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The Efficacy of Collaboration in the 21st Century Learning Environment: EDCI – 565 Assignment #3

 

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The Efficacy of Collaboration in the 21st Century Learning Environment

Gary Soles, Deirdre Houghton, & Andrew Vogelsang

Department of Curriculum and Instruction in Educational Technology,

University of Victoria

EDCI 565: Curriculum Studies

Dr. Valerie Irvine

28 July 2020

Introduction & Learning Outcomes

Collaboration between all education partners, at this time, is more important than ever for a fluid understanding of what is being taught, how to teach it, and what is expected from the students, as education is predominantly conducted outside of the building. Brown, Dennis, and Venkatesh (2014) state, it is vital “to work with both the technology and a set of familiar communication partners in order to positively influence perceptions of effort expectancy” (p. 46). Education is becoming more digitized due to the Covid-19 Pandemic. Though we have seen this trend moving forward pre-pandemic, this has caused an almost full conversion to teach at distance, right now. This has created some opportunities for steps forward in education, in terms of both digital citizenship, and digital literacy. However, it has also shined a light on the inequities in our education system when the physical building is not open, for whatever reason. Therefore, collaborative technology for communication between all involved in education, be it educators, parents/guardians, or learners, is essential to having a functional and equitable system. Thus, we propose, to address this need, schools and perhaps districts should adopt the following as curricular outcomes to establish digital collaborative practices, as education moves to the realm of synchronous and asynchronous environments:

1). Delineate and utilize educational technologies to be used as a collaborative platform between individuals and groups in education

2). Establish a scheduled meeting time to collaborate on instructional issues.  

3). Formalize technology students, parents, and teachers can use to collaborate with each other.

Supporting Resources

Beldarrain (2007) states, “[t]he versatility of social software and other collaboration tools available today support constructivist environments that seek to motivate, cultivate, and meet the needs of the 21st‐century learner” (p. 140). Amid the new reality of COVID-19, teachers and learners can employ various methods of collaboration to support learning in both synchronous and asynchronous environments, including, but not limited to Microsoft Office and Google Classroom. The efficacy of utilizing technology to support learner collaboration is exemplified by Ohlund et al. (2000) as they write, “it is encouraging that use of Internet-based communication increases the likelihood of completing the course activities” (p. 418). Furthermore, it provides individuals with the opportunity to “engage in individual thinking, share opinions and beliefs and provide one another with feedback” (p. 417). 

The incorporation of digital programs, including Microsoft Teams, Sway and Google Slides, for example, supports collaboration amongst educators, learners and parents/guardians, as they provide a connection through the scheduling of meetings, use of video, audio, and digital messaging, in real-time. The chosen modes of communication are essential in establishing collaboration as they provide information, feedback, engagement, as well as a continuous path of connection, at a fairly rapid pace. This maintains the interest of the parties involved. Furthermore, the ease and swiftness of collaboration tools are essential to the success of individuals in understanding and completing specific tasks. This is supported by Dennis and Venkatesh (2014), who state, “…immediacy is an important antecedent to performance expectancy, regardless of task” (p.45). Ergo, it is essential the chosen modes of technology for collaboration are made known, available, and easy to use, to establish and maintain collaboration and communication amongst parties involved.

Though the efficacies of the platforms above cannot be overstated, one must be cognizant of the fact that Microsoft and Google are large corporations with their own agenda. There is no altruism in their business model, so it is imperative that you know who you are working with. Districts make the decision as to the platforms used. Those decisions are based on policy at the district level. This control usually opens the door for the more “established” brands to take the forefront. However, is there an educational monopoly on digital tools? Or oligarchy at best?

 Microsoft has a checkered past when it comes to monopolies. In a document titled, Microsoft Monopoly Caused Consumer Harm by the Consumer Federation of America (CFA), Mark Cooper says, “[o]ne of the most important lessons to be learned from the Judge’s findings is that consumers always lose in a monopoly” (n.d., p. 2). There are also issues with start-up companies being devoured by big companies. Google is famous for this practice. So are we taking the path of least resistance for the ease of use? We would say yes, and furthermore, we would also say it is not a bad idea at this time of unprecedented change during this pandemic. 

Summary of Evidence

As our learning outcomes all pertain to the successful use of digital tools to support collaboration, it is undeniable that collaboration is an integral part of student learning. This is further exemplified when utilized with other learning methodologies, such as project-based or inquiry learning (Lee, Huh, & Reigeluth, 2015). Although the value in digital tools has been made clear, especially when considering human safety and the Covid-19 pandemic, it does not come without challenges. Capurro (2017) writes, “[t]he reality of social media and online platforms is complex not only with regard to the uses and misuses of personal data but also because of different moral and legal norms and their cultural frameworks” (p. 278).

With these challenges in mind, it is important, according to Gregory and Bannister-Tyrrell, to ensure the technologies utilized are done so with the students in mind, as some may respond more positively or negatively to certain platforms (2017). Once the appropriate platform is chosen, or dictated, to teachers, (as is the case with many school districts) “instructional designers and educators have unique opportunities to foster interaction and collaboration among learners, thus creating a true learning community” (Beldarrain, 2016, p. 140). Ultimately, it is up to us, as educators, to ensure our learners are being trained in the platforms that will be required of them in the future. In this case, the cultivation and utilization of finding digital collaboration tools that will not only keep us safe but enable us to keep moving forward. 

References

Beldarrain, Y., (2006) Distance Education Trends: Integrating new technologies to foster student interaction and collaboration, Distance Education, 27:2, 139-153, DOI: 10.1080/01587910600789498

Brown, S., Dennis, A., & Venkatesh, V. (2010) Predicting Collaboration Technology Use: Integrating Technology Adoption and Collaboration Research, Journal of Management Information Systems, 27:2, 9-54, DOI: 10.2753/MIS0742-1222270201

Capurro, R. Digitization as an ethical challenge. AI & Soc 32, 277–283 (2017). https://doi-org.ezproxy.library.uvic.ca/10.1007/s00146-016-0686-z

Consumer Federation of America. (n.d.). Microsoft monopoly caused consumer harm. https://consumerfed.org/pdfs/antitrustpr.pdf

Gregory, S., Bannister-Tyrrell, M. Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning. RPTEL 12, 18 (2017). https://doi.org/10.1186/s41039-017-0059-3

Lee, D., Huh, Y. & Reigeluth, C.M. Collaboration, intragroup conflict, and social skills in project-based learning. Instr Sci 43, 561–590 (2015). https://doi-org.ezproxy.library.uvic.ca/10.1007/s11251-015-9348-7

Ohlund, B., Yu, C. H., Jannasch-Pennell, A., & Digangi, S. A. (2000). Impact of asynchronous and synchronous internet-based communication on collaboration and performance among K-12 teachers. Journal of Educational Computing Research, 23(4), 405-420. https://doi.org/10.2190/u40f-m2lk-vkvw-883l

 

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What Collaborative Resources To Consider? – A Critical Evaluation By Deirdre Houghton, Gary Soles & Andrew Vogelsang Assignment #1 EDCI-565

The following slide presentation outlines our three outcomes for collaboration, the specific resources/platforms we chose to focus on, our rationale, an overview or general evaluation of resources, a critical evaluation of each of the chosen resources, and a conclusion. Please see the table of contents for specific topics related to evaluation.  

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Decolonization Processes In Education: EDCI-532 Assignment #2

Photo By: Zbysiu Rodak

Introduction:

“Attempts at the so-called inclusion of Aboriginal perspectives have usually meant that an anachronistic study of Aboriginal people is offered as a possibility in classrooms only if there is time and people are still interested” (Donald, 2009, p. 23). As a social studies teacher, Donald’s quote resonates with me; it highlights the necessity of decolonizing curriculum. So often, curricular developers and educators have placed Indigenous content on the periphery of teaching importance, rather than weaving it throughout and providing it with the same attention as other historical events. Whether it is lack of knowledge or resistance on behalf of scholars, educators, teacher training programs or curricular developers at the provincial levels, I believe, we all have a role to play in providing and strengthening “the representation and centrality of Indigenous peoples” (Gibson, L., & Case, R. 2019, p. 255), within Canadian history courses, curriculum and education as a whole. To make changes and move forward education, specifically a more inclusive curriculum, it is essential to understand where we came from in terms of early pedagogy and practices.  

My Connection to Decolonization of Curriculum as a Social Studies Teacher:

Traditionally, Canadian history curriculum and teaching practices have been developed and taught, respectively, upon a Euro-centric or ethnocentric perspective. Consequently, this frame of reference has left Canada’s Indigenous population marginalized, as their contributions and tragic losses, which have played significant roles in the shaping and development of Canada, have not received the recognition that is rightfully deserved. In 2015 the Truth and Reconciliation Commission (TRC) released its Calls to Action, “to redress the legacy of residential schools and advance the process of Canadian reconciliation” (TRC, 2015, p. 1). This motion calls upon various levels of government to make changes in a variety of areas, including education. Specific reforms include “the development of curriculum and integration of knowledge on Indigenous historical and contemporary issues in primary and secondary education” (Morcom, L., & Freeman, K., 2018, p. 811) and “the training of teachers to advance awareness of the history and legacy of residential schools, [in addition to] tools for building student…intercultural understanding, empathy and mutual respect” (p. 811). As a social studies educator, I am grateful for the changes that our provincial government has made regarding implementing more Indigenous content throughout the social studies curriculum. For example, one of the curriculum competencies facilitates learners in making ethical judgements through the examination of actions that existed in the past and present in reference to the lives of  Canada’s First Nations population (“Social studies 10 | Building student success,” 2018).

Photo By Maher-El-Aridi on Unsplash

Furthermore, the development of the Indigenous Knowledge and Perspectives in K-12 Curriculum has served as an invaluable guide with which I am becoming more confident in using to immerse my learners in a wealth of Indigenous content. In addition to British Columbia’s welcomed changes, I also believe it is my responsibility, to look within my community and seek further education. Both my students and I benefit from the rich oral narratives that local First Nations knowledge keepers and elders hold. These individuals provide first-hand accounts of their own experiences that are not found in textbooks. My connection to the significance of immersing both myself and my learners in Indigenous content, to truly understand, acknowledge and honour the truth around the development of our country, is supported by various researchers. 

Article Examination on Decolonization of Curriculum:

Articles by Gibson and Case (2019) and Morcom and Freeman (2018) highlight the necessity for both curriculum and teacher training, respectively, to be developed in such a way as to break down barriers that traditionally have kept Indigenous perspectives and content on the periphery of education. Gibson and Case (2019) identify that although some scholars and curricular developers disagree with changing Canadian historical curriculum as it “rejects the discipline of history and historical thinking” (p. 251), they propose that simple changes can be implemented without “radical epistemological restructuring” (p. 251), thus meeting the TRC reforms. The first change, noted in Gibson and Case (2019), involves bringing indigenous content away from the sidelines and bringing it to the forefront. The authors suggest this can be done through the engagement with local Elders, Indigenous literature, primary sources and other resources produced by Indigenous members. The goal is to “go beyond sprinkling…Indigenous historical content into a predominantly Euro-Canadian curriculum” (p. 254), rather immersing in it. Second, teach learners the skills to become in-depth thinkers, thereby challenging them to “think historically by interpreting historical evidence” (p. 254), rather than simply accepting the norm or what has been acceptable in the past. Gibson and Case (2019) argue that this skill is important for students to recognize discriminatory views and perspectives. Third, provincial and territorial curriculum developers should create more courses dedicated to focussing on “Indigenous historical and contemporary world views” (p. 254-255). It should be noted that the authors recognized that there are several regions in Canada, such as British Columbia, that have made some changes, similar to their recommendations, to meet the TRC recommendations. 

Morcom and Freeman (2018), stress the significance of valuing local First Nations culture and encourage teacher candidates to become involved with the teachings of local First Nations’ knowledge keepers and elders. The co-authors, both educators within the Department of Education’s Aboriginal Teacher Education Program (ATEP) at Queen’s University, use the Anishinaabe First Nations’ “philosophy, worldview, culture and spirituality…as a source of information and guidance in
[their]teaching” (Morcom, L., & Freeman, K., 2018, p. 814). Specifically, the educators connect their methodologies and pedagogies to the traditional “Seven Grandfather Teachings, [including] honesty, humility, respect, bravery, wisdom, truth and love” (p. 815), and the medicine wheel, which encompasses “the for directions, sky, earth, [and] center” (p. 815). Morcom and Freeman (2018), argue that their teaching methods enable teacher candidates the opportunity to develop a deep understanding, knowledge and respect for the Indigenous culture, and the significance of including it in both curriculum and teaching methods. Furthermore, Morcom and Freeman (2018) argue that following this inclusive style of teaching meets the reconciliation requirements set forth by the TRC, and more importantly, facilitates in the development of future teachers recognizing and respecting the need to build a more inclusive and just society (p. 829).

The above-mentioned authors clearly provide welcome guidance as to how educators can work on improving their knowledge of Indigenous content with which to bring to the classroom. Their perspectives and methods are informative, and they provide current teachers and teacher candidates with the opportunity to constructively think about how to stop the marginalization of Indigenous content that has existed in society, or education, for far too long.  

 

Photo By: Frankie K.

Conclusion: 

The traditional methods of teaching Canadian history followed a very ethnocentric perspective, with the exemption and romanticism of Indigenous content. The TRC’s Calls to Action around education has identified the significance of decolonizing curriculum and supporting educators in developing their knowledge of Indigenous culture. I believe, to have an honest, just and inclusive education system, it is essential as educators to discuss, learn, and question past wrongs alongside our learners, to break down the barriers that colonial views had originally established in early curriculum.

References:

Donald, D. T. (2009). The curricular problem of Indigenousness: Colonial frontier logics, teacher resistances, and the acknowledgment of ethical space. Beyond ‘Presentism’, 23-41. https://doi.org/10.1163/9789460910012_004

Education for reconciliation. (2019, September 5). Relations Couronne-Autochtones et Affaires du Nord Canada / Crown-Indigenous Relations and Northern Affairs Canada – Canada.ca. https://www.rcaanc-cirnac.gc.ca/eng/1524504501233/1557513602139

Gibson, L., & Case, R. (2019). Reshaping Canadian History Education in Support of Reconciliation. Canadian Journal of Education, 42(1), 251-284. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3591

Morcom, L., & Freeman, K. (2018). Building Non-Indigenous Allies in Education. Canadian Journal of Education, 41(3), 808-833. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3344

 Social studies 10 | Building student success. (2018). Building Student Success – BC’s New Curriculum. https://curriculum.gov.bc.ca/curriculum/social-studies/10/

 (2015). Truth and Reconciliation Commission of Canada (TRC). https://trc.ca/assets/pdf/Calls_to_Action_English2.pdf

 

 

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My Personal and Professional Experiences With Accessibility: EDCI-565 BLOG #2

Picture By John Hoang on Unsplash

Introduction:

In EDCI-565 we had the opportunity to listen to Kim Ashbourne present on the significance of accessibility of education to all learners. Her presentation pin-pointed various resources that outline the human rights all individuals have in terms of accessing education, in addition to providing educators with further information in order to assist them in gaining ideas in which to help learners with diverse needs. Two specific websites of interest that were shared, included World Wide Web Consortium (W3C) which focuses on “strategies, standards, resources to make the Web accessible to people with disabilities” (W3C Web Accessibility Initiative (WAI), n.d.), and Universal Design for Learning (UDL) which provides “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn”(“CAST: About universal design for learning,” 2019). The area of accessibility to learning connects with me both personally and professionally, in terms of my own experience with a hearing impairment, and as an educator working to support my students during the interruption of regular classes because of COVID-19. 

Personal Connection: 

On a personal level, as previously mentioned, I have a hearing impairment caused by a viral ear infection that damaged my right ear and resulted in between 60% – 70% hearing loss. After multiple scans and cochlear injections, the end result was acquiring a hearing aid. I am grateful to have the hearing device, however, it is not the same as having a full range of natural hearing ability. Sound is different and does take time for your brain (and in my case patience as well) to adapt. Background noise and the speed of a speaker’s speech can impede clarity and understanding; and furthermore, the direction of sound can be difficult to pinpoint in terms of its origin (coming from left or right). Consequently, I have had to make adaptations to assist myself where my hearing is concerned. The changes and at times frustrations, all be them mild, have definitely opened my eyes and increased my understanding of the necessity of accessibility for all learners in terms of any challenges they endure. More specifically, it has forced me to pay closer attention, professionally, to various ways or types of technology or teaching methods I can use so as to assist learners reach their goals. Some examples of technology that have assisted students either directly in my classes or within our school include, but are not limited too, the use of individual laptops or tablets in lieu of physically writing down notes or completing assignments, digital translators for international students that do not have a strong background in English, speech to text programs for those with challenged motor skills, text to reading programs for those learners with reading difficulties, and videos/dvds for visual learners. Having access to various technologies are essential to support learners with their various modes of learning and diverse needs, as it provides a gateway to equity in their learning, as much as my hearing aid supports me in my endeavours. 

Educational Challenges to Accessibility During Covid-19:  

The onset of COVID-19 has been a further eye-opening and challenging experience in terms of accessibility to online education and support. As an educator, it has been difficult to provide online lessons, assignments, activities and support as most of my learners rely on the digital tools available to them at the school, and have little to no access to technology at home, for various reasons. Resulting from these digital challenges, most of my learners and/or guardians requested hard copies or packages that could be picked up and dropped off on a routine basis. Providing physical packages were better than nothing. I was also able to follow up with support and discussions via texting, emailing and phone calls. However, not having the same technical support at home, as is available and/or relied upon by some at school, did limit some learners’ access to equity in their education.

Conclusion: 

In the coming weeks, as our provincial government releases plans for the next school year, I hope there are considerations about opportunities for access to those students living in remote locations, in families that are socio-economically challenged, or living with learning challenges to be able to access the digital supports they need to enhance their educational experiences and equity in their learning.

 

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Curriculum: The Tree Roots Necessary to Build and Support Learning Assignment #1 EDCI-532

Photo by Jeremy Bishop

My Curricular Metaphor:

 Curriculum is the root system of a tree. It enables a strong trunk, branches and eventually buds, leaves and or needles to grow and develop. The roots (like curriculum) are essential to the life, growth and development of the tree over the course of its lifetime, and it fulfills many significant responsibilities. The root system establishes a solid foundation, provides the nourishment needed to feed the tree, extends support and strength while at the same time allowing for flexibility. This is exemplified when a tree sways in the wind or bends to grow toward the sun, encourages the growth of new root shoots to facilitate in the growing process, and lastly they adjust to environmental changes to withhold its structure and integrity. Curriculum, like the root system, also has many responsibilities to fulfill. It provides learners with necessary structures to use as a base upon which to build and develop further knowledge and understanding of the concepts being taught, contributes to the nourishment of knowledge, self-confidence, rigour and expansion of one’s skill set, promotes new learning opportunities, and accommodates for various learning styles and interests. Without a sturdy, grounded root system, or curriculum, it is difficult to support learner growth and advancement.  

 My Teaching Context:

 At Fort St. James Secondary School my teaching content area further reminds me of the intertwined nature of a tree’s root system, as I teach various courses. Consequently, I seek guidance and structure from various arenas that support Social Studies 10, Career Life Education 10, and Career Life Connections 12. The specific curriculum I rely on, as set forth by the BC Ministry of Education provides structure while at the same time is open for individualization. Social Studies 10 curriculum I follow, includes the BC Social Studies 10 Curriculum, and  Indigenous Knowledge and Perspectives: Social Studies K-12 Curriculum. Other areas I seek support from include Elders or Local Knowledge Holders (from the Nak’azdli Whut’en First Nation), First Nations Education Steering Committee (FNESC) and CIVIX Canada. For the Careers context, I use the BC Career Life-Education 10 Curriculum, and  BC Career Life Connections 12 Curriculum. To further support student learning and engagement I also use MyBlueprint, Career Compass, Education Planner BC, and Student Work-Safe. I believe the ministerial curriculum documents provide a strong framework with which I can build upon, using the additional aforementioned resources. 

 Egan VS. Blade: As I See Them 

 Egan’s and Blade’s viewpoints on what best constitutes curriculum could be seen as divergent. Egan, for example, argues from a constructivist standpoint supporting the notion that the what or the content needing to be taught is the most significant aspect that the curriculum and should be focussed on and built upon. In addition, he does not support how viewpoints or questions that focus on how the learner will learn best or how individual learning processes should be the building blocks of a curriculum. This notion is further supported by his statement that “curriculum is the study of any and all educational phenomena, [and] may draw on…external discipline[s] for methodological help, but the methodology doesn’t determine the inquiry (Egan,1978, p.16). Furthermore, Egan suggests that “what the curriculum should contain requires a sense of what the contents are for”  (p.14), thus suggesting that specific curricular content would have taken into account the individual knowledge and skills that will be learned, rather than how they will be learned. Lastly, Egan suggested that if curricular content focused on how individuals each learn best, there will be a lag in the amount of knowledge gained, moreover, it does not provide a sound framework of content with which one can build upon, and instead, it leads to unclarity (p.14). 

 Contrary to Egan’s article, Blade identified the individual’s learning processes and their voice as an integral part of curriculum development. Blade, who took a more deconstructivist approach, recognized that being trapped within the confines of a content-driven curriculum, actually “exclude[d] and limit[ed]…possibilities” (Blade,1995, p.129). Furthermore, he identified that those who traditionally held positions of power, within curriculum development, rarely regarded the individuals that worked directly with it and/or affected by it. His statement identified that in these situations the “truly critical voices [of learners and educators] in the discourse were…seen as antagonists by the major voices” (Blade, p.147), thereby acknowledging that former processes resulted in a loss of pertinent information that could have been useful in developing curriculum. 

 I feel Egan’s and Blade’s viewpoints, regarding what curriculum should be focussed on, are equally significant. Although I sway toward Egan’s argument for the necessity of a strong and purposeful curriculum with clear and defined content from which to build upon, I am not as stringent. I recognize the need for individuality in learning. I prefer to follow a concrete curriculum and use it as scaffolding for future learning to build upon. However, I also integrate learner individuality to provide learners with the opportunity to demonstrate their learning process through individual measures and questioning. By following this process I believe it enables one to showcase their strengths while at the same time providing equity.

 References

Bishop/unsplash.com/photos/EwKXn5CapA4

Blades, D. (1997) Procedures of Power in a Curriculum Discourse: Conversations from Home. JCT, 11(4), 125-155.

 Egan, K. (2003) What is Curriculum? JCACS, 1(1), 9-16.

 

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Which Direction to Take with Curriculum Development ? – A Review of Kieran Egan’s Article: Blog #1 EDCI-532

Photo By Heidi Fin

 

What Is Curriculum? And WHAT vs. HOW

Kieran Egan’s article “What Is Curriculum?” is a somewhat instigative publication that focuses on the meaning of curriculum. According to Egan, curriculum is “the study of any and all educational phenomena” (1978, p.16). While Egan’s article includes various historical perspectives on what curriculum may in fact be, he holds steadfast to the argument that curriculum should be focussing on WHAT or the content that should be taught, rather than the HOW which focuses more heavily on “the individual as the learners” (1978, p. 13). Furthermore, Egan argues that it is more important to focus on the WHAT in order to “present strong arguments for or against specific…content” (1978, p. 16) and uses an analogy outlining when the HOW is the focus, learners are left behind. For example, “when we ponder how questions, another child has learned two things where our children have learned none…” (1973, p.16). There is also the notion that a focus on the HOW, rather than the WHAT will leave learners with unclarity, rather than certainty.  

My Perspective of WHAT vs. HOW and My Experience:

Although I agree with Egan’s argument that WHAT (or the content) should be the focus in curriculum development, as I believe it is important to have a strong base of knowledge or foundation to support further learner growth, I am not as steadfast. I do consider the individual in terms of HOW I would like my learners to learn specific criteria or content knowledge, and thus take into account different learning styles. I want to know that the WHAT will provide my learners with transferrable skills that can be created through the examination and mastery of completing specific course content. For example, as a social studies teacher, it is essential to have background information and knowledge content of past injustices to comprehend their impacts on society today and to gain an understanding of measures to prevent societal injustices from occurring again. 

Ambiguities?

As an educator, I am comfortable with not having a hard and steadfast curriculum. I do feel the WHAT or content is extremely important to support students in moving forward and into the working world or further studies. However, I also believe it is essential to provide students with some options within their learning that will support and strengthen their learning endeavours and experiences. 

Resources 

Egan, K. (1997). What Is Curriculum. https://doi.org/10.7208/chicago/9780226190402.001.0001

 

By Deirdre Houghton

 

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Reflecting On The New Pivot: EDCI-565 Blog #1

Photo by: Bima Rhamanda

Introduction:

The current Covid-19 pandemic has, indeed, scrambled individuals’ daily routines and livelihood worldwide. Within the realm of BC’s education system, the situation is no less settled as school districts, educators, learners and parents have had to make various changes to provide and access the best possible learning experiences during this unprecedented time. Given the fact that today, there are so many digital tools and resources to support the teaching and learning process, one may assume that our digital society should be able to pick up and move on remotely with relative ease. Unfortunately, that was not the case as in many situations the transition was less than seamless.

Learning Pivot: What went well? What did not? 

Having had the recent opportunity in EDCI-565 to reflect on my experience with the rapid installation of the new “LEARNING PIVOT” or distance delivery, enabled me to recognize the work and planning that must be considered and completed prior to school commencing this fall to provide increased access and equity. 

As an educator, I recognize the use of digital tools and resources had some very positive perks, including quick and easy communication lines with students and parents/guardians via email or texting, increased one-to-one educator/learner discussion time and assistance, growing peer discussions and support, and the ease of which student work or demonstration of learning could be submitted. 

In spite of the positive aspects that technology can provide, I found myself met with various challenges. Specific complications included learners with no internet access because of their remote local or financial challenges at home, poor internet connectivity leading to unreliability, no availability of technology at home, time constraints with technology usage due to parents working in the home and/or having to share technology with siblings, unfamiliarity with communication platforms being used, not comfortable using or in some situations allowed to use platforms that allow access into one’s home, and frustrations with technical issues and lack of technical support. Resulting from these hurdles, many of my learners and their parents/guardians requested hard copies of materials that were physically picked up and dropped off when completed. 

Conclusion:

I realize that there is neither an easy answer nor a quick fix to this dilemma. As we move forward to the fall, I hope that administrators at the district and ministerial level, throughout our province, make concerted efforts to work with educators and listen to parents as they move forth in developing a plan that will enable increasing digital support, access and equity to all learners and their respective family. 

By: Deirdre Houghton

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Possibilities of Increased Communication & Collaboration Through the Use of Digital Tools – EDCI 572 April 19th Blog Post #6

 

 

 

 

Digital tools have provided increased learning possibilities, including both communication and collaboration opportunities. The following video I have created will outline: 

        • What digital tools are, 
        • Examples of digital tools that can enhance learning, communication and collaboration,  
        • How digital tools extend learning beyond the classroom,  
        • How our final Master’s project promotes communication and collaboration amongst students and others outside of our learning context with the use of digital tools.  

Please make sure to have your sound on.

By Deirdre Houghton

References

Teach with digital technologies. (n.d.). Department of Education and Training Victoria. https://www.education.vic.gov.au/school/teachers/teachingresources/digital/Pages/teach.aspx

Unsplash. (2019). Beautiful Free Images & Pictures | Unsplash. https://unsplash.com/

 

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My Connection To Makerspaces – EDCI 572 Blog Post #4

The concept of Makerspaces is relatively new to me, especially in a secondary school setting.  After our class webinar on the aforementioned subject, and after I had time to think about how I could implement it into my own classroom, I began to realize how our district’s Career’s Department implements some of the concepts of Makerspaces into its career projects. The following slideshow will highlight the various career projects, that are run throughout the year, and how they employ a Makerspace style of engagement and learning.

Although the District Career Department’s projects do not follow the concept of Makerspaces in the classroom, in the traditional sense, they do afford many concepts of Makerspaces to each individual in a real-world setting.

By Deirdre Houghton

Bibliography

Unsplash. (2013). Beautiful Free Images & Pictures | Unsplash. https://unsplash.com/

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Designing Curricular Activities: EDCI – 572 Blog #4 March 28, 2020

“May your trails be crooked, winding, lonesome, dangerous, leading to the most amazing view. May your mountains rise into and above the clouds.” Edward Abbey

INTRODUCTION:

The above quote resonates with me as I reflect on the professional challenges that lay ahead in terms of providing educational opportunities to my current learners. I feel as though I am on an unknown trail. I am not sure which direction I am going, what obstacles and their difficulty lay ahead, what equipment may be necessary to assist in overcoming hurdles, and where the trail will finally end. Although I may feel intimidated by the unknown challenges, I recognize that this journey will enable me to develop new strengths and skills while working towards the ultimate goal of facilitating in my students’ learning successes (metaphorically reaching the summit).  

IDENTIFYING LEARNER EDUCATION ACCESSIBILITY:

In terms of how, exactly, I will be providing educational opportunities and support to students, thereby facilitating their learning, is unknown at this time.  Suffice to say, that is my “wicked problem”(Buchanan, 1992, p. 14). Given the demographics of our school community, there must be more than one design plan or option made available to honour accessibility for all learners, while at the same time supporting their critical thinking skills and learning growth overall. Designs chosen to assist learners, according to Richard Buchanan, must “…integrate knowledge in new ways, suited to specific circumstances and needs” (Buchanan, 1992, p. 19). Therefore, when thinking of my classes, I have identified three groups of learners I must consider, including when designing course material.

Consequently, it is essential to provide options to learners that will support them in their learning endeavours, based on the learning provisions they have available to them, outside of the regular classroom setting. 

For those students (GROUP A) with computer and internet access, there are a variety of ways they can demonstrate their learning, critical thinking skills and reflecting, including but not limited to creating My Blueprint portfolios, Prezi, PowerPoint, and Adobe Spark.  Using these digital literacies will enable students to demonstrate their knowledge and understanding in a variety of formats that involve critical thinking skills. Furthermore, the skills used to create and complete assignments digitally, connect to the learning outcomes listed in the BC Digital Literacies Framework. For example the learner: 

      • Locates, organizes, analyzes, evaluates, synthesizes and ethically uses information from a variety of sources and media. (Gr. 10-12)
      • Integrates, compares and puts together different types of information related to multimodal content. (Gr. 10-12)
      • Creates complex models and simulations of the real world using digital information. (Gr. 10-12)

Lastly, for those learners with computer/internet access, it will be easy for me to provide quick feedback and online assistance through email.  

For students without internet access, (GROUP B) it will be more challenging to support them in their learning, however not impossible. Although these learners may be more restricted to traditional methods, which involves picking up and dropping off a paper-based learning package from the school, they can still complete assignments that support both their learning and the development of their critical thinking skills. For example, learners can create posters, written personal responses or reflections, timelines, flow-charts, diaries, 3-D creations and pamphlets to demonstrate specific concepts. Unfortunately, these learners will not have access to rapid feedback like those in the previously mentioned group. Communication may exist in the form of a phone call to them or if allowed, a brief meeting/tutorial at school. 

The third group of learners (GROUP C), will follow a similar in learning design to the second group (GROUP B), where they would also complete a paper-based learning package; however, the difference being that they would not come to the school to pick it up or drop it off. This group of learners includes those that are regularly bussed in and out on a daily basis, and may not have the support at home to provide transportation to come into the school to pick up and/or drop off work. As busses will likely not be running, there is a chance that educational packages will have to be taken from our school, by a designated individual, to a particular location where families can come, and pick up and/or drop off materials on specific dates, such as once a week.

MY CONNECTION TO BUCHANAN’S ARTICLE:

Upon reading Buchanan’s article, I was able to connect my three groups of learners, based on their learning accessibility, to the four levels of design which included: Symbolic and Visual Communication, Material Objects, Activities and Organized Services, and Complex Systems & Environments for Living, Working, Playing and Learning. (Buchanan, p. 9 & 10). Although assignments and delivery will vary in the design format between each of my learner groups, the end goal, being that of learner success in understanding and demonstrating knowledge around specific content, will remain the same.

Connection Between the Four Levels of Design and My Learning Groups

4 LEVELS OF DESIGN GROUP A GROUP B GROUP C
SYMBOLIC & VISUAL COMMUNICATION Education completed via online activities with online communication with the teacher. Paper-based packages will be created for students with teacher-written instruction. Paper-based packages will be created for students with teacher-written instruction.
MATERIAL OBJECTS Textbook, computer and internet access. Textbook and teacher created work packages. Textbook and teacher created work packages.
ACTIVITIES & ORGANIZED SERVICES Prezi, PowerPoint, MyBlueprint, Google slides, Google share docs, & Photoshop. 

Feedback via email and or phone. 

Students are responsible for electronically submitting assignments by the assigned date.

*Assignments in this group also connect to the BC Digital Framework.

 Complete various types of critical thinking assignments that can be supported through a variety of methods such as written/built projects.  

Students are  responsible for picking up and dropping off packages by assigned due dates

Communication via phone.

 Complete various types of critical thinking assignments that can be supported through a variety of methods such as written/built projects.  

Packages will be delivered to a specific location for drop off/pick up. Students are responsible for making sure assignments are completed by the assigned date.
COMPLEX SYSTEMS & ENVIRONMENTS Continue to develop and provide greater only support to access subject material easily Continue to create work packages and provide easy access at school for students to drop off/pick up if they do not have internet access at home. Continue to create work packages and work with an outside agency, such as an Education Director to deliver/pick up packages directly to/from students without the internet or accessibility to come to school to pick up packages themselves.

CONCLUSION: 

Regardless of the method of educational support, my learners will be receiving, I recognize it will not be seamless. It will be a huge accomplishment for all.  Furthermore, it will be essential for me to consider individual challenges with technology, including limited usage or time constraints, as other family members may need to access the computer for their courses as well.  For all learners, it is essential for me to remember that they will be taking on challenges from many courses at once, and working in diverse learning environments.  

Clearly, navigating this new winding trail of education design and delivery will be a challenge. However,  it is a challenge I believe is worth taking on, and one that can be met. 

By: Deirdre Houghton March 28, 2020 

References 

101 inspirational mountain quotes about epic journeys. (2020, February 3). The Broke Backpacker. https://www.thebrokebackpacker.com/best-mountain-quotes/

Massachusetts Institute of Technology. (1992). MIT – Massachusetts Institute of Technology. https://web.mit.edu/jrankin/www/engin_as_lib_art/Design_thinking

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework