Enhancing Technology‐based Course Delivery

post by Mike & Glenn ( originally posted on ICTology, imported in September/15)

Presentation at the Seventeenth National Congress on Rural Education held in Saskatoon, SK, Canada on March 25-27, 2012. This presentation titled: Enhancing Technology‐based Course Delivery:  There is no magic bullet. In this presentation, Glenn & Mike looked at the results of three independent studies that looked at various aspects of online learning. Glenn's study examined Perceptual modalities and online learning, Mike's (Mike was PI of the study done with 2 others) looked at educator's perspectives about teaching online in SW MB high schools, and the third was conducted as an M.Ed. theses by Lilli Jardine (a teacher in Brandon, MB) - used with her permission since she could not attend this conference. Participants were encouraged to look at how these studies overlapped and the implications they held for online learning in rural schools. The presentation & handout are embedded below.

Online Learning (3 studies) No Magic Bullet

View more presentations from Mike Nantais

Comparison Table

 If you are interested, the complete research report for "Study 2" can be found here, on scribd.

Learning is ...

Learning is ... social
The past few weeks saw a few more guests enter my classroom, and a lot of good learning took place as a result. John Finch (@jfinch), from Manitoba Education, was on campus on Jan 26 and he literally sat down with my Internet for Educators class (pre-service teachers in the last term of their after degree B.Ed. program) and had an amazing 1.5 hour conversation. It was learning in action; informal, frank discussion and exchange of ideas. The topic centered on using technology in education, however the real topic was learning. How do we make use of the power of the Internet to make learning come alive? This was exemplary social learning as we all shared thoughts about many issues, and the learning continued later as students reflected on the experience in their blogs. The importance of social interaction in learning cannot be overemphasized, we negotiate meaning, make sense, and learn deeply through dialogue. David Weinberger's new book "Too Big To Know" (which is the topic of an #edbookclub on twitter) has many examples of this. In fact he states "knowledge has always been social" (p, 51).  Check out my student blogs to read about the growth and learning going on.

Learning is ... reflective
The following week, two friends from Winnipeg, the dynamic duo of Andy McKiel (@amckiel) and Darren Kuropatwa (@dkuropatwa) visited campus to deliver a professional learning opportunity on building empathy. This session was, from all reports, excellent, however it is the time they spent in my two Using ICT in Education classes (students in the first year of an after degree B.Ed.) I want to write about. In the 50 minute class time, these two excellent educators talked about creative commons, showed off several very useful tools, and created a slideshow that completed the statement 'Learning is ...". The results are below, I think you will agree that there are some powerful slides & ideas. So often we go into a classroom and 'do our job' and do not often reflect on what we really believe about learning. When we do stop and reflect - the real goal of this exercise - what do we see? How does our practice reflect those beliefs? A simple activity like this can lead to learning itself. We all should take time to reflect on what we are doing. Do our actions reflect our beliefs about learning? If not, what can we do to change so that they do? Take the time, become a reflective practitioner - you and your students deserve it!

Learning is at Brandon University 10:40am  

Learning is at Brandon University 11:40am

SHARE(ski) Lives Up to His Name

For the past few years, I have been working to develop my course titled Internet for Educators. This is an optional course for students in their final term of an after degree B.Ed. degree. My goal is to create an engaging, up-to-date course based on constructivist principles. Shortly after I began my work in the faculty of education at BU three and a half years ago, I became acquainted with the work of Alec Couros and Dean Shareski at the University of Regina, about a 4-hour drive west of Brandon. Since that time I am pleased to count these two educators as friends. They have jokingly called themselves “lazy professors”, since they often had various educators present to their classes. I have since “borrowed” this approach. For the past few years I have been fortunate to enlist several excellent educators to present their insights and experiences to my students (this post talks about the speakers who helped out last year). The students keep a blog in which they make sense of the presentation topic and how it would apply to their own teaching and learning. This has proven to be very successful, as evidenced by the reflective thinking of the students as they explore these ideas.

This term my 1st guest was none other than Dean Shareski from Moose Jaw, SK. Dean is known far and wide for his views on sharing as an important part of teaching. Dean spoke to my class (and to a colleague’s class who joined us) via Skype. He presented his ideas about sharing and transparency and how it can benefit not just the individual, but others as well. He provided many examples to illustrate. Dean certainly lived up to his credo, giving up over an hour of his time to share his ideas with student teachers from another Province. It was gratifying to see the effect this talk had on my students. Not only did they speak and write glowingly of the presentation, many have taken Dean’s advice and have been working to increase their online presence in order to share their own work.

I personally try to actively promote and model the same attributes. When others, like Dean any other guests I have lined up to present, are so willing to share their expertise, it can only help to promote this culture of openness, respect, and sharing. If you have not heard Dean speak about his passion, I would suggest you watch the video of his K to 12 online conference keynote below.

My Photo of the Day (2011/365) Project

This past year I joined the photo a day project. A pummelvision of my photos is below, I hope you enjoy it, it is kind of neat to see all the photos put together in this way. I used Flickr to share my photos and post them to the 2011/365 group, started by cogdogblog I found this activity to be mostly fun and educational, at other times tedious - almost forgetting to take a photo when things got a little busy! However, I prevailed - a photo was posted for each and every day of 2011! I plan on continuing this in 2012. Some days it was hard to decide what to shoot, I found the Daily Shot site helpful to generate ideas - at least until they discontinued it! I also found it educational as I started to try different things, effects, angles, subjects. Looking at the submissions of others was also a great way to find inspiration, many amazing photographers are part of this group. It was also fun to share with others. So, here is my result, as I embark on 2012/366!

Do Manitoba Kids Suck at Math?

A few weeks ago, the results of the Pan Canadian Assessment Program were released. Manitoba finished second from the bottom, just before PEI, in math. What does it mean? Well, to some people, it is cause for lots of worry and consternation. How can this happen? What is the cause?

Of course, everyone trotted out their pet peeves and opinions:

• A mathematics prof at U of Winnipeg says it is because of the dismal math requirements for K-8 teachers.  There could be some truth to this, very little math/science is needed to get into teacher education programs in Manitoba, including my faculty. Yet, if there is a group of math profs calling for Pre-Calculus as a pre-requisite for teaching (I would think Applied would be sufficient as well), then why don't they change the pre-requisites to their own courses - after all, these students must take 3-6 credit hours of math courses. Additionally, perhaps they should 'beef' up the courses education students generally take, perhaps add a lab component as well? Then again, perhaps some (not all, to be sure) should take some education courses and add some teaching strategies (other than lecture) to their repertoire.
• Another person blamed the Math Curriculum (actually the MB curriculum is based on the Western and Northern Canadian Protocol - used across Western Canada & the North). Perhaps some blame needs to go to MB Education. With budget constraints, courses are no longer piloted. Most do not have support materials. In a similar vein, perhaps MB Education and school divisions need to offer quality, long term, mandatory professional development for new curricula/approaches.
• Another person says it is the lack of time spent on Math in schools (might be true - but what goes?)
• Another enlightened soul says it is Manitoba's "no fail policy" (which does not exist - although divisions and schools can set such policies)
• Yet others say it is not the curriculum per se, but the approach - we don't drill and kill enough! It was good enough for me, it is good enough for my kids! 

- and on it goes...

Amazingly, I was surprised and somewhat pleased with the response from (I shudder to say) the Education critic for the Conservative Party - who did not jump to blame the ruling NDP government, but said we need to look in the mirror and see what we can do to improve.

Of course, very few question the tests themselves - what are they testing? What do they really tell us, if anything? How do the questions relate to our curriculum? Who wrote the test, compared to other Provinces? How accurate & reliable can the results of a one shot test be?  I found it interesting that although MB slipped in overall rank, students actually improved from the last test (see article linked in last paragraph). This quote from the web site speaks volumes as well:

Over 90 per cent of Canadian students in Grade 8 are achieving at or above their expected level of performance in mathematics, that is to say, at level 2 or above. Almost half are achieving above their expected level.

Another issue is the general view of Math in society. What other subject area do people seem to take pride in not being good at? "Oh - I was never any good at math" is used as an excuse. Parents (and others) who profess a hatred - or strong dislike - of math, who speak of it not being useful. Perhaps trying to change that image should be a priority.

One other thing the critics are missing is the complexity of the educational process. There may be something to all - or none - of the postulated reasons for the results. Picking out a single 'cause' to the results is ridiculous, many factors go into successful learning, and reactions that result in quick band aid fixes are not the answer. If we are really concerned about the apparent lack of achievement, a number of issues need to be examined. I only hope that public consternation and a vocal group does not lead to a knee-jerk, politically expedient response that appeases a few people, but does not do much to address improving education.

In this article, the President of the Manitoba Teachers Society offers up a dose of sanity. Yes, we do need to look at these results, we need to look at what they mean. We do not have to create needless anxiety and resort to knee-jerk reactions. We should always examine what we do in schools, and always strive to improve. However, we must recognize the complexity of teaching and learning, and address the root causes.

End of an era?

Steve Jobs, 1955-2011, R.I.P.
There have been many tributes to Steve Jobs over the past few days, I thought I would add my own brief one. My first brush with Apple was way back in the mid eighties. At that time the school division I worked at decided to go to Apple computers - we previously used Commodore. I remember thinking it was the wrong choice, we should be going to IBM - and MS-DOS. How wrong I was. After using the Mac Plus and Classics, I was hooked on the Mac OS. While we added some Windows machines, our main platform at the school was always Apple - and still is, even though I don't work there any more. I always enjoyed the platform, they worked well and were fun to use & work on. The predominant platform at the University is Windows, and I use it most days (I teach many of my courses in the lab). However, I have brought in a few Macs and some iPads. I also continue to use Apple products at home (an iMac, a mac mini, a Macbook, iPhones, iPods and iPads. I guess it is blind loyalty, but I have tried others and just like Apple products, a personal choice. Steve Jobs just had a knack for developing easy to use, pleasing products. I admit it, I just like their products, despite some of their policies and foibles. Steve Jobs was just a year older than me, he was taken too soon - like so many others. I hope that Apple will continue to 'Think Different', as their founder, Steve Jobs did.

Ph.D. Journey: Phase II Complete ... Now the work/fun begins!

work area in my basement

I am pleased, and relieved, to have successfully completed the second major phase of my Ph.D. journey, the comprehensive (or candidacy) exam. I completed my course work in April (see this post), the next task was the comprehensive exam, which I began in May. There are several options for this exam process, I chose the method most choose - four questions, three months and 100 pages (excluding references - good thing since I ended up with about 28 pages of them). The exam experience was ... character building? It actually was one of the most intense and difficult things I have done. The amount of literature research and subsequent reading necessary was tremendous, then there was the writing. At times I found it hard to focus, I found myself finding other things to do - check twitter feed, check some blogs, and so on. It was to easy to find something to distract me from the task at hand. I tried a few techniques to help. I tried taking notes as I read and re-read - by hand, then I tried typing them out so I could copy and paste into my paper, and a combination of both. I also tried the pomodoro technique, which I heard about through twitter (@thesiswhisperer). Essentially this technique has you work for 25 minutes, take five, another 25, etc., with a longer break after 4 sessions. I did not use this all the time, but when focus was a bit of an issue, I used it and it seemed to help. I also set goals, trying to concentrate on one task at a time. I set three weeks per question, leaving just over a week for final edits, reference checks and so on. I managed to stick, more or less, to my timetable and submitted the exam followed by a celebration dinner out with many of my cohort friends. My committee was very prompt, thankfully, after just three days they met and I even heard the same day they met - I PASSED! A major hurdle was over. I know people who had to wait much longer, I found even this short wait excruciating - what if I did not pass? Could I bring myself to do this a second time (it is two tries and you are out)? I could not imagine a long wait. I was also fortunate because I had coffee with my advisor, and he provided feedback from the committee on areas to improve on for my proposal/dissertation. One of the toughest, if not the toughest, parts of the process was not being able to discuss the questions. We learn by social means, and in my cohort it was a key activity, we often bounced ideas off one another, shared our work, discussed. Often, even talking about an approach, idea, thinking aloud would help make sense of things, not being able to do this was difficult. This simply solidified my belief in the social aspect of learning.

exam packages ready to submit

Well, the exam is over (and has been for a while, as I am slow to get this post written) and now it is on to the next phase - the dissertation! First task - complete the proposal and defend it ... should be a challenge, and fun. Stay tuned.