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1. The learner reflects on their learning within the categories of “Here’s What” “So What” and “Then What” to complete their post.

   1. Here’s What – show understandings constructed about VR and/or AR Before taking this course I really knew nothing about augmented reality (AR).              I had heard of it, but was not clear  what it was or how it was useful in a learning setting. I came to realise that I did in fact know what AR was, but did not realise that this is what it was called. In fields beyond my expertise AR is helping to diagnose problems more quickly by providing real-time data on everything from mechanical engine repaire to ciruculatory problems. Google Maps, and various travel apps help make naviagating city streets, and in the case of the London Gatwick Airport app, it allows passengers to quickly and effieciently navigate what is likely a confusing space for people already under a great deal of stress. My week focussed more on AR than it did virtual reality (VR), but with virtual reality my previous experience using Google Streetview combined with the carboard app and a set of google cardboard glasses made me previously aware of the immersive and engaging potential of VR to make learning exciting for my students by taking them through museum and city tours.

   2. So What – provide an interpretation or new meaning to the new knowledge.     I think the potential for both of these technologies is going to grow exponetially over the next few years. As this the type of technology whihc supports these types of applications becomes more streamlined, lags less, and become increasingly realistic the immersiveness will transport us into a fourth dimention. Google Glass, and other wearable technology is already here, and in the not too distant future I think you will be able to walk down a street and have all kind of interactive inforkation bombarding you. TO me it is both a scary and exciting proposition.

   3. Now What – share a prediction, implication, or a question for VR/AR in the learner’s educational context.                                                                                    How invasive will this technology be, to what extent will privacy be an issue? These concerns notwithstanding, the ability to watch a real-lkfe event in the comfort of your living room and feel like you are actually there is an educational experience with limitness potential. And, and more real time events are recorded in full VR capacity the people of the future will be able to go back in time and experience events as if they were there. This may be the closest we ever come to time travel.

Please Click the image above to see the infographic in a higher resolution. (My attempts to embed HTML did not work 🙁 )

The most important tip for effective online facilitation is to create a sense of community. Online learning environments (OLEs) can be isolating. An effective online community can combat this issue and lead to enriching educational experiences. According to Boetcher (2013), community building should be equal parts social, teaching and cognitive/content presence. Creating small peer feedback groups, and having learners complete introductory identity activities can help to build this community, which can then serve as a support system once the course begins. In addition, the peer to peer and learner to facilitator relationships advocated by Boetcher help to build community, but also engagement.  This also helps to promote facilitator presence.

Continue reading The Key to Facilitating in an Online Learning Environment

For my digital learning tool, I plan to create some sort of library of resources to help my colleagues to navigate a shift toward teaching in a BYOD environment, and to also help our students navigate the same transition.

I understand the concept of empathy better when it comes to my colleagues, since I too will be making this transition along with them.  According to Kouprie and Visser (2009)  having an emotional/affective response to my colleagues’ emotional state, and being able to reflect on that by assuming a similar cognitive perspective seem to be the core mechanism of empathy. Since I am experiencing the exact same thing as my colleagues, empathising with them is more straight forward since I can inform my design based on my own experiences.

Where I think I will struggle more is with empathising with our students. Teeneagers today  have grown up with technology, and I know that in Canada for the most part, technology is a large part of formal classroom based education. Students, in general, know how to use Google Apps for Education, Microsoft Office, and are familiar with many web 2.0 tools like Prezi and Mind Meister. In Colombia, this is not necessarily true. While most of these students have been exposed to all of these tools, very few have been shown how to use them, or had any significant amount of time spent using them as an educational tool in a classroom setting. Shifting to a device and student centred learning platform for them will be a big leap, and I am not sure how best to prepare them for it.

I plan to make a series of short video tutorials about how to use applications efficiently in a school setting, but I am not sure how best to address the training to help them to think differently, and for themselves: somethng they are not currently doing with any degree of success.

Part of the issue, I realise, is the ESL barrier. My students are at varying levels of English proficiency. They all speak it well, but I am never sure how much of what I say actually gets absorbed. For the most part I feel like Charlie Brown’s teacher “waw waw, waw waw waw wah.”

I know this because after I am done my increasingly brief instructions and ask “are there any questions?” (there never are) there is a calamity of Spanish discussions as the more able students regurgitate what I have just said in Spanish to the less capable students. I know that there is some empathetic insight to be gained here. I understand that language is part of the barrier to general understanding, and I can empathise with this on a personal level, because even though I have been here a year, my Spanish is pretty shoddy. So I can relate to what it means to not understand.

However, I could really use some proactive insight to move me forward regarding pratical ideas for designing solutions that are rooted in empathy.  How do I enable my students to gain independence and confidence in their navigation of digital learning resources? Video tutorials are a start, but how do I ensure comprehension of text based digital resources without standing there and spoon-feeding them? This is ultimately my empathetic design challenge, and any advice or insight would be greatly welcomed and appreciated!

References

Kouprie, M., & Visser, F. S. (2009). A framework for empathy in design: Stepping into and out of the user’s life. Journal of Engineering Design, 20(5), 437-448.

Interview Process

The interview subjects were asked to respond to three questions and rank the degree of difficulty associated with implementing the change on a scale of 1 – 10, with one representing a low degree of effectiveness and ten indicating a high degree. Question 1 was accompanied with the request to rank the change against the existing culture at the organisation, whereby 1 would indicate low impact on existing culture, and 10 indicating a high impact. Results of these rankings are seen in Figure 1.

Readiness for Change Continue reading External Scan of Digital Change Management in a Variety of Institutions

Learning is in a constant state of innovation and renewal, some phases last longer than others. With the advent of mobile learning and the age of the internet in general, the way we process content and demonstrate our knowledge is changing at an even faster rate. In ten years time, I would not be surprised to see several more columns along the right side of the above continuum as new learning theories and educational technologies come to light.

In looking at where learning is going, it is important to understand where it has been. To take lessons from the past and apply this knowledge in moving forward. This is why I place my design thinking advice at neither extreme of the spectrum. By re-defining learning as a personal journey, I acknowledge that there needs to exist a cetain degree of foundational knowledge, and often times this knowledge is best imparted by an expert in the field, and consumed in a traditional sense by the learner. The instructor is also tasked with teaching the necessary synthesis skills, so that the learner can then embark on their personal journey of learning. and self discovery.

Marshall Hartlen and Nicolette Young

Post can also be found on Nicolette’s blog

Context: Identifying User Requirements and Goals

In going through the design thinking process, differing contexts emerged for each user. As we empathized with and defined each other’s needs, this became part of our design challenge – ideating a solution that would encourage learners in both settings to partake in intellectual risk taking (IRT), by actively engaging in an online learning environment that promotes inclusiveness.

Nicolette’s goal is to provide learning that is relevant, modern and clear in a corporate setting. Her challenge is to ensure flexibility in the design for unknown variables specific to each client. Marshall’s goal is to empower his secondary school students, and shift his instructor role from lecturing to guiding. His challenge is to focus more on developing skills pertinent to the Information Age. Continue reading Design Challenge: A Synergistic Approach

I have been a parent now for nine years, and while I have never written a scathing letter to the Guardian bemoaning societal neglect of children and the use of devices as digital babysitters, “screen-time” is something I have tried to regulate as a parent of three girls aged 3-9.

I have been in the camp that argues –  “well I didn’t do that as a kid”, “when I was a kid we didn’t have tablets, or the internet and we didn’t wear helmets… and look how I turned out,” “kids today are soft…” etc. I am in this camp; however, I am not being completely ignorant of 21st century reality, and I generally accept change when it comes to technology. After all, this generation has tablets and the internet, their parents didn’t. My parents’ generation had polio and measles and mine didn’t. Not all change is bad. Continue reading The Kids are Alright: Parents need to Parent