Link to my Mini-Unit

Online Learning - Diversity

History of Assessment

It was helpful for me to put a discussion of assessment in historical context.  First, I chose was I believe were some seminal moments in the history of assessment in the 20^th and 21^st Centuries.  I began with Binet’s IQ test and ended with Cathy Davidson’s 2009 blog post, “How to Crowdsource Grading”.  I was particularly interested in mapping some of the major touchpoints in assessment mentioned by Professor Davidson against technological development. I placed the Machine Age in the earlier part of the timeline (peaking around 1945) and the Computer Age in the later part of the timeline (beginning in the late 1960s and moving beyond the end of the timeline).

I selected a number of points that were personally significant for me in my own experience of assessment, including the SAT (which I took as a high school junior) and the Iowa Test, which my elementary school administered throughout my years as a student there. 

I added the GRE as a typical graduate school entrance exam (I have taken the Massachusetts Test for Educator Licensure, a similar graduate-level test).  I also included the PARCC and Smarter Balance tests as the “next-generation” in K-12 assessment.

Lastly, I looked at some of the learning theories we have examined over the course of our semester, particularly behaviorism, which I think ties in closely with the ways most students are prepared to take standardized tests. Both of my children experienced the Massachusetts high-stakes tests in their elementary school.  One teacher even gave out Smarties candies to students taking the test, which certainly sounds like the application of behaviorism to me.  I also added the publication of Carl Roger’s book, Freedom to Learn, which was an early influence on experiential learning, as well as Howard Gardner’s book, Frames of Mind: The Theory of Multiple Intelligences.  These two learning theories have had a tremendous impact on the tension between “the way we have always done thing” and “the way we could do things”. 

Creating this timeline was a wonderful exercise for me (thank you, Jane, for suggesting it).  It allowed me to frame my understanding in a linear way, but not in a linear process. It is also often helpful for me to put things in an historical context, which enhances my own understanding.  Unfortunately, I had to stop myself from going overboard.  I could have made a much more detailed timeline that I think would more accurately reflect the diversity of thought around educational assessment (I had to leave out Pearson entirely – it was just too complex to bring in). 

New Dimensions for New Media

In their article "New Media, New Learning", Bill Cope and Mary Kalantzis (both from the University of Illinois Urbana-Champaign), propose four "dimensions" to use as lenses with which to view learning in the digital era.  Many of these dimensions resonated for me, both personally and professionally.

Agency - Essentially, new media provides almost endless opportunities for choice.  My selection of the Marlboro College Graduate program is a perfect example. I chose this program for a number of reasons, many of which were made possible by new media. I can adapt the program to my own schedule and the variety of learning methods suits my eclectic learning style.  Most of all, I can embed this program deeply in my own professional practice, which was not an option I would have in many graduate programs.

Divergence - No, not a popular novel (now movie) for teenagers, but rather the way in which new media provides a variety of pathways for agency.  New media has provided me with a number of ways to access information about brain-based learning (particularly as it relates to learning styles) as well as new interactive methods to evaluate an individual learning style.  New media also provides me with a way to explore framing my work with a social justice lens, particularly within an educational environment.

Multimodality - New media presents a variety of opportunities to express ourselves multimodally.  This blog is a great example.  I can express myself in text form, I can link to videos, embed photographs, PDFs - all kind of blocks to use to build understanding.  LMSs have a similar multimodal functionality, with the addition of more ways to evaluate and assess learning and understanding.

Conceptionalism - This was initially a difficult transition point for me, and I see others continuing to struggle to get their head around the new social and technical architecture of new media.  It functions differently from traditional media and information.  I see some teachers struggling to understand the power of digital media that one accesses when they conquer their fear.  I see students struggling to find their balance in a world that is increasingly designed to trigger addictive responses.  I see parents who struggle to adapt their own learning styles and expectations (that developed in a "pre-digital" world) to a new world in which it is a struggle to balance digital media, technology and the physical and tangible connection between people.

These dimensions have given me a framework with which to understand my own understanding of our current world of new media.  I look forward to bringing forward these ideas in my own work with teachers.

Rainy Day Reflection

This feels like it has been a really big thinking week.  We have had some great discussions this week in our forums, and I feel like my thinking is really getting some traction.  I am particularly interested in how the work we have done so far is beginning to dovetail into my own work, especially the work that I do with teachers and technology.  One of my big areas of interest is how to use technology to collaborate asynchronously, and how that asynchronous collaboration supports face-to-face meetings.  I often find myself having conversations with colleagues, both classroom teachers and consultants, about using technology tools to create collaborations that are rich and meaningful, as well as convenient.

I really enjoyed the Google+ Hangout we did on Thursday.  I think the most interesting part for me was thinking about how we all interacted online, in the absence of a lengthy list of norms (something I often include in my trainings).  I thought we all did really well, although some of the long pauses (due I think to the absence of body language, which made it hard to tell when someone was finishing their thought) were just shy of awkward.  It did really help to have someone (in this case, Jane) keeping us all on the same path, with a few minor deviations.  It was a great way for us to have a chance to have a faster-paced, more organic conversation (as opposed to my typed and obsessively pondered forum posts).

I am looking forward to our next face-to-face, as, even with the Google+ Hangout, it feels like a long time between classes.

Making connections...

This week was a busy one.  I began to make connections between the readings from this week and past week.  I did struggle a bit making the connections between the Davidson reading and the Johnson video.  Interestingly, I think it might have been due in large part to the difference between a very complex two-chapter reading assignment and a 16 minute dynamic video presentation.

After I thought about it, I realized that it says something about myself as a learner.  Shorter is better and the dynamism of an individual presenter and voice made the content easier to process.  I think in the coming weeks, I am going to see if I can do things a little bit differently for upcoming readings.  Making the content more interactive for myself and asking myself to make connections along the way will, I hope, help me to process the information and make the information immediately relevant, instead of waiting until the end to try and make the connections.

Or I could borrow one of my friend's babies to recreate the observations that Davidson makes about baby Andrew?  I would probably get distracted, talking in baby talk and changing diapers, so maybe not.

As I was looking at the wikis we have been creating, I began to think that already, my brain is processing information differently.  When I was reading the text, I was getting bogged down in the visual expanse of the print.  Where were the links?  Where was the handy embedded video showing the Cymbalta commerical?  Is it true that even my 45-year old brain, programmed in my early childhood by books and 1970s television (such as it was), has been changed by my exposure to digital information and the Internet?

Many studies seem to focus exclusively on the infant, child and adolescent brain.  I am going to start looking for some information about how our adult brains have changed since the wide-spread use of the Internet.  This seems like it would be an important thing to know as I continue my work with adult learners.

Perhaps I will start with this article:

The Internet: is it changing the way we think?

Learn. Know. Teach.

To know, to learn, to teach. These three activities or guides frame our learning experiences throughout our lives. Beginning with our first moments in the world, these experiences move too swiftly through our childhood and years of formal schooling. If we are fortunate, the experiences continue throughout our lives. 

To know is the result of taking in information and processing it. Knowledge is information placed in context, when we understand not simply the facts but also the implications of the facts. To truly know something means that we have integrated the information into our world, and why it is important.

To learn is to be exposed to information, then to take that information and create an understanding and structure for putting the information into our own context. When we learn, we draw upon our own experiences (what many teachers call “background information”) to give knowledge meaning. 

To teach is a multi-step process that combines both knowing and learning. It begins with the presentation of information, which could (and should) come in a variety of formats. In an ideal world, teaching will activate a learner’s background information, helping the student place the information in a relevant context. The teacher can then use a variety of techniques and/or assignments to check for understanding, and assessing what the learner has absorbed based on previously established learning objectives. And in many cases (in my opinion, the best cases) the teacher’s own understanding is developed and altered, and they too become a learner.

As I have laid it out here, this process is complex, but once embedded in practice, becomes a natural process, whether in a classroom, a studio, a living room or an online forum.

Educational Technology

This fall semester brings me to a new course - Educational Technology. I am looking forward to seeing some familiar faces, as well as meeting some new people. I am a bit nervous about the new format - only one face-to-face session each month! But I am excited to have a very busy semester! Stay tuned for my first reflection from my EdTech class.