Based on Professor Lowes' comments from last week, I tried to keep an eye for weaknesses in the research articles I read this week.
In the Haavind article, she looked at the relationship of low instructor contribution to high collaborative events amongst students. The study started with seven high collaboration classes, but only three classes fit the model of being low in instructor posting and high collaboration events which was sustained through the course, so only those classes were researched.
This is a small data set to start with, and then to throw out four classes and only look at the remaining three is really small. It also seems like there would be value in trying to understand where the contradictions came from. Class 7 had extremely high instructor contribution *and* sustained high collaboration. Why?
In the Zucker report, he looked at the impact of two approaches to promoting student-student interaction and collaboration. An experiment group was told to assign double point value towards grade based on student to student interaction, and was compared to a control group with the normal point assignment.
In this study, after four weeks into the fifteen week class, the teachers hadn't doubled the points for student to student interaction. At that point when they were asked to do so, they did, but, I think the pattern had already been established at that point and it ruins the study.
Zucker also administered a survey and reported a very high student response rate of 82%. It made me wonder how the survey was presented. Who did the students think the survey was coming from - the school, the teacher, a researcher? Just curious. Also, a survey pet peeve of mine is not having "other" as an option, or better yet and open text field. Without one of those options, and by making every question mandatory, he effectively forced the survey takers to agree with him, leaving no room for a response that he didn't consider.
I also noticed that the Rice article references a Cavanaugh study - I thought it was the one we read last week, but no. The one from last week covered distance ed from 1999-2004. The study Rice references covered distance ed from 1980-1998. Really?! Did they look at correspondence classes? Wow.
Tuesday, April 13, 2010
Tuesday, April 6, 2010
Define success
My job is to take web usage data for our site and help business owners understand if their section of the site is "successful" and how to make it better. I see some similar patterns in the meta analysis we read this week.
At the end of the day success looks different from situation to situation depending on your objective, and if a group or a company or an industry can't agree on the same metrics and what they mean, then no one really knows what is being reported.
So, in education, what is our objective? We want kids to learn. But how do you measure how well a kid has learned?
I propose that it will be very difficult, if not impossible, to move forward with meaningful, actionable research until we think about this question. What does learning look like? Is it the ability to recall facts, can it be demonstrated in the ability to write an essay? And, to Alejandro's point, what about cheating? Once we identify what success looks like, then students efforts turn to striving to mimic that standard, not learning.
What if we were to accept that in this day and age, anything can be searched for and found, so what is the benefit of memorization. My kids are being taught cursive, and for the life of me I cannot imagine why.
It seems to me like the challenge is to be able to take existing information, sort out the good from the bad, synthesize it, and figure out how to use it appropriately. What if learning was measured by what was created and the process of creating it?
We would look at a student or students ability to pick a project, search for the resources they need to understand it at an appropriate level and take that information and apply it. We'd evaluate their success in collecting and gathering the requisite depth and breadth of information; the level to which they've understood and used the information appropriately; and how well they took the information to create something of their own.
It is unrealistic to think that anyone can learn all that they need for the rest of their life from their time in school. The benefit to this approach is that students learn how to find their answers and be critical thinkers, so whatever the question that arises in the future, they'll know the process to take to build their understanding.
At the end of the day success looks different from situation to situation depending on your objective, and if a group or a company or an industry can't agree on the same metrics and what they mean, then no one really knows what is being reported.
So, in education, what is our objective? We want kids to learn. But how do you measure how well a kid has learned?
I propose that it will be very difficult, if not impossible, to move forward with meaningful, actionable research until we think about this question. What does learning look like? Is it the ability to recall facts, can it be demonstrated in the ability to write an essay? And, to Alejandro's point, what about cheating? Once we identify what success looks like, then students efforts turn to striving to mimic that standard, not learning.
What if we were to accept that in this day and age, anything can be searched for and found, so what is the benefit of memorization. My kids are being taught cursive, and for the life of me I cannot imagine why.
It seems to me like the challenge is to be able to take existing information, sort out the good from the bad, synthesize it, and figure out how to use it appropriately. What if learning was measured by what was created and the process of creating it?
We would look at a student or students ability to pick a project, search for the resources they need to understand it at an appropriate level and take that information and apply it. We'd evaluate their success in collecting and gathering the requisite depth and breadth of information; the level to which they've understood and used the information appropriately; and how well they took the information to create something of their own.
It is unrealistic to think that anyone can learn all that they need for the rest of their life from their time in school. The benefit to this approach is that students learn how to find their answers and be critical thinkers, so whatever the question that arises in the future, they'll know the process to take to build their understanding.
Wednesday, March 31, 2010
Collaboration, All Star style
Nardy and Sean have already done a good job of talking about the logistics of our project and our workings, so I'll just give you some personal observations about the experience.
I think the hardest part of the process was at the beginning when we were trying to settle on the platform we were going to use to collaborate. We all did a lot of double posting and emailing to make sure the message got through to each other. It was a bit time consuming with the over communication and checking into multiple platforms. I don't remember how it is we finally went with the wave, I guess it just naturally evolved that way.
I liked using the wave. In the past I don't think you were able to get email notifications when changes were made to the wave, but they apparently changed that feature and that made life a lot easier. After a while when the wave got so long that it became clunky, Nardy and I discovered that you could delete pieces. Once we were all on the same page, we did a bit of pruning and that made it more manageable.
Nardy and I also communicated with Google chat a lot, which I found to be a huge plus. Whether I was at work in front of my laptop, or around town with my mobile, I got pinged and we could collaborate on resources or answer each others questions.
I found doing the researching for the content and picking the tools to be the most fun. I found trying to put the framework up around it all to be the most daunting, but Sean had a clear vision and he pulled it all together.
I love the benefits that come from working in a team, seeing things in a new light and how collectively you can do something better than you could have individually. We had a really good team, and I'm so happy with how it all turned out!
I think the hardest part of the process was at the beginning when we were trying to settle on the platform we were going to use to collaborate. We all did a lot of double posting and emailing to make sure the message got through to each other. It was a bit time consuming with the over communication and checking into multiple platforms. I don't remember how it is we finally went with the wave, I guess it just naturally evolved that way.
I liked using the wave. In the past I don't think you were able to get email notifications when changes were made to the wave, but they apparently changed that feature and that made life a lot easier. After a while when the wave got so long that it became clunky, Nardy and I discovered that you could delete pieces. Once we were all on the same page, we did a bit of pruning and that made it more manageable.
Nardy and I also communicated with Google chat a lot, which I found to be a huge plus. Whether I was at work in front of my laptop, or around town with my mobile, I got pinged and we could collaborate on resources or answer each others questions.
I found doing the researching for the content and picking the tools to be the most fun. I found trying to put the framework up around it all to be the most daunting, but Sean had a clear vision and he pulled it all together.
I love the benefits that come from working in a team, seeing things in a new light and how collectively you can do something better than you could have individually. We had a really good team, and I'm so happy with how it all turned out!
Tuesday, March 9, 2010
Taking a leap...
I don't know about everyone else, but I have found that when there is something that I am dreading, or have a lot of apprehension about, the best thing I can do is stop avoiding it and just jump in.
That's pretty much where I am at right now. I have never taught and have never put a lesson plan together. We've read so much about standards, curriculum, assessment, teaching styles, learning styles - the idea of building something that covers all of those areas seems totally overwhelming. But - I think that once I dive in and get into it, it won't be as overwhelming as I think. I also think this exercise will help me a lot, both in getting over the fear and in giving me a new perspective to consider when reading about online learning.
And, I'm really glad to be doing this with a team!
That's pretty much where I am at right now. I have never taught and have never put a lesson plan together. We've read so much about standards, curriculum, assessment, teaching styles, learning styles - the idea of building something that covers all of those areas seems totally overwhelming. But - I think that once I dive in and get into it, it won't be as overwhelming as I think. I also think this exercise will help me a lot, both in getting over the fear and in giving me a new perspective to consider when reading about online learning.
And, I'm really glad to be doing this with a team!
Wednesday, March 3, 2010
Week 6 - reassessing
Looking back at the schools I chose, I don't have different views of them now, but that is only because I was able to find so little information in the first place and haven't gotten any more. Perhaps I wish I had chosen different schools where I could have gotten more information, but it seems to be a general challenge, so maybe there wasn't must I could've done differently anyway.
Other views of mine have changed, however. While I believe wholeheartedly in online learning, I think that a blended model that includes both online and face to face holds a lot of potential. I think the ideal model of learning is that which is project based, and a blended style class would lend itself to working in a collaborative research project.
I had also imagined myself building an educational software platform, and while I still want to do that, I realize there are so many more options and I don't want to close myself off to just one. I think if my career were long enough and I had the opportunity, I would also want to spend time researching, and I'd also like to work as a coordinator or consultant to help teachers and school develop innovative ways to redesign their curriculum. And who knows - maybe I'll try teaching after all!
Other views of mine have changed, however. While I believe wholeheartedly in online learning, I think that a blended model that includes both online and face to face holds a lot of potential. I think the ideal model of learning is that which is project based, and a blended style class would lend itself to working in a collaborative research project.
I had also imagined myself building an educational software platform, and while I still want to do that, I realize there are so many more options and I don't want to close myself off to just one. I think if my career were long enough and I had the opportunity, I would also want to spend time researching, and I'd also like to work as a coordinator or consultant to help teachers and school develop innovative ways to redesign their curriculum. And who knows - maybe I'll try teaching after all!
Tuesday, February 23, 2010
Week 5 - Emerging themes
Having spent a lot of time reading about online teaching this week, I've noticed some emerging trends. In past weeks we've read about online programs and funding for online programs. Several of those articles touched on the fact that there is a high level of scrutiny and accountability in online learning programs - more so than in the brick and mortars. Similarly, in reading about the standards and demands of online teachers, the same point was made. There are higher demands made, and requirements of online teachers.
This seems true across the board of teacher responsibilities. In terms of certification, both online teacher training and certification for each state they provide services to are required. Turn around times of both communication and feedback to submitted work is required to be much faster than f2f teachers. There is extra importance and challenge to building a community of learning, and keeping up with new technologies and learning how to use them effectively.
Interestingly, while teachers of online programs seem to be held to higher standards - or at least higher requirements - and face extra challenges, they are simultaneously being undermined as evidenced by a quote in Professor Lowes' article where a commercial course developer said they were under pressure to make courses "teacher proof."
I find this really sad. I became interested in this field because I know we can do a better job educating our kids and that technology affords us the opportunity to revisit the way we deliver education and bring to the next level. At the same time, while I know there are teachers out there who could do a better job, I also know there are a lot of really great teachers out there. I think the best teachers are the ones who are really invested in each individual student and helping to develop them into critical thinkers. One of my kids teachers said to my husband and me that her teaching style was to be short on explanations and long on time. Her approach is to sit with the student and help them think through their questions so they can arrive at their own answer, rather than just telling them the answer. That is something that technology can't replicate.
The idea that technology is being used to try to minimize the role teachers play is really disappointing and misses the point. In my view, the point of technology is to give students a dynamic platform in which to learn, where they can see things from a different perspective which might resonate for them - and to support and empower teachers to be able to take their skills even further. We need to work in partnership with teachers, not minimize their involvement with the practice of teaching.
This seems true across the board of teacher responsibilities. In terms of certification, both online teacher training and certification for each state they provide services to are required. Turn around times of both communication and feedback to submitted work is required to be much faster than f2f teachers. There is extra importance and challenge to building a community of learning, and keeping up with new technologies and learning how to use them effectively.
Interestingly, while teachers of online programs seem to be held to higher standards - or at least higher requirements - and face extra challenges, they are simultaneously being undermined as evidenced by a quote in Professor Lowes' article where a commercial course developer said they were under pressure to make courses "teacher proof."
I find this really sad. I became interested in this field because I know we can do a better job educating our kids and that technology affords us the opportunity to revisit the way we deliver education and bring to the next level. At the same time, while I know there are teachers out there who could do a better job, I also know there are a lot of really great teachers out there. I think the best teachers are the ones who are really invested in each individual student and helping to develop them into critical thinkers. One of my kids teachers said to my husband and me that her teaching style was to be short on explanations and long on time. Her approach is to sit with the student and help them think through their questions so they can arrive at their own answer, rather than just telling them the answer. That is something that technology can't replicate.
The idea that technology is being used to try to minimize the role teachers play is really disappointing and misses the point. In my view, the point of technology is to give students a dynamic platform in which to learn, where they can see things from a different perspective which might resonate for them - and to support and empower teachers to be able to take their skills even further. We need to work in partnership with teachers, not minimize their involvement with the practice of teaching.
Tuesday, February 16, 2010
Disenchantment
I was really looking forward to getting in there and kicking the tires on virtual learning. I didn't find a whole lot though, and what I did find wasn't all that impressive. I feel like this piece of it - seeing what is being done out there - is the heart of the matter vis a vis online learning. There are a number of sites that I contacted to get access to a demo, who never responded. Why the reluctance to share what they have? Are they afraid of their ideas being stolen by their competitor? Are they afraid of what the consumer will see they get for the price tag?
I wish we could do a comprehensive survey of the software and vendors that are out there providing online learning environments - whether alternative or extension. Maybe we could use the fact that we are studying online learning at Columbia Teacher College to get vendors to present to our class? I'd like to see more logistical, how it works information, and less marketing pitch.
I wish we could do a comprehensive survey of the software and vendors that are out there providing online learning environments - whether alternative or extension. Maybe we could use the fact that we are studying online learning at Columbia Teacher College to get vendors to present to our class? I'd like to see more logistical, how it works information, and less marketing pitch.
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