Angie's Blog

Appreciative Inquiry

Appreciative Inquiry is a theory and a model which promotes researching what is working the best in order to collectively create what could be even better (Bushe, 2013). Rather than try and fix things and focus on problem solving, the idea is to look in the direction you want to go, passionately seeking good things to forge a path of desirable evolution.

Conceptual Metaphor

According to Conceptual Metaphor theory, learning takes place from the transplanting of existing conceptions into new contexts (Sfard, 1998).

My Thoughts and Questions

All along throughout the odyssey of MALAT, I thought I would approach my topic based on the tried, tested and true Cognitive Load and Engagement theories. More recently I feel drawn to the other two listed above which are not as commonly tied to research in the field of online learning… but perhaps I could do the tying! What do you think? Would this be a lofty exercise of futility and frustration, or a worthy ambition to conquer for glory?

Since my research is focused on finding good ways to deliver digital learning, I will be appreciatively inquiring whether or not I name it as my overarching theoretical framework. Does it therefore belong in my methods section instead?

 

How would I like to share my graduate work? Thinking about this from the start might help shape my final research project more clearly and effectively.

The most obvious place to disseminate my research paper is amongst the examiners who will judge my work in order for me to obtain a Master’s degree. That is truthfully the only real purpose of someone like me disseminating thousands of my words in the form of a serious research paper devoid of colourful language and metaphors.

In my rich imaginary life, I might create a delusional fantasy about a brilliant end product, where prestigious journals are breaking down my door for the opportunity to showcase the genius of my secondary research.

I need not play make-believe, however, about what the world can gain from the rhizomatic effect of my research: I disseminate the knowledge into my own brain, and it travels further as I disseminate an array of wisely designed courses to future beneficiaries. These learners and organizations are graced by effective online educations, and the bountiful harvest is reaped by many. None of this would be nearly as awesome without the hard-toiled research by Angie Maksymetz.

The end goal is to collect, shape, and package masterful knowledge into a research paper, and this knowledge will grow and flourish, informing the hands-on building of dreamy modules of nutritious, delicious learning catered by me. This is my stone tossed into the lake, rippling outwards and onwards, advancing the evolution of digital learning: to do right by subsequent generations, and to make education voraciously appetizing.

Assignment 1: Five Tips and Strategies for Fine Online Facilitation. Below are justifications for each recommendation.

Learners often choose to study online because they are busy with other roles and responsibilities in their lives which limit their ability to be physically present in classrooms. It is important that facilitators DEFINE EXPECTATIONS upfront so students can arrange their schedules, know when and how to reach the instructor, and plan accordingly (Boettcher, 2013). “As teachers/ trainers, we are charged with respecting learners and their time, and giving them value for their attention. We must present the best information in the best format.” (Kelly, 2006, p. 48).

Online students need easy access to the digital tools and learning environment, and for the process to be user-friendly (Salmon, 2018). “Learnability can mean the difference between success and failure” (Dron & Anderson, 2014, p. 21). It already takes diligence and self-discipline for online learners to study on their own schedule. Problematic, faulty, and difficult-to-access technologies can be infinitely frustrating for any learner, and especially damaging for those who are busy. Facilitators must consciously HEED THE PRESENTATION, “providing clarity and relevance through content structure and presentation” (Dunlap & Lowenthal, 2018, p. 83).

Online learners require extra motivation and organization to show up to learn without the solid schedule of a classroom. Therefore it is paramount for facilitators to CREATE ENGAGEMENT for students, offering only relevant content, creating healthy interactions between students, and providing support by showing up, being available and present, and giving constructive, timely feedback (Dunlap & Lowenthal, 2018).

“Learning is hard work and studying online can sometimes feel isolating, confusing, or discouraging. The effective online teacher makes intentional efforts to communicate specific encouraging messages to individual learners and the group as a whole” (Bull, 2013). Facilitators should strive to BE THE COACH, supporting and encouraging hands-on learning, like teaching a man to fish instead of giving a man a fish.

Keeping an empathetic FOCUS ON LEARNERS can help online facilitators to be flexible and continually improve. Becoming a great teacher is not arriving at a finish line, it is a never-ending journey of self-improvement which can bear many fruits as the education planted flourishes into future generations and makes the world more awesome.

Feel free to comment if you agree or disagree with any of my points, or if you think a more important strategy is missing.

 

 

References

Boettcher, J. V. (2013). Ten Best Practices for Teaching Online.

Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus.

Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79–89.

Dron, J, & Andreson, T. (2014). Teaching Crowds. Athabasca University Press.

Kelly, M. H. (2006). Teach an old dog new tricks: Training techniques for the adult learner. Professional Safety, 51(8), 44.

Salmon, G. (2018). The five-stage model. Online resource.

Throughout the course of this course, we have traversed the steps of the design thinking process to conscientiously develop a digital learning resource.

The ideate phase surprised me the most as the non-filtered brainstorming activity opened my mind to a plethora of possible solutions and alternative ideas. I felt roused by a universe of prospects instead of suppressed by a daunting problem.

The feedback phase offered several helpful suggestions for improvement of my resource. I was already aware of the embedded video’s small size and the scrolling issues – both are related to the capabilities and constraints of Google Forms. I will need to do some ideating, iterating, and fiddling to solve those challenges.

Questions arose about identity confirmation and saving progress partway, both of which I will need to further investigate.

It was especially helpful when constructive critiques included possible solutions. I appreciate the idea to enhance expectations upfront: Road-weary travellers can feel fortified and plan their time better if an introduction includes the number of questions, estimated completion time, when grades will be received, and how administration will receive the results. A comment about how to construct constructivist questions to enhance learning beyond rote memorization is also a well-received suggestion.

Some recommendations I can conquer right away, while other more challenging problems may require a revisit to the ideate and prototype phases.

In essence, the comprehensive design-thinking process has been a valuable exercise that will surely serve my future projects fabulously in this iterative game called life.

 

References

Stanford University of Design. (n.d.). An introduction to design thinking process guide. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf 

• Description: The purpose of my digital learning resource is to make the process of online learning more simple and convenient for nomadic workers by allowing them to complete quizzes digitally instead of printing them out on paper then scanning or faxing them back to the organization’s office.
• Learning Goals: Learning goals will be considered accomplished when safety training quizzes have passing grades and meet legislative requirements.
• Intended Audience: Transient contract trades workers.
• Rationale: This resource should meet the needs of the intended audience by making it far more convenient for them to complete their mandatory training online.
• Tools: A few of my peers have suggested I use Google Forms to create online quizzes. This tool is appealing because it is free and appears to be fairly versatile. Once I arrive at the prototype stage, I may try other similar tools if this one does not meet stakeholder needs.
• Assessment Plan: The quizzes will be automatically graded to ensure learners pass and meet legislative standards.
• Learning Theories & Instructional Design Principles Used: Adult Learning Theory and Mobile Learning Theory will guide this project. Kelly (2006) explains how adult learners “expect more from their educational sessions because their time is valuable” (para. 28) and they “have other roles that counterbalance the significance of their role as a learner” (para. 28). Mobile devices are ubiquitous and they present many learning opportunities (Sharples, Taylor, & Vavoula, 2005), and workers who travel around following jobs tend to have smartphones with good data plans which gives us an opportunity to make learning more accessible for them. This project will also be supported with the assistance of some design principles: listen to user-feedback; facilitate user-friendliness to be respectful of the busy-adult-learners’ time; plan for future users as well as current users; and always be open to evolution and improvement.
• Instructions for Use: Learners will receive the link to the digital safety training and electronic quiz in an email-based orientation package. They will complete the quiz and hit a “submit” button which will forward their results to the organization’s admin.
• Plan for Use: This resource will not be open because the safety training is for specific jobs within a particular company, not for learning about something like photography which might be of larger interest to the general public. This resource will only be used to demonstrate learning by one organization’s workers for certain temporary jobs.

I am open to feedback from peers, especially if anyone can suggest cheap or free tools for electronic documents or applications which can embed submittable quizzes into online learning materials. I’m going to start by trying Google Forms but am open to other options if anyone has found something better.

References

Sharples, M., Taylor, J., & Vavoula, G. (2005, October). Towards a theory of mobile learning. In Proceedings of mLearn (Vol. 1, No. 1, pp. 1-9).

There is a lovely plethora of frameworks in existence which were all masterminded to help folks (such as teachers and instructional designers) in their undertaking to integrate technologies for learning. I selected the SECTIONS framework to assist moi (see Bates 2015 for more details). 

What are the affordances and limitations of the framework? Succinct frameworks with shorter acronyms might be simpler to remember, but the SECTIONS framework – with it’s many sections – digs deep, making it a very thorough tool for facilitating successful educational-media integration. One limitation for me is that I would need to refer to my notes for remembering what each letter represents until I used this framework enough that the associated meanings would calcify in the longer-term storage facility located in my skull.

How well does the framework align to your existing educational and pedagogical practices? The SECTIONS framework offers plenty of angles for conscientious planning of tech-adoption. One could adapt it to suit multiple scenarios by thinking of it as a SECTIONS buffet. For example, the Networking section does not apply to my straightforward behaviourist safety-training scenario, so I will simply walk past that dish and fill my plate with more pertinent delectables. 

How did the application of the framework impact your decision-making process? It allowed me to broadly skim my problem from many angles, thus helping me to purposefully zero in on what is most important. Without it, I may have been handicapped by my own narrow focus on one aspect of the challenge, obliviously bypassing something else which may have been an essential element. At it’s worst, this may have caused unbearable shame, followed by a lifetime of regret and self-loathing. 

Which components of the framework did you find most valuable to your decision-making process? Why? I found the components of Students, Ease of use, and Costs to be the most relevant for my operation. Empathizing with stakeholders in the early stages of the design thinking process unleashed the essential needs which correspond to these quintessential categories.

The eight habits of highly-effective decision-making for choosing and using learning technologies are as follows:

Students

Ease of use

Costs

Teaching functions

Interaction

Organisational issues

Networking

Security and privacy

 

References

Bates, A. W. (2015). Chapters 6-8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.