Socrates Today

Socrates was a master of educational dialogue.  His goal was to inspire his students to think for themselves.  So, instead of lecturing them he questioned them.  I have always liked this taxonomy of education, both as a student and an educator.  I believe it encourages students' problem solving skills and creativity.  It is amazing to me that the methodologies of this Greek philosopher born in 399 B.C. continue to be so applicable to the participatory culture of education today!

A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created).

                                     Clinton,K. et al., (n.d.). Confronting the Challenges of Participatory Culture:
                                          Media Education for the 21st Century.  Retrieved from:
                                          http://goo.gl/qS1yG      

Socratic questioning serves multiple purposes in education.  It motivates students to clarify concepts, identify assumptions, define rationales, seek evidence, consider implications and understand the merits of inquiry.  

Students today desire a personalized, interactive, problem based, flexible, and collaborative education.  This requires educators to become content and learning facilitators. Instead of just transferring knowledge to the learners, teachers today must assist the learner to find the answers.  eLearning and mLearning offer the perfect venue for such instruction.  Learners have ubiquitous access to information, allowing them to independently seek and critically think.  Students can create representations of their work using unlimited types of media and presentation tools.  The timelessness offered in digital learning allows users to take time to reflect on their learning, concretely embedding it into their practice.  Online pupils can collaborate with peers, questioning one another and increasing their perspectives and viewpoints exponentially.   They can share their scholarship world wide, gaining valuable and virtually limitless feedback.  What Socrates began as a one on one tutoring method can now be used with an infinite number of learners.  I wonder if he ever imagined his teaching method would still be of so much value in the 21st century??

The Analogy of Water

 

 We live on a blue planet, where water comprises 70% of the surface.  Water is the universal solvent.  Water is the key to life, vital to all organisms.  Water is the ultimate example of adaptation, able to take on  whatever shape its environment calls for, able to exist in three different states (solid, liquid or gas).  Water is a renewable resource, able to redistribute itself to where it is needed over time.  It possess unique hydrogen bonds that make it cohesive, evidenced by its surface tension.


Online educators should be "water like".  These teachers, whose skills are essential to their learners, need to be highly adaptable, ever present, bonded to their purpose, capable of dissolving student obstacles to learning and able to disseminate their vital merit where needed. This is good management of the educational experience.  Good online educators recognize the need to develop the three types of presence - social, cognitive and teaching.  Good online educators are flexible, able to go with the flow.  :-)  [pun intended]  They are devoted to their mission - to help their students develop the skills needed for success in the 21st century, including the 4 Cs - critical thinking, communication, collaboration and creativity.  They not only assess their learners' readiness for learning but also the students' acquirement of skills and knowledge.  In doing so they can intervene to help remove any barriers. Good online educators are able to assess and predict where they are needed.  Maybe even more importantly, they can appreciate where they are not needed.  I am learning to be "water like".  I have much more to learn and experience, but I am quickly building the framework on which to hang my new skills.  I will never look at teaching, or for that matter water, the same!

Learning the 4 C's

 
It is quite obvious to educators of the 21st century that learning the 3 Rs (reading, writing and arithmetic) alone is no longer sufficient.  Learners need to expand their skills to match the requirements of tomorrow's workplace. They need to learn the 4 Cs - Critical thinking, Communication, Collaboration and Creativity.

This week I felt a bit like a fish out of water.  It became quite clear, that I must learn much more about the 4 Cs before I can teach them!

So, I have learned to think critically and problem solve.  For example, did you know in the top left hand corner of some laptops' touch pads there is a small pinpoint light?  If you tap the touch pad there the light comes on and you have disabled your touch pad.  Just saying, this could happen accidentally. That's right no pointer mobility at all!  Now I suppose a Net Set learner could have figured out the problem within seconds.  But, I am a digital immigrant hampered by the fact that I only read directions when all else fails.  I never even contemplated the purpose of that small "hole" - hmmm, a manufacturing oddity?  Well, it took me almost an hour to discover that if you tap the silly light twice again the light goes out and your touch pad is again enabled!  Check problem solving off the list.

Then there is communication and collaboration.  This week I "hung out" on Google +.  It took a couple attempts (like, now I would read the directions but I can't find any; is it instinctual to everyone else?), but eventually I was successful.  Our group easily breezed through task lists that would have taken many emails to create.  We were able to reassure each other.  We inspired one another. Rhett even popped in to say hi!  I now can appreciate the art of the science!  Check connecting and contributing off the list.

Finally there is creativity.  I have never considered myself to be a right brained person.  My world is for the most part logical, orderly and predictable.  I am not an inventor.  I am a consumer of the inventions.  So creativity is a bit of a stretch.  However, through this class I am learning to create using technology.  I blog.  I hangout as a princess (check out Google effects next time you hangout).  I screen share.  I edit, link and embed.  I create.  Check original construction off the list.

So, I feel pretty good about my progress.  Not that I'm proficient with the 4 Cs at all.  But I know what they are.  I have experienced them.  I may still be out of the water, but I am fearless now.  I feel like a ninja educator!

Personalized Education

I think this kitten looks overwhelmed.  The world is new to him.  He is alert and attentive...and okay, maybe a bit timid and fearful. There is so much to learn!  Where should he start?  Initially "Mama knows best."  But, as he grows more independent and confident he develops his own learning goals, cognitive and learning styles.  His overall objective is like that of every other feline in town...to catch the bird.  However, he is an excellent climber and wants to explore the active, climb the tree approach, as opposed to the stalk and spring approach.  He desires a personalized education.

Education needs to be personalized.  Yes, there is basic knowledge that needs to be conveyed to all students.  Students can share broad overall educational goals.  However, that does not mean that the learning can not be at least co-planned with the student.  In nursing education, for example, the students must learn specific content in order to pass the National Council Licensure Examination and practice safely.  Yet, allowing the students to explore specific interests, collaborate, order content, select media that accentuates their learning and individualize their approach can allow them to go above and beyond the requirements.  Personalized education better prepares students for the workplace by facilitating their critical thinking skills and developing their own lifelong learning strategies.

Online education excels at allowing students the academic freedom to create their own learning program within the umbrella of the course requirements.  Of particular note, is the ability of the student to overcome any unique obstacles to learning.   Say, the student is unable to attend a F2F class due to illness or disability; or perhaps is a strong visual learner but has weaker auditory skills, is a slow processor, needs additional resources...guiding the personalization of a student's education gives the student the ability to improve the educational experience and meet his specific needs.  Personalized education can even motivate underachievers by making them a greater stakeholder in their own learning. 

What if the computer could recognize the student's interests, motivation, strength's and weaknesses?  This continual assessment could aid the personalization of the student's learning.  The machine would provide immediate and individualized feedback.  Frustrations in learning would be limited while the ability to excel would be unlimited.  The role of technology in the personalization of education requires more research and data mining, but it is obvious that learning in the 21st century will be dramatically different from the traditional didactic experiences of the past and that it needs to be personalized.

Retrieved from http://www.cra.org/ccc/docs/groe/GROE%20Roadmap%20for%20Education%20Technology%20Final%20Report.pdf

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

                                         John Dewey, Democracy and Education, New York: Macmillan Company, 1944, p. 167.

The PB&J Project

After completing our lesson and analyzing the other group lessons on the design, composition, nutrition, history and variations of the good ole peanut butter and jelly sandwich I feel like an expert.  As a mother of three boys I often felt like a PB&J mass manufacturer.  Yet, even if I were a novice I feel I could have quickly become proficient in the art of designing a PB&J by studying these lessons.  Learning in the comfort of my home, being able to review the material multiple times at my own pace and not needing to feel critiqued if it took me several attempts to create an impeccable product were all a very valuable part of this online learning exercise.

I never thought about PB&J as much as I have this week!  I learned about it's history.  I learned about it's plethora of variations.  I learned about it's accessories ~ who knew a sandwich could have accessories?!  I learned about it's nutritional value.  Oh, but the lessons were deeper than just bread.....I learned about asynchronous collaboration, multimedia presentations - design & delivery, Google docs, embedding, Prezi, making crosswords and surveys.  I thought each group did an excellent job - presenting the learner with objectives and even a pre-assessment; using interactive forms of presentation to motivate & pique the learner's interest; and organizing activities that allowed the learner to assess and/or reflect on their learning.  Perhaps, the desire for a group presentation post learning was a bit ambitious; but, it represented a diverse way of assessing learning.  Just saying...I think we are great 21st century educators!

Yes, I did make a PB&J for myself Friday as I pondered the lessons.  My favorites?  White bread, grape jelly, crunchy Jiff, served whole (why fractionate perfection!) with a large glass of milk.  And, yes the peanut butter MUST go on both sides of the bread prior to the application of jelly...least your bread become stained and soggy!! 

Building An Online Community

So, this was our first week online in ADLT640.  I found it challenging and motivating at the same time.  The ability to timelessly connect is liberating.  The ability to learn from peers is inspiring.  (If they can do it there is hope for me!)  It was perplexing at times – trying to type my thoughts and ideas and clearly communicate them.  Our schedules, not to mention Mother Nature’s designs, directly affected connectivity.  Assignments needed to be coordinated and broken into smaller tasks.  Tasks needed to be divided.  Choosing a format for our presentation proved problematic, only because there are so many choices of digital presentation media.  Overall, it was a good experience.  I like online learning.  I like the ability to peruse posts, formulate questions, and reflect.  I came away wondering how this virtual group work could be facilitated.  I believe our group was at an advantage, having met several times face to face.  What if I hadn’t known them at all?  Would our interactions have been different?  I believe so.  In order for any group to function effectively there has to be a level of trust.  Trust is difficult to establish in person, much more so in an online environment…unless it is planned well.  Additionally, roles, rules and norms need to be established – something we did collectively in the traditional setting.  As I did some reading on the subject, I kept coming across the need to build an online community.  This seems vital to facilitating interactions between teacher, students and content.  However, I had never thought of this component of eLearning.  I have pondered design, delivery, maintenance and assessment.  I guess I just assumed (yes, I know that is dangerous!) that community would follow.  Now, I think the online educator needs to be proactive in establishing “presence” and helping the students develop their own educational society.  I am beginning to see this ability to facilitate an online community as an art as well as an educational mission.  It takes technology and content knowledge PLUS the talent to manage students online.  I found this article, Online Facilitation: It’s Not Just For Geeks Anymore!, that you may find enlightening.  Dr. Watwood also put a link under week 3 course lessons to a set of excellent videos by UNSW Teaching Online, two of which speak on this topic of creating online communities:  Online Teamwork & Collaboration  and Engaging and Motivating Students.  The video below also gives excellent tips for using Web 2.0 applications in fostering students’ sense of online community and presence.  

p.s.  I guess this means I am going to have to learn to tweet!! :-)  

Theories of Learning

What is learning?  A change in behavior.  A change in response to a stimulus.  A change in perception.  An ability to observe and internalize.  Bumping up against the world, processing and adapting.  Reflection on the education culture.  A linear acquisition.  A mosaic, networking acquisition.  Plugging in to sources.

What is teaching?  Design.  Delivery.  Facilitation. Providing reinforcements.  Providing insights.  Transferring knowledge.  Providing scaffolding for knowledge construction.  Planning learning outcomes and assessing their achievement.  Modeling/nurturing  curiosity and passion for learning by active interaction. 

What is knowledge?  Formal, school smarts.  Informal, street smarts.  An ability to recall facts.  An ability to perform skills.  An awareness.  Problem solving.  Encounters – experiential or vicarious.  Social discourse content.  Sensory information.  Peer and instructor feedback.  Ordered chaos. 

With so many descriptors for the phenomenon of education, it is no wonder there are many theories that try to explain the assimilation of knowledge.  No one theory is better than the others are; they each improve our understanding of the complexities of scholarship.  These theories offer a framework for educators to plan learning opportunities for their students.  As example, a teacher may provide positive reinforcements for students as a conditioning method.  Likewise, the educator may use a LMS or concept mapping as a way of helping students organize and construct knowledge.  Encouraging students to explore and consult online sources helps them to connect with other experts and learners.  A meta-cognition activity such as journaling provides students a chance to apply concepts in new ways.  Theories of learning are more than just ethereal concepts.  The praxis they provide has practical implications for educators and learners alike.

Retrieved from :

Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

The 21st Century Learner

The 21^st century student is an expert at multitasking.  They are mosaic thinkers, nonlinear in thought.  Remember when your mother told you to turn off the music to do your homework?  Well, today’s students text, tweet, watch streaming videos, follow friends on Facebook, listen to Pandora, upload, download, shop online and scan hundreds of channels while they study! This connectivity and collaboration is key to their existence, not distractions from it.  Yet, many educators continue to offer their students linear PowerPoint lectures as the mainstay of their instruction.  Some teachers resist the notion of change.  Others see the need for a minor change in methodology.  I believe more than methodology needs to change.  Education must be wholly transformed to keep up with the needs of today’s students.  Dan Brown, a student that uploaded An Open Letter to Educators on YouTube, stated…“We are in the midst of a very real revolution and if institutional education refuses to adapt to the landscape of the information age, it will die, and it should die.”  (Brown, D. 2010.  Retrieved from  http://www.youtube.com/watch?v=-P2PGGeTOA4&NR=1&feature=fvwp )

The resistance to change, I believe, stems from a paradigm shift in power.  No longer is the teacher the expert or in total control.  Students desire active self-directed learning.  They yearn for educators that function as guides and facilitators, catalysts of creativity and knowledge construction.  Technology is not technology to them; it merely represents the tools of daily life, the norm.  Don Topscott, author of Grown Up Digital: Meet the Net Generation, has this brief video on YouTube that summarizes the differences in today’s learners.  

Ten Best Practices for Online Educators

Hello fellow ADLT 640 students!

Ten Best Practices for Teaching Online Quick Guide for New Online Faculty 

by J. V. Boettcher, Ph.D.

I found this article that provides 10 tips for online educators.  It seems to be an excellent synopsis of what we will be talking about this summer.  Several of the author’s comments caught my attention.  Specifically suggestions for building an online community – which prior to this class I had never really understood as vital to the online learning process.  Another was the author’s suggestion for using Socratic type questioning.  Socratic questioning is a metacognition activity that I believe models reflective practice.  It interests me because I believe nurses need to become better reflective practioners in order to increase the critical thinking skills that are vital in clinical venues.  I hope you like the tips as much as I did!

The Boiled Frog

If you drop a frog in a pot of boiling water, it will of course frantically try to clamber out. But if you place it gently in a pot of tepid water and turn the heat on low, it will float there quite placidly. As the water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be boiled to death.

Version of the story from Daniel Quinn's The Story of B

  

 I like this metaphor.  I do believe that it is common for people to tolerate subtle changes, even if those ever so delicate alterations culminate into an unendurable outcome.  The majority of people, and frogs, are not masochistic. I believe the “boiled frog syndrome” stems from Model 1 behaviors.  One of the core values of the Unilateral Control Model is suppressing negative feelings.   Undoubtedly, the frog would have espoused to a different theory of behavior than allowing himself to be boiled alive.  Yet his theory-in-use allowed just that!  Perhaps his desire to suppress negative feelings overruled his good sense.  We are like the frog when we refuse to raise our concerns because we do not want to hurt someone’s feelings or prolong the decision process.  We prefer to remain politically correct at all times, never sharing our frustrations.  We fear appearing undiplomatic or offending.  The paradoxical reality is that by subduing our “undiscussable” emotions we can endanger the health of the group, the task, and ourselves.  Maybe if the frog had been able to practice Mutual Learning Model strategies he would still be alive.  Had he been comfortable enough to test assumptions and inferences, share all relevant information, combine advocacy and inquiry and discuss undiscussables he may have discovered the temperature of the water before it was too late!  Curiosity could have motivated him to seek information that he obviously was missing.  Compassion would have prevented him from generating defensiveness.  Curiosity and compassion are key principles associated with the Mutual Learning Model. We all can learn a lesson from the frog.  The main take away is to practice the principles of the Mutual Learning Model and embrace differences as the opportunities of learning that they are.

Political Parties

I generally do not talk politics with anyone.  However, when reading about intergroup paradoxes I could only think of our two party political system.  I wonder if any of our leaders ever read Smith and Berg’s Paradoxes of Group Life?

The paradox of scarcity is overwhelming apparent when looking at budget debates.  Instead of being able to focus on the good of the whole, parties and lobbying groups can only see what they are getting and what is being taken away from them.  No matter the size of the resources, they are viewed as inadequate; hence the need to increase taxing or borrowing in order to fund all the various group interests.  Smith and Berg described this as a self-referential circularity (p. 186), wherein action that solves one problem creates another.

Then there is the paradox of perception.  The struggle here is for groups to understand the necessity of other group’s goals, values and tasks as it relates to the viability of the whole.  Unsuccessful management of this paradox is manifested by the inability to integrate - bringing unique parts together to make a stronger whole.  Sometimes I think different group members are not really sure what they stand for other than being “anti-other.”  There is rarely an affirmative light burning anywhere.  There is certainly no trust or disclosure.  

These concepts of differential access to resources and inability to view the whole result in power struggles.  The intergroup paradox of power is seen when the group not currently in power views their position as absolute powerlessness.  This extreme polarization of “haves” and “have-nots” creates unhealthy conflict.  Such conflicts require leadership that is courageous, creative and inspires acceptance and interdependence.  Besides leadership, a larger external threat can positively influence intergroup dynamics; as was seen in our country immediately post 9/11.    That external threat served as a cohesive factor between all types of groups, blurring the lines of creed, color, and values, albeit briefly.  While I realize we do not live in a utopian society I do believe we need to learn to work better together, for the good of the whole.  I liked this illustration Smith & Berg used (p. 196): 

Differences in values can coexist in mutually enriching ways, as in the case of melding music and drama in the production of musical theater.  This does not mean that the tension created by the differences in values disappears; rather, it is out of these tensions that the overall fabric of the production is created, generating an outcome not possible within the medium of either music or drama alone.