Title: A little about BCIT movie
1A little about BCIT (movie)
2 Innovative Uses of Educational Technology
linking coursework and community Gjoa
Andrichuk, M.A. Instructor, Communication
Department Computing and Academic Studies June
13, 2006
3Background Information Needs Analysis
- What kind of technology do you use in your
classroom and why? - How can the integration of these tools create a
different teaching environment? - How can you analyze the success or failure of the
technology integration? - What would you most like to get out of this
session?
4Overview
- My TEK Grassroots Project - Connecting Forest
Ecosystems Students with Industry using a CoP - Constructing Communication Skills with Industry
Guests - Developing Critical Thinking Skills
- Lessons Learned
- My Action Research Project
- Background
- Developing Reflective Skills
- Changing Approaches to Teaching
- Lessons Learned
- Future Directions
- Teaching with ePortfolios and wikis
5BCITs Technology-Enabled Learning (TEK)
Initiative
- a five-year undertaking to enhance teaching and
learning through the strategic use of new and
existing technologies - for teachers and students with support and
training from specialist teams from curriculum
design to multi-media design. - My first project
- TekInitiative Year 1
- Recipient of 1 of 50 Grassroots Projects
6A little about their course Technical
Communication 3 4 for Forest Resources
- Course Learning Outcomes
- 1. work effectively in teams
- 2. create agendas write minutes
- 3. compile a literature review bibliography
- write/present a forestry research proposal
- 5. use a Community of Practice (CoP) to present
and reflect on ideas.
7A Community of Practice (Wenger, 1998)
- What its about a joint enterprise as
understood and continually renegotiated by its
members - How it functions mutual engagement that bind
members together into a social entity - What capability it has produced the shared
repertoire of communal resources that members
have developed over time.
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11Constructivist Methodologies(Beers, M. Wilson,
M. 2003)
- Construction of knowledge
- Process not product
- Situated cognition
- Cognitive apprenticeship
- Process-based evaluation
- Multiple perspectives
12Moving Away From Transmission Practices
The mind is not a vessel to be filled, but a
fire to be kindled. - Plutarch
131. Connecting Forest Ecosystems Students to
Industry Movie www.bcit.ca/tek
14The Industry Partners Reflection (Knutson, 2006)
- Actually it worked quite well
- The follow up comments - and any additional
questions - were forwarded by the students, and I
was able to acknowledge via email. - This was also a time saver for me, but I was
still able to conclude my dialogue with them
after the conference call.
15Sample Criteria for Question Evaluation
- Adapted from Beers, M. Belfer K. BCIT LTC, 2005
162. First Nations Industry Contact the CoP
- Activities
- Receive article and assignment criteria for
- Contesting Ideologies of Natural Resource
Development in British Columbia, Canada - (Trigger, 1996)
- Debate
- Post their perspective related to their career
- Respond to a colleagues comments
- Participate in a Sweatlodge
- Reflect on CoP
17One students response
- I've read S., S. S.'s reactions to Trigger's
paper. I think what I found most intriguing is
all three have very strong and largely positive
opinions and views about the nature of our
industry. - My Uncle in Prince George sent me a copy of a
letter he's written to the politicians and others
to garner support to raise awareness to the
real danger of the future sustainability of the
forest base. There is a line of serious thinking
that we wont HAVE forests within 10 years or so. - In response to my Uncles letter I jumped all over
it with my newly opened critical thinker and
demanded proof and sources of information and
what are their credentials etc...
18An Excerpt of her speech to the Tek Community
- The CoP was particularly useful to see my
classmates views on a paper- I was able to
really get a sense of other points of view, and
aspects of a situation I may not have thought
about before.
19Lauras Reflections Continue
- It was interesting to me that there was initially
some resistance from my class to the addition of
this technology to our communication course. - I think this was partly a case of young,
ego-centric attitudes not being able to see the
bigger picture- of how this could be used to
their benefit in the long run.
20Lessons Learned from My Grassroots Project
- Learning how to adapt face-to-face classes to
WebBased ones took more time (UCF Distributed
Learning Initiative, 1996). - Finding a balance between incorporating new
activities, not adding to them created less
stressed out students. - Scaffolding for students to readjust their prior
conceptions and knowledge reduces technology
culture shock.
21One of My Action Research Questions
- What is the nature of my interactions as an
instructor and communicator through the various
enabling tools available? - How do these interactions affect my teaching
effectiveness?
22The problem I was trying to solve
- As an instructor, how can I
- reflect in action
- and
- reflect on action/practice
- to solve this problem?
- (Schön, 1983)
- And reflect for action (Hartwell et al. 2001)
23- Whats something youre working on solving in one
of your courses? - Action Research topic in Sidebars
http//online.bcit.ca/sidebars/ - current/index.htm
24Where to start with me getting to know myself
as an instructor by
- Analyzing student assignments
- Analyzing anonymous exit slips to address content
mastery every two classes (Angelo Cross) - Keeping a reflective journal (Schön)
- Creating a teaching perspectives inventory
- (TPI) (Pratt, D. Collins, J.).
25The Results and Application of my TPI Scores
http//www.teachingperspectives.com/
- Highest results
- Apprenticeship 43/45 -engage learners in their
zone - Nurturance 39/45 -promote caring and trust
- Developmental 35/45 B9 -build more bridges!
- Transmission 35/45 B12 I8 A15
- Beliefs (B) Intention (I) Action (A)
-
- Lowest results
- Social Reform
26A little about my students
27A recent e-mail from Laura May 12, 2006
- Work is tiring when we are out of in the bush
all day. My roommate is great would have been
nice to have a class full of 19 year olds like
him. - The work is physical and i get to think too-
mostly outside when things get fully rolling.
They give us trucks to drive which is awesome up
here cuz the price of gas sucks. I should have
one next week. - The leaves are starting to pop this week, and
bears are waking up. We saw a smaller injured
black bear monday morning, and a young moose
Tuesday morning, and bunnies too. The spruce hens
just sit on the road and unless we slow down
they'll be flattened.
28How the students use technology
- Forestry is integrating technology into many
functions, from data collection and compilation,
to communication, public relations, and every day
office activities. We use palm pilots and GPS in
field activities in the workforce. Laura, May
3, 2006
29Action Research is a Spiral Process
- While I was learning to reflect on my plan and
how I was implementing it, I was trying to build
apprenticeship models for the students to reflect
on their practice as professionals as well. - By creating exit surveys every two weeks, I could
inform my teaching effectiveness and be able to
make changes or give rationale.
30In todays lecture on introductions, what was
least clear to you? (Angelo, T. Cross, K.P.
1993)
31Muddiest Point In todays lecture on
introductions, what was least clear to you?
- 14 students, 12 responses
- 6 - Affirmative nothing, nada, yes, all clear,
just fine, all pretty clear - 1 - Negative nothing was clear
32Three September Reflections
- Our class field trip consisted of about 20
students and 4 teachers. We drove up to Kamloops
and had a few stops along the way to look at
various aspects of forest health and timber
values... - The Picture above is of cows on open range from
our first tour with the Ministry. I know that
this field trip was meant for learning purposes,
and I did learn things, but the best parts of the
trip were a lot of the other things. For
example - This is a Gawd-Awfull work eating peice of
C_at_P!
33Evaluating Reflections (Boud Knights, 1994)
- Unsatisfactory
- simply telling the story or evaluating an
activity - Satisfactory
- Evidence of the student working with or
extracting learning from the experience
34Three April Reflections
- My goals for the field trip were to learn as
much as I could and stay out of trouble. I
accomplished both goals nicely. - My goal of the field trip was to understand
first nations involvement in the forest industry,
as well as to observe and become aware of the
growing use of prescribed fire. I was shown...
35To this!
36Nitaas reflections
- As far as I am concerned, I know very little
about the management of Coastal Forested
Ecosystems right now - I wanted to get out of the trip More knowledge,
connections, and - I now know more about the environment in which
forestry professionals work - I will now be able to interact with First Nations
groups on a more informed level.
37Lessons Learned from My Action Research
- Knowing my teaching perspective and reflecting on
my interactions improved teaching and learning
dramatically. - Setting ones (teachers) own goal created
relevant activities for students who participated
more. - Completing feedback loops on CATs built trust.
- Increasing interaction between faculty and
students built better rapport. - Working on planning, development, management
with specialist teams was very empowering.
38Future Directions
- Have students do reflective activities in more of
their courses appropriate to their specific needs
(Bates, 2003). - Lead students in their own project-based path
have them invite industry guests perhaps
display their work in a blogfolio - Continue working on whats best taught
face-to-face and whats best on-line. - Continue to work on process-based assessment.
39Do you have an opportunity for study?
- Could your students benefit from learning with
technology? - Have you considered doing some action research on
one of your teaching challenges?
40Technology is a tool, a means to an end, not
an end in itself (Bates, 2003. p. xiv)With our
assistance, technology can help support students
learning experiences.Action research can help
teachers find answers to their questions.
41ePortfolios as an Effective Work Search Marketing
Tool - Samples
- http//eportfolios-bcit-ca.bryght.net/blog/Elaine-
Young - http//eportfolios-bcit-ca.bryght.net/blog/Christo
pher-Mah - http//eportfolios-bcit-ca.bryght.net/blog/Paul-Ku
n - http//eportfolios-bcit-ca.bryght.net/blog/Dave-Ha
wthorne - http//eportfolios-bcit-ca.bryght.net/blog/Paul-Mc
Cann - http//eportfolios-bcit-ca.bryght.net/blog/Jovita-
Rose - http//eportfolios-bcit-ca.bryght.net/blog/Lori-Bo
wman - http//eportfolios-bcit-ca.bryght.net/blog/Colleen
-Tucker - http//eportfolios-bcit-ca.bryght.net/blog/Parveen
-Bains - http//eportfolios-bcit-ca.bryght.net/blog/Sandip-
Sidhu - http//eportfolios-bcit-ca.bryght.net/blog/Richard
-Xi
42ePortfolios as an Effective Work Search Marketing
Tool Pat Slatten, BCIT
- Things that worked really well
- Thorough advance planning was crucial
- Excellent advice technical support from my
Instructional Development Consultant and the LTC - Flexibility in extending dates as required. For
example, most eportfolios were ready to be shown
to industry by mid-December, but it wouldnt have
been an ideal time of year for employers to
respond. - Students learned to use this technology, and
employers were receptive to this technology. - Two of the challenges
- The blog technology is not ideal to use for a
showcasing eportfolio - I wished all eportfolios had included audio
voice-overs, - One participants strong CD eportfolio, was only
able to be converted with partial success,
largely because of limitations with the blog
technology.
43http//wiki.elearning.ubc.ca/howtowiki
- http//wiki.elearning.ubc.ca/HomePage
44A sampling of my wikis
- http//careo.elearning.ubc.ca/wiki?Incorporatingwi
kis - http//careo.elearning.ubc.ca/wiki?wikisandstudent
s - http//wiki.elearning.ubc.ca/comm1143a
45How to Create a wiki
- Go to http//wiki.elearning.ubc.ca/HomePage
Erase all of the letters after the /
http//wiki.elearning.ubc.ca/ Type in your own
homepage word (be brief so you can add to the
title later) http//wiki.elearning.ubc.ca/CANHEI
T When your page opens, Write down instructions
or a welcome paragraph. Add a link to team pages
or other links by adding words to your wiki
address
46Have Fun!
47In the beginning you may have set goals
- How can you see your interactions as an
instructor be supported by technology? - Would you embark on the extra time required to
augment face-to-face classrooms? - Do you believe your teaching effectiveness might
change with utilizing an increased amount of
resources in your course? - Which ones would you love to use?
48What do you do?
- Do you have students interact with industry or
mentors or real-life complexities? - Do you ever work across disciplines?
- Are your courses constructivist oriented or more
transmission based? - What is the profile of your average student do
they engage in their coursework?
49How Im using technology to get industry and
students to join in.
- CoP Community of Practice
- Relationship building with faculty and industry
partners in Renewable Resources - Nagging. (and stating policy)
- From the course outline
- To receive a percentage grade, you must
participate in and complete all assignments.
503. Changes in approaches
- September 2005
- Reflect on your field trip
- April 2006
- Set a goal for your field trip and reflect
whether your goal had been achieved or not.
51My Action Research Questions
- What is the nature of my interactions as an
instructor and communicator through the various
enabling tools available? - How do these interactions affect my teaching
effectiveness? - How do my teaching strategies contribute to or
interfere with the students success in achieving
these course content goals - Knowing self as a learner and communicator
- Developing technical and academic writing skills
- Developing verbal and non-verbal presentation
skills - Developing interpersonal awareness.
- Instructor What are my perceptions of my ability
to create an effective learning environment for
Forestry Ecosystems students? - Students What are the students perceptions of
my ability to provide them with an effective
learning environment?
52My methodologies
- analyze on-line e-mail and CoP interactions
- keep a reflective journal (Schön)
- keep a teaching perspectives inventory (Dan
Pratt, and John Collins) - complete a Communication styles inventory (True
Colors, Lowry) - complete a Learning styles inventory (Kuhn)
- analyze student assignments Learner style
inventory, communication style inventory,
personal reflections on the relationship between
their identified styles and final course
products, CoP postings responses, and anonymous
exit slips to address content mastery and
perception every two classes - keep an instructor journal on student reactions
in class - conduct a mid-course -survey (ideal and real use
of face to face, online community of practice,
email, presentations, team work, field trips,
industry specialists) - distribute a post-survey (real use of face to
face, online community of practice, email,
presentations, team work, field trips, industry
specialists.)
53Learning Outcomes and adaptations for technology
from Transmission models to Constructivist models
- To build research skills
- To construct multiple points of viewing p.12
- To write a literature review
- Evaluate quality and quantity p. 12
- To Revisit knowledge base
- Adapt Lit review from autumn to background of
formal report in Spring new sources,
experiences, expertsADAPTATION FOR NEXT YEAR - CoP Invite industry guests to comment on their
proposals and literature to help repurpose, reuse
or improve their knowledge representation p. 13
54Evaluation Criteria of personal perspective on
course reading
55Sample Rubric for Comments, Thank yous
56Evaluation Criteria of Responding to Others
57The Scale
58I learned a couple of things.
- Firstly, we are all going to have deep seated
points of views because of each individual
attachment and there are no easy solutions to a
gargantuan and pervasive problem ... - I looked at the ideologies paper from one point
of view and others from theirs. Each one has a
valid view for them. I may or may not agree with
what I read when I read the article, but I can
let it digest and come back to it later to be
more objective.
59True Colors (Miscisin, 2001) Reflections 4
- green. I really dont think that you can put
people into groups. I think that everyone has
characteristics from many groups and thats what
makes them an individual. I think the best way to
do good in an interview is to be yourself, since
that is who they will be working with in the
future. - Pat Slatten suggests identify your areas of
challenge (eg. the feared interview question
"What are your weaknesses?") through experiencing
"palest" colour activities or "stretching"
exercises.
60Exhibit A MeSource http//www.thirteen.org/ed
online/concept2class/mi/index.html
61Constructivism
- A collaborative approach to teaching and learning
where learning is the result of "mental
construction." - Students learn by fitting new information
together with what they already know in real
world contexts. - Constructivists believe that learning is affected
by the context in which an idea is taught as well
as by students' beliefs and attitudes.
62A little about inviting industry into a Community
of Practice (CoP)
63Industry Guests and the CoP
- State objectives to students
- Give criteria for assignment
- Provide Industry Guests Bio Related websites
- Have students post questions for guest
- Facilitate face-to-face/conference call mtg.
- Have students post closing comments
- (Close activity by guests final words)
64Industry Bio
65Student Questions
66Students closing comments
67Action research
- Instructors use their own learning environments
or classes to carry out research. - The four-step process is cyclical iterative
- 1. reflect about a problem
- 2. plan an action
- 3. implement the action
- 4. observe the results.
68The Teaching Perspectives Inventory (TPI) is
- if you are examining your personal beliefs and
values about teaching - if you are a "Reflective Practitioner" and are
wondering what to reflect upon (Pratt, 2001). - http//www.teachingperspectives.com/
69How can I help them construct knowledge?
- How can I get students to buy-in and
participate/see its relevance? - How can we support industry meetings?
- How can I foster relationships with other
departments? - How can I adapt transmission activities into more
constructivist learning and assessment practices?
70My Journal, Their Exit Slips
- While were encouraged to think IN action and
think ON action, I wanted to model this for
students for them to develop professionalism - Constructivist learning environments aim to
prepare learners to think like experts, which
means possessing the skills to effectively think
in and on action. - These are skills that need to be explicitly
taught through learning activities that call on
the learners to practice these activities. P. 21
71One of my exit surveys(Angelo, T. Cross, K.P.
1993)
- What was the Question
- Student responses and what to do
- Discussions on how their networking starts here
and these are their colleagues for the future in
their field - My Modelling professionalism and theyre
modelling professionalism modeling teams - Responses changed from that point funny
Nothing in a survey answer is not helpful