been discussing the use of social media for professional reasons such as: promoting an individual’s digital presence/citizenship, creating a professional (learning) network, or connecting with fellow colleagues/like-minded individuals. We even had a guest lecturer, Alec Couros, come and discuss the use of social media and technology in modernizing the way individuals learn, and provide open access to learning opportunities. Youtube is popular social platform with hundreds of thousands of educational videos specific to academic subjects  or just “simple” life skills; instead of having to attend costly in-person lessons. Sites like Khan Academy, Wolfram Alpha, PhotoMath, or Desmos became known to me through mentions on social media networks, web advertisements, or Professional-Development (Pro-D) workshops. Furthermore, in the article “Twitter Use and its Effects on Student Perception of Instructor Credibility”, the researchers concluded that students preferred instructors having a professional Twitter presence as it helps to support their credibility, appear more caring, and more human-like as opposed to an instrument of knowledge. They also cited cited several other studies which had similar findings: Martin, Mottet, & Chesebro (2009), Brookfield (2006), and McArthur & Bostedo-Condway (2012). As these aspects directly and indirectly improve student engagement / motivation in class, it’s in the best interest of fledgling teachers like myself (who’ve yet to lose faith in students of today) to implement this. While I’m no stranger to exploring new media or technology, when it comes to my own transition from spectator to active participant in the digital world, I have some reservations about doing so.

One of the passages that stood out to me was: “student/teacher relationship should be left inside of school, not social life or social media” (DeGroot et al, 2015). While this is next to impossible to accomplish in our modern society, unless they somehow live completely “off the grid”, aspects of this idea are still ingrained in me. As a teacher, certified by the Ministry of Education of BC, have I not demonstrated my credibility in terms of being a competent teacher? There is also the question of how authentic does a Twitter profile have to be to justify its credibility? Having numerous tweets, followers, or likes is one indicator for breadth of online presence, but is it through shallow, trendy comments tells us nothing about a person (or egg’s) actual credibility. Also, the issue of individuals or companies paying to artificially boost their followings or re-tweets (side blog: Hashtags Are Worthless); not the most healthy of ways to build any relation on. This is not to say teachers’ social media presence can’t ever be trusted (Need help – appropriateness around hyperlink search results on public websites like RateMyProf). I simply believe that teachers should not rush to establish themselves online from research findings support it’s benefits; DeGroot et al. also mentioned how college students’ perspectives on use of social media has likely changed over time as prior research found results contradicting theirs. “If the history of educational technology teaches researchers anything then it is this: what begins as fresh, innovative and edgy quickly evolves to tired, redundant and banal” (Brabazon, 2012). This statement can be seen as a caution against immediate establishment of students motivation by simply creating an authentic social media profile. Students “before” may see instructors with Twitter and Instagram accounts in a positive light, but current trends of Twitter has seen it become a toxic echo chamber or source of misinformation. If we look further, ye olde website have certainly taken on more negative reputations over the years such as Alec described Facebook groups as gathering grounds for middle-aged housewives, or Nexopia being known for child-predators (what happened to LinkedIn?)

Another potential negative consequence of instructors on social media would be how it could become a distraction or a newfound source of stress. In terms of distraction, (ideally) teachers would be less likely to pull out a phone during class to check who followed or liked their tweets; the opposite is more likely for students. So now a teacher wanting to show support or build a positive relation with a student by following or “Like”-ing them would generate a bunch of inferences from students or student groups. There’s also the possibility of additional stress and depression over lack of replies or poor ratios on their social media accounts (Social Media Usage & Well-Being).

And so I believe my resistance to joining the social media trend is at the minimum, not rooted in irrational fear (I just spent over an hour searching for readings). Perhaps I will continue to be the observer to my cohorts’ experiences with it in the meantime. After all, I’m having enough trouble keeping up with course reading to analyze 140 more characters of wisdom.

#aintnobodygottime

Where’s My Comparison? Assignment 2 – EDCI 515

Background Information about the Article

Ever since the British Columbia (BC) modernized it’s K-12 curriculum and began implementing it in 2016, teachers have been re-visiting their pedagogies to shift from content-focused teaching to inquiry-based or problem-solving approaches. As a high school educator who teaches both blended- and distance-learning classes, I have been looking for models for online learning spaces where students work collaboratively. The article I chose, “Wikis for a Collaborative Problem-Solving (CPS) Module for Secondary School Science”(DeWitt, Alias, Siraj, & Spector, 2017), used Wiki pages as their platform for students’ online collaboration. Their research looked at three aspects: (1) what types of interactions occurs on the Wiki in the context of learning science, (2) what extent does CPS in a wiki encourage social and cognitive processes, and (3) what extant does the CPS module improve achievement (DeWitt et al., 2017). Delving into the background of this study, I found that DeWitt, Alias, and Siraj are associate professors from the University of Malaya, Malaysia. In addition, DeWitt herself had previously worked for Malaysia’s Ministry of Education’s Educational Technology Division; according to her biography. The literature supporting this study stems from a report by Ministry of Education of Malaysia (2013) finding that mathematics and science achievements in the country have declined in the past few years, and that “few studies have examined online collaboration and problem-solving in science” (DeWitt et al., 2017). The population which this article samples from are 31 volunteers from an urban high school in Malaysia which includes students of varying academic strengths, reflective of the multiracial community, as well as simple convenience for the researcher. Their findings could useful for fellow researchers, teachers, and policy makers in Malaysia to consider future direction of research, classroom implementation, or curricular development.

How the Research was Carried Out

The researchers grouped their volunteers into teams of 7 or 8 students and assigned each group with a type of meal. The goal was that in three weeks, they needed to have analyzed the food classes present in that meal. A CPS module was already developed for this activity and students received a laptop as well as an orientation on how to use the Wiki, learning resources, and problem tasks available on the module. Researchers collect all the discussions on the wiki, student journals, and individual student interviews, then manually coded as one of the following interactions:

Learner – Content: learners engaging with the content.

Learner – Learner: interactions between the students.

Learner – Instructor: interactions with the teacher.

Learner – Interface: interaction with the technology medium.

The first three categories were described by Moore & Kearsley (2005), while Learner-Interface was described by Hillman, Willis, & Gunawardena, (1994). DeWitt et al., also looked the at frequency and further categorization of each learner interaction into social and cognitive processes shown in Table 1. Lastly, the researchers employed a pre- and post-test that contained simple, open-ended questions to assess the students’ proficiency in regards to food classes as a result of the CPS module.

Research Findings and Discussions

After collecting and coding all communications, DeWitt et al. quantified the frequency of each type of interaction and summarized it in Table 2. They noted the low amount of Learner – Learner and Learner – Interface communication, which they believed was due to discussions occurring outside of the wiki such as in face-to-face meetings between the students. They also pointed to studies by Ertmer et al. (2011) and Huang (2010) who both carried out research on online interactions on Wiki that also saw similar lack of interactions.

To examine the extent of CPS encouraging social and cognitive processes, the researchers had further divided the communications into categories seen in Table 1 and posted the frequency of those interactions in Table 3. They noted most interactions were cognitive processes with a total of 69.3%, followed by teaching process with 12.9%, and social process of 4%. DeWitt et al., attributed the lack of Triggering and Exploration cognitive processes to students believing the Wiki should contain solutions to the problem, or that they occurred in discussions between face-to-face interactions that were not captured by the researchers.


The third aspect of the research looked at effectiveness of the CPS module in learning about food classes, which was conducted by examining students’ pre-test and post-test scores. They found a significant difference between the means of the paired tests, as seen in Table 4. This lead DeWitt’s team to conclude that their study showed that applying the CPS method on Wiki allowed for varying types of interactions, promoted social and cognitive processes in learners, and resulted in an improvement of students’ knowledge.

Applying O’Cathain’s Proposed Framework of Quality

After reading my selected article, I found myself questioning portions of the research process. Thus, I considered re-examining DeWitt’s study under the lens of the proposed Comprehensive Framework by O’Cathain (2010). I applied each domain to the whole study and considered whether I could clearly state the presence of each element within the article. Bolded elements indicated where quality of research was in question.

  1. Planning Quality
  • Foundational element: clearly stated in introduction.
  • Rational Transparency: doesn’t explicitly state the type of research being conducted, or why the Mixed Method approach was taken.
  • Planning Transparency: purpose of study clearly outlined.
  • Feasibility: study could be completed within short timeframe.
  1. Design Quality
  • Design Transparency: design type is known and process was described.
  • Design Suitability: mixed method approach may be most convenient, but the qualitative and quantitative elements feels unsuitable. For instance, examining pretest and posttest scores of online CPS module compared to traditional in-person teaching would provide far stronger argument of the difference in effectiveness. Similarly, lack of certain interactions such as learner-learner doesn’t necessarily mean students are interacting face-to-face; actual absence of interaction or interacting with people outside of student group is strong a possibility.
  • Design Strength: study was not optimized for breadth as the test scores were analyzed according to standards set by just 2 Biology teachers. Depth of the study in terms of coding interactions into different categories was also prone to bias, as it was done by just 2 researchers.
  • Design Rigor: rigor is questionable as the researchers included a “noise” category in interactions. I strongly believe that student comments were not completely without rationale and should be considered as affectionate attitude instead. Furthermore, 3 weeks for collaboration between 31 students without any mention of teambuilding or apparently scaffolding to facilitate collaboration could account for lack of interactions between students.
  1. Data Quality
  • Data Transparency: collection method and data were available.
  • Data Rigor: collection of student interactions where not conducted with rigor, particularly in realizing possibility of face-to-face discussions that could not be collected.
  • Sample Adequacy: 31 student volunteers were not an adequate sample size, nor representative of a usual classroom dynamic such as including disengaged students.
  • Analytic Adequacy: Qualitative aspects of describing student interactions relied on interpretations of just 2 researchers.
  • Analytic Integration Rigor: not implemented with rigor as transformation of qualitative data (categorization of comments) into quantitative (frequency) was conducted and checked by just 2 researchers.
  1. Interpretive Rigor
  • Interpretive Transparency: clear which findings came from which method.
  • Inference Consistency: some consistency between inference and findings. Although lack of interactions such as learner-learner or learner-interface was not completely adequate. Students may actually be working individually without collaborating, or they do not remember how to contribute to the Wiki page.
  • Theoretical Consistency: findings consistent with current knowledge.
  • Interpretive Agreement: other likely to reach similar conclusion based on findings.
  • Interpretive Distinctiveness: conclusion are more credible than other possibilities.
  • Interpretive Efficacy: meta-inferences appropriately incorporates from qualitive and quantitative.
  • Interpretive Bias Reduction: bias reduction not taken as research team comprised of staff at same university.
  • Interpretive Correspondence: Inferences correspond to purpose of research study.
  1. Inference Transferability
  • Ecological Transferability: difficult to apply findings to other contexts such different subjects, or other settings like schools outside of Malaysia.
  • Population Transferability: difficulties to apply findings to other population dynamics such as rural populations lacking internet access, or to regular classroom dynamics with that include students who require learning assistance with Individual Education Plans (IEPs).
  • Temporal Transferability: Has potential for further research or future policies.
  • Theoretical Transferability: Has potential to be re-assessed using different research method or different tools for analyzing findings.
  1. Reporting Quality
  • Reporting Availability: report assumed to be successfully completed within time and budget.
  • Reporting Transparency: report assumed to adhere to Good Reporting of a Mixed Method Study (GRAMMs).
  • Yield: report provides worthwhile result compared to two individual studies.
  1. Synthesizability
  • I applied the Mixed Methods Appraisal Tool by Hong et al., (2018) to this article as well.

  1. Utility Quality
  • Findings from article for potential for researchers, educators, and curriculum designers.

 

To summarize, I had various questions and concerns regarding the chosen article which were clearly highlighted and described in detail when applied to the framework. Had those markers been more noticeable or considered, I believe it would have increased the overall quality of the research. From my perspective, the research by DeWitt et al. is worth re-examining under more stringent conditions. One example was suggested by the article itself, which was to reduce the possible of face-to-face discussions by having students further separated by geographical placements. Another consideration is to offer concurrent classes of in-person versus purely-online CPS module. This would still be feasible to conduct in the same time frame and would reduce confounding variables, such as differences in content, to allow accurate assessment of delivery method. The researchers could also provide more transparency in how they categorized students’ communications, as well as seeking agreement from more than 2 researchers to reduce bias in interpretations.

 

 

 

References

DeWitt, D., Alias, N., Siraj, S., & Spector, J. M. (2017). Educational Technology & Society. 13.

Ertmer, P. A., Newby, T. J., Liu, W., Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students’ Confidence and Perceived Value for Participating in Cross-Cultural Wiki-Based Collaborations. Educational Technology Research and Development, 59(2), 213–228.

Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner interface interaction in distance education: An Extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.

Hong, Q.N., Pluye, P., Fabregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M-C., & Vedel, I., (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. McGill University, Department of Family Medicine. Retrieved from http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf

Huang, W.-H. D. (2010). A Case Study of Wikis’ Effects on Online Transactional Interactions.

Ministry of Education Malaysia (MOE). (2013). The Malaysia education blueprint 2013 –2025: Preschool to post secondary education. Putrajaya, Malaysia: Ministry of Education Malaysia. Retrieved from https://www.ilo.org/dyn/youthpol/en/equest.fileutils.dochandle?p_uploaded_file_id=406

Moore, M., & Kearsley, G. (2005). Distance education: A Systems view stems view (2nd ed.).
Ontario, Canada: Thomson Wadsworth.

O’Cathain, A. (2010). Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework. In A. Tashakkori & C. Teddlie, SAGE Handbook of Mixed Methods in Social & Behavioral Research (pp. 531–556). https://doi.org/10.4135/9781506335193.n21

 

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