Monday, 20 March 2017
Does this count as Student Engagement?
I came across this video, and thought it was hilarious, and a great way to bring humour into a classroom.
The teachers name is Matthew Weathers, and he has a number of different videos where he plays video "pranks" on his students, what a great digital project.
Saturday, 18 March 2017
Self Directed Learning in the "Age of Information"
This was an infographic that was posted to the PIDP forum on "The Self Directed/Determined/Regulated Learner" by Adam Neave.
Initially I was going to post on how I thought it was a great model for vocational training, but as I read the article it came from, it drove me to pursue a topic that I feel is quite controversial, which is cell phones in the classroom.
But that study and a growing number of boards say they’ve had more success once deciding to stop fighting the technological tide and find ways to incorporate cellphones into schools."
Outright bans on cellphones are not practical and almost impossible to effectively enforce.
So the question is how to manage the use of them in the classroom, to minimize their distraction, but still make them available to tap into as a resource.
One example of this is allowing students to have their phones on silent, face down, in plain sight.
A number of tools exist to help facilitate the use of phones in the classroom through apps that allow instructors to give assignments, quizzes, feedback, and even poll the students on topics.
Socrative, Verso, Google Forms, Infuse Learning, Kahoot, etc... are all examples of tools that utilize phones not only in the classroom, but also outside of the classroom.
It also creates a tool with access to an infinite amount of information. There are few questions in life that cannot be answered with a simple Google search, and encouraging students to utilize ALL of the tools available to them makes them better learners. This can be as simple as looking up the definition of a word they don't understand or finding complex formulas they don't remember "off the top of their head".
Properly managed, cell phones and other technology can be a powerful resource in learning, both for students as well as teachers. It facilitates the bridge between teaching and self-learning.
http://www.teachthought.com/learning/self-directed-learning/the-four-stages-of-the-self-directed-learning-model/
http://www.macleans.ca/society/technology/should-schools-welcome-cell-phones/
So the question is how to manage the use of them in the classroom, to minimize their distraction, but still make them available to tap into as a resource.
One example of this is allowing students to have their phones on silent, face down, in plain sight.
A number of tools exist to help facilitate the use of phones in the classroom through apps that allow instructors to give assignments, quizzes, feedback, and even poll the students on topics.
Socrative, Verso, Google Forms, Infuse Learning, Kahoot, etc... are all examples of tools that utilize phones not only in the classroom, but also outside of the classroom.
It also creates a tool with access to an infinite amount of information. There are few questions in life that cannot be answered with a simple Google search, and encouraging students to utilize ALL of the tools available to them makes them better learners. This can be as simple as looking up the definition of a word they don't understand or finding complex formulas they don't remember "off the top of their head".
Properly managed, cell phones and other technology can be a powerful resource in learning, both for students as well as teachers. It facilitates the bridge between teaching and self-learning.
http://www.teachthought.com/learning/self-directed-learning/the-four-stages-of-the-self-directed-learning-model/
http://www.macleans.ca/society/technology/should-schools-welcome-cell-phones/
Tuesday, 14 March 2017
How memory works.
This was a great video posted by another PIDP student. Here is a link to his blog.
While it comes across as a kids explanation, it summarizes the whole process pretty well.
While it is pretty accurate, here is a great article that breaks down the explanation and elaborates on some of the theories that are shared in the video.
While it comes across as a kids explanation, it summarizes the whole process pretty well.
While it is pretty accurate, here is a great article that breaks down the explanation and elaborates on some of the theories that are shared in the video.
Friday, 10 March 2017
Can we learn to remember?
There is an interesting conversation going on regarding memory in the PIDP forum, and I just happened to come across this article on the BBC around the same time.
"A good memory is something you could learn and you could train (for),"
"And if you use these strategic mnemonic training memory strategies you can really considerably increase your memory, even if you have a very bad memory at the start." - Dr Martin Dresler
In this article they teach the memorization skills of "World Memory Champions" to regular people and found that with the right training the regular people could develop memorization skills equal to the "pros".
They also did brain scans of participants to compare the brain activity of the two groups, but found only subtle differences in connectivity patterns across a large number of brain regions...no single region stood out.
Their conclusion was that the neurobiological differences between memory masters and normal people are not different, and that we can learn to remember.
This was done in a control setting, and the researchers cautioned, "it remains to be seen whether people experience global improvements in everyday memory".
So can memory be taught and learned? Or is the brain a muscle that just needs to be exercised?
Tuesday, 28 February 2017
High thinking standards
This is a great info-graphic that was shared in one of the discussion threads in PIDP 3250.
Intellectual standards and critical thinking are not limited to the classroom, but are integral in nearly every aspect of our daily lives.
While understanding the thinking process is important, what is more critical is where we are getting our information from, and how accurate it is. It is hard to discuss any topic without certain biases playing a role in how the information is presented, and often times, it can be hard to discern fact from opinion.
Regardless of how much we agree with a answer or outcome that aligns with our thinking outcome, there is strong resonance in the old adage, "Take it with a grain of salt".
Intellectual standards and critical thinking are not limited to the classroom, but are integral in nearly every aspect of our daily lives.
While understanding the thinking process is important, what is more critical is where we are getting our information from, and how accurate it is. It is hard to discuss any topic without certain biases playing a role in how the information is presented, and often times, it can be hard to discern fact from opinion.
Regardless of how much we agree with a answer or outcome that aligns with our thinking outcome, there is strong resonance in the old adage, "Take it with a grain of salt".
Friday, 24 February 2017
Perspective - AI Moderating "Toxic" Speech
Google has made a program that analyzes online discussions and allows users to filter out "toxic" comments.
It learns by monitoring discussions moderated by humans and is being promoted as a tool to tackle online security dangers such as extremism and cyberbullying.
With the online forum utilized in PIDP, and two of the recent topics being "debates" and "discussions", it was serendipity when I came across this article, as many of my fellow PIDP students/Instructors felt that discussion or debate getting out of hand was a reason to avoid it.
Thursday, 23 February 2017
Learning from Mistakes - Christopher Lowe
This is a video by a fellow PIDP student that was shared on one of the discussion forums.
It does a great job of explaining how mistakes are part of the learning process, how we need to change out attitude towards failures, and embrace them as opportunities to become better.
Learning from Mistakes - Christopher Lowe
It does a great job of explaining how mistakes are part of the learning process, how we need to change out attitude towards failures, and embrace them as opportunities to become better.
Learning from Mistakes - Christopher Lowe
Monday, 20 February 2017
Relying too much on technology.
The past few weeks have been hectic for me with work, the PIDP program, and just life in general.
This last weekend I finally had some time to sit down and do some work for my PIDP 3250 program, which I have been neglecting, and the server was down for maintenance.
Needless to say, I wasn't able to complete all of the work I had intended on working through, instead putting it off once again until I could log back in.
With all of the technology that is already in the classroom, and new technology arriving every day, are we relying on it too much?
How many times do we see instructors struggle with computer, projector, or even basic TV technical difficulties? Usually the issue is resolved and the class goes on, but in some cases these issues cannot be overcome, and a the teacher is left standing in front of a class without any prepared teaching materials.
How often in these cases would a simple paper handout, run through the copy machine, suffice to help guide students through the learning process?
With many classrooms allowing/requiring assignments being submitted online, how do we address issues of due dates not being met when the excuse is technical difficulties?
"My internet was down", "My computer crashed", "The school server was down"....these are fast becoming "The dog ate my homework" of today.
I did some quick research on too much technology in the classroom, and came across this article, which makes a case for more technology in classrooms, as well as the case for keeping more traditional teaching methods.
Making the case for technology in the classroom it proposes the ability to more deeply immerse students into learning environments, preparing students for the workplace of tomorrow, and the ability to create personal learning environments tailored to individual student needs.
In the case for lower-tech classrooms it suggests that meaningful engagement comes from interactions with peers and teachers, points out that technology is expensive and quickly becomes obsolete, and also addresses the issue of teachers having time to learn these technologies in order to utilize them in the classroom.
Technology has opened up a world of opportunity, but with it a whole new world of challenges as well, and striking a balance seems to be getting more impossible everyday.
As I am submitting this my battery is dangerously low, I hope it loads in time, I don't know if I saved my work...
This last weekend I finally had some time to sit down and do some work for my PIDP 3250 program, which I have been neglecting, and the server was down for maintenance.
Needless to say, I wasn't able to complete all of the work I had intended on working through, instead putting it off once again until I could log back in.
With all of the technology that is already in the classroom, and new technology arriving every day, are we relying on it too much?
How many times do we see instructors struggle with computer, projector, or even basic TV technical difficulties? Usually the issue is resolved and the class goes on, but in some cases these issues cannot be overcome, and a the teacher is left standing in front of a class without any prepared teaching materials.
How often in these cases would a simple paper handout, run through the copy machine, suffice to help guide students through the learning process?
With many classrooms allowing/requiring assignments being submitted online, how do we address issues of due dates not being met when the excuse is technical difficulties?
"My internet was down", "My computer crashed", "The school server was down"....these are fast becoming "The dog ate my homework" of today.
I did some quick research on too much technology in the classroom, and came across this article, which makes a case for more technology in classrooms, as well as the case for keeping more traditional teaching methods.
Making the case for technology in the classroom it proposes the ability to more deeply immerse students into learning environments, preparing students for the workplace of tomorrow, and the ability to create personal learning environments tailored to individual student needs.
In the case for lower-tech classrooms it suggests that meaningful engagement comes from interactions with peers and teachers, points out that technology is expensive and quickly becomes obsolete, and also addresses the issue of teachers having time to learn these technologies in order to utilize them in the classroom.
Technology has opened up a world of opportunity, but with it a whole new world of challenges as well, and striking a balance seems to be getting more impossible everyday.
As I am submitting this my battery is dangerously low, I hope it loads in time, I don't know if I saved my work...
Wednesday, 15 February 2017
Keeping Pace with Change.
I was looking for some resources to reference in a recent forum post and came across this image here.
Being in a course focused on student engagement, to me it showed the two important, and opposite sides of technology in the classroom.
The first is that there are a large number of ways to engage learners through the use of technology, with seemingly more everyday, each more immersive and innovative than the last.
The second is that there are a large number of ways to engage learners through the use of technology, and it can be overwhelming, both for students learning new ways to learn, and teachers learning new ways to present course material.
"If it ain't broke, don't fix it" doesn't drive change or innovation, but change that happens too quickly doesn't have a positive outcome either.
Wednesday, 8 February 2017
Thursday, 2 February 2017
Facilitating ORID in Group Discussion
Facilitating ORID in Group Discussion
http://betterevaluation.org/en/evaluation-options/orid
In looking for some information and more examples on the Focused Conversation Model (ORID), I came across this site. It has a focus that is more on using it as an analysis tools, but has some great information about facilitating ORID in a group environment.
It refers to the ORID model as "Strategic Questioning".
It goes into strategies for implementation to get the most out of the conversation, ensuring to cover the facts thoroughly, get a strong understanding of participants feelings towards the subject in an effort to ensure that the interpretive is based more on the information that emotion.
A well facilitated ORID conversation can be creative, collaborative, has an organic flow to the conversation, with reliable results at the end of the decisional stage.
http://betterevaluation.org/en/evaluation-options/orid
In looking for some information and more examples on the Focused Conversation Model (ORID), I came across this site. It has a focus that is more on using it as an analysis tools, but has some great information about facilitating ORID in a group environment.
It refers to the ORID model as "Strategic Questioning".
It goes into strategies for implementation to get the most out of the conversation, ensuring to cover the facts thoroughly, get a strong understanding of participants feelings towards the subject in an effort to ensure that the interpretive is based more on the information that emotion.
A well facilitated ORID conversation can be creative, collaborative, has an organic flow to the conversation, with reliable results at the end of the decisional stage.
Saturday, 14 February 2015
Trends and Roles
Trends and Roles
Blog Assignment
Blog Assignment
_______________________________________________________________________________
Peter JJ Parkinson
Student I.D. 000363328
Vancouver Community
College
PIDP 3100
Abstract
This
assignment had me working with a partner online, where we chose the
topic of “technology in the classroom” to further research, and
then share with each other how that topic relates to the Roles of
Instructors, and Trends within in our respective industries.
I will
provide links to the resources I chose for these topics as well as
reflect on insights I have gained about the roles instructors play,
trends in my field and how I plan to address them, and on the web
interaction with my partner, following the 3 Guiding Questions posed
by the assignment.
New
Insight
http://www.huffingtonpost.com/bill-goodwyn/technology-in-the-classroom_b_1857369.html
“Technology doesn't teach. Teachers teach.” This is the message that this article drives home as more and more classrooms enter in the realm of digital learning. It focuses on the idea that while technology can be a great tool for teachers to deliver course content and material, without a competent instructor using those tools, they are unlikely to demonstrate any real benefits.
http://www.huffingtonpost.com/bill-goodwyn/technology-in-the-classroom_b_1857369.html
“Technology doesn't teach. Teachers teach.” This is the message that this article drives home as more and more classrooms enter in the realm of digital learning. It focuses on the idea that while technology can be a great tool for teachers to deliver course content and material, without a competent instructor using those tools, they are unlikely to demonstrate any real benefits.
The teacher must play the role of learner, developer, presenter,
motivator, and even advocate to effectively integrate technology into
the learning environment.
As classrooms are upgraded into the digital world, it is important
that teachers keep pace with these changes, and one way to accomplish
this is through ongoing professional development. It is of little
value to have the tools if nobody is trained to use them effectively,
and it is not acceptable to put students into digital classrooms
operated by teachers who are unprepared to teach in the digital age.
Teachers also need to be able to transfer existing paper and
chalkboard teaching methods to these new content delivery mediums.
How to build engaging lessons, enhance current curriculum and inspire
students by integrating digital media, hardware and software are all
important skills to not only create, but also deliver course content
effectively.
As an instructor it is important to recognize that the
student-teacher relationship needs to come first, and when we combine
that ideal with the changes and benefits new technologies bring, we
can realize the potential of the classroom of tomorrow.
Trends
The
requirement for construction labour, the composition of workers or
trades, and the skills required for Industrial Development are
rapidly changing with the integration of technology into work sites.
These changes are everywhere, including moving to “paperless” job
sites using tablets and cell phones, computer numerical control (CNC)
for parts production, GPS for site mapping, lasers for measurement
calculations, and countless others.
The
integration of these technologies is allowing for more precise
construction techniques, improved communications, better materials
and time management, and higher engineering standards which all
create a more efficient job site.
Most
of the changes in efficiency that apply directly to workers are the
tools that are being made available and processes to follow, allowing
more work to be done, with less man hours, and at higher/more uniform
quality standards. With these tools comes a demand for new skill
sets, meaning that new and better training needs to be developed and
implemented to keep up with the demands of change in industry.
Another
trend in industrial construction is prefabrication of parts in the
shop, which are then shipped out and assembled on site, meaning less
material handling, higher quality of components produced, and greater
efficiency. In a trade that has been dominated by field work, it is
important to recognize the skill set change that will be required for
workers to transition from one work environment to another.
To
address these changing conditions, it is important to communicate
with industry what their needs are in new workers, develop and
implement training programs that will ensure new workers are meeting
industry demands, as well as set up ongoing learning that will ensure
current and relevant training for workers as technologies are adapted
to industry.
Creating partnerships with companies where they invest in the tools or resources required to bring the skill sets of workers up-to-date, and then facilitating this ongoing learning is critical to preserve the relationships between contractors, unions, workers, and employers. Showing workers the value in ongoing training, the improvements it can bring to projects, and encouraging them to participate in the evolving workplace are also important to integrate into upgrading skills.
Creating partnerships with companies where they invest in the tools or resources required to bring the skill sets of workers up-to-date, and then facilitating this ongoing learning is critical to preserve the relationships between contractors, unions, workers, and employers. Showing workers the value in ongoing training, the improvements it can bring to projects, and encouraging them to participate in the evolving workplace are also important to integrate into upgrading skills.
In
a world of skills-based training, which is becoming more focused on
certificate based credentials versus educational diplomas, it is
important to also recognize the ideal environments in which ongoing
training should take place. These can be online training, classroom
education, hands on experience, or any combination of the above to
maximize learning outcomes and create higher skilled, more
productive, and invested workers.
Web-Conference
My
web-conference partner for this assignment is an Electrical
Instructor and this was well suited for the assignment. We face
similar situations in how students progress through apprenticeship,
diversity of classroom composition, and are both new to instruction
with a vision on how teaching can be brought up to date and made more
relevant for the learners of today.
I learned that the challenges I see in bringing out dated teaching concepts, and classroom models to established programs, is shared across multiple programs and institutions, and that the resistance to change, and the desire to maintain the status-qua is not unique to my industry.
I learned that the challenges I see in bringing out dated teaching concepts, and classroom models to established programs, is shared across multiple programs and institutions, and that the resistance to change, and the desire to maintain the status-qua is not unique to my industry.
My
partner was able to provide some excellent classroom tools that I was
not familiar with, but will further explore so I can effectively
integrate them into lesson planning, and we can share our successes
and failures we experience using these tools with each other in the
future.
His area
of research also highlighted that while technology can be a great
asset as a teaching tool, it can also become a huge distraction. The
goal is to find the right balance in which technology is used to
further drive student development and help deliver course materials.
He also showed the rapid advancement of technology, and how we may
not see how quickly the changes are happening, we can see how quickly
things have changed when we look back, and can only speculate how it
will change, and the speed at which those changes will happen.
It also highlighted some of the challenges of time management, scheduling conflicts, and ongoing communication through the online medium, though this was primarily due to my shift work, access to internet, and family issues.
It also highlighted some of the challenges of time management, scheduling conflicts, and ongoing communication through the online medium, though this was primarily due to my shift work, access to internet, and family issues.
Overall,
I felt it was a positive and informative exercise, and I am confident
that we will both be able to use the experience to our benefit in the
future.
Wednesday, 4 February 2015
Course Journal #4
Course
Journal
Category
#4
____________________________________________________________________________
Peter
JJ Parkinson
Student
I.D. 000363328
Vancouver
Community College
PIDP
3100
Abstract
This
journal entry is going to reflect on a quote from the text Adult
Learning: Linking Theory and Practice (2014). The quote I chose
is from category #4 of the assignment and is as follows;
“Persevering
at online learning is also affected by computer and information
literacy, time management..online communication skills..self-esteem,
feelings of belongingness in the online program and the ability to
develop interpersonal skills with peers...”.[p. 199]
I will
explore this quote following the Focused Conversation Model,
being objective, reflective, interpretive, and decisional.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
Objective
: What have you learned from reflecting on this particular quote?
What has caught your attention?
This
quote basically embodies my entire experience through this first
module of the PIDP. I
have learned that while I have skills and knowledge which have
allowed me to experience aspects of success, there are a number of
habits/traits I exhibit that have been to my own detriment in working
through this course as successfully as I would have liked.
I have learned that just because I have strong computer and information literacy skills, it does not guarantee success in online learning, and that in fact, time management and developing relationships with peers, online and in person, are almost more important to reach the learning objectives.
I have learned that just because I have strong computer and information literacy skills, it does not guarantee success in online learning, and that in fact, time management and developing relationships with peers, online and in person, are almost more important to reach the learning objectives.
I have also discovered that while I am generally confident in my
own thoughts and ideas, and usually prefer to work as an individual,
that research and communicating with other learners can reshape
previous perceptions. The result is a compendium of thoughts and
ideas that has completely changed my outlook towards being successful
in learning and instruction.
Reflective: What did you realize about teaching as a result of
this quote?
One of my goals in teaching is to bring technology into an
environment where it has really been shunned and avoided for far too
long. What I have come to realize is that this is because literacy in
technology is not something that is prevalent among the demographic
that makes up the industry in which I work.
“Bryan
(2013) cautions that the exponential information overload may be
difficult for some learners to process, especially when it comes to
conflicts with prior learning or other resources.”
[p.199]
This avoidance of evolving through embracing technology is a product
of the instructors, both experienced or taking it on as a new role,
who are not comfortable, familiar with, or even aware of the benefits
that information technologies such as apps, social networking, and
other online tools can offer.
Without having peers that can relate with experience in the trades,
and also possess strong online skills, instructors may not feel they
have a good resource to turn to for help. This can be a challenge
when attempting to integrate aspects of technology and online
learning into their classrooms.
Interpretive: What was your “Aha!” moment when you read this
quote? In what way(s) did this quote change your mind about being an adult educator? What was one
key insight that you now have as a result of this quote?
This quote really 'clicked' for me when I realized that I began to
experience success in my online learning when I exhibited ALL of the
attributes that it covers, and that as the course continued I would
need to strive to improve in all of them.
It highlights the fact that while I am making efforts to integrate
aspects of online learning into the classroom, I also need to be
cognizant that classroom diversity will likely have an impact on
different learners online abilities and competencies, and be able to
relate my own challenges when steering learners in this new
direction.
Lastly, it has driven home the importance of peer collaboration,
communication, and resource development. As an individual I may have
a vision, but through developing greater inter-personal skills with
other instructors, I can integrate concepts that I may have
previously overlooked, while at the same time investing them in the
process and encouraging them to embrace it.
Decisional: How has this quote and the insight that you have
gained from reflecting upon it, influenced your notion of teaching or how you will teach in the
future?
When introducing new mediums for instructional use it is important
to recognize that all students may not have the skills or experience
to utilize them to their maximum benefit. This would put them at a
disadvantage not only during the learning process, but also when they
enter the field, where others will be able to use these tools to
their advantage.
Teaching HOW to use these tools is as important as offering them as
a resource. Encouraging students to connect with each other can
further this learning, potentially leading to ways in which these
tools can be utilized that had not previously been envisioned.
Conclusion
As
in the internet, apps, and other online tools become more integrated
into our classrooms, workplaces, and daily lives, it is important
that we ensure learners are equipped to embrace and adapt to the
rapid and sweeping changes they bring. I
envision students staying connected to each other and to the
instructor after they leave the classroom and exit the program,
having been given the skills and tools to develop as a community of
learners instead of just students in a classroom.
References
Adult Learning: Linking Theory and Practice Sharan B. Merriam , Laura L. Bierema (2013)
Tuesday, 3 February 2015
Lesson Planning
Lesson
Planning Components
____________________________________________________________________________
Peter
JJ Parkinson
Student
I.D. 000363328
Vancouver
Community College
PIDP
3100
Abstract
The following report is based on 5 of the 8 lesson planning
components outline in the PDIP 3100 course. The 5 I chose to research
further are: Learning Taxonomies, Creating a Positive Classroom
Climate or Learning Environment, Assessment (Formal and Informal) and
the Role of Feedback, Media and Learning Aids, and Planning
Approaches, Tips, Techniques and Tools.
I will provide a link to a resource on each topic that I have
researched, explain my rationale in choosing that resource, and how I
feel that resource will improve my instruction and/or the learning
outcomes in the classroom.
Component 1:
Learning Taxonomies
This resource is
called “The
INNOMET Taxonomy of Competences and Skills” and I chose
this resource because it focuses on competency and skills. It draws
from different taxonomies, including Blooms, Anderson's, the SOLO,
and Feisel-Schmitz,[p.8] and how they can applied to achieve
technical learning outcomes.
My abilities as an
instructor will be improved using this resource as it provides a
framework for course module development. This framework is focused on
course development using learning outcomes and goals to design course
content, and recognizes the importance of proper teaching/learning
activities and proper assessment tasks to achieve Constructive
Alignment. Biggs
[1996].
Component 3: Creating a Positive
Classroom Climate or Learning Environment
I chose this
resource because it covers many different aspects of the learning
environment. The direct link is focused on the diversity of classroom
composition, but also links to other resources related to creating a
positive learning environment.
This link improves my understanding of how diversity in adult learners can impact the learning environment, and what I can do as an instructor to ensure the needs of all learners are being met. It makes suggestions on how to deal with challenges that may arise, as well as a general guideline on how to create an adult learning environment.
This link improves my understanding of how diversity in adult learners can impact the learning environment, and what I can do as an instructor to ensure the needs of all learners are being met. It makes suggestions on how to deal with challenges that may arise, as well as a general guideline on how to create an adult learning environment.
Component 5:
Assessment (Formal and Informal) and the Role of Feedback
I chose this resource because it is very much in line with my own
thoughts on assessment and feedback, and the importance of both
instructor and student self-assessment. It defines what feedback,
assessment, guidance, and evaluation are, and which should be used at
various stages of the learning process.
What will allow me to be a better instructor using this resource, is
following its concept that “instructional design is the art of
maximizing self-directed learning and useful information from the
situation, hence the freeing up of the teacher to provide personal
feedback and guidance when needed.”
Component 7:
Media and Learning Aids
The required reading covered the more 'common' types of media
presentation, as well as solid information on how to use them
effectively in the classroom. Social Media, however, was a topic that
was not covered and I searched extensively for ways to use it as a
learning tool.
I found information that outlined the pros and cons, challenges, and
concerns that having social media in the classroom presents. It also
linked me to tools like Edmodo and
Saywire, closed social
media sites, that extend the classroom beyond its walls, and allow
teacher/student collaboration between classroom walls and sessions.
Component 8:
Planning Approaches, Tips, Techniques and Tools
The reason I chose
this link, is that it has a resource for each item in the component.
It has sections for both designing learning and designing
instruction, and while the desired outcome of both is the same,
the steps to get there are different depending on which side of the
classroom you are on.
By having the
guidelines, strategies, lesson tools, and templates all combined in
one location, and going through them in the step-by-step layout
provided, I will have a strong foundation that can grow and evolve as
I do in my capabilities as an instructor.
Monday, 2 February 2015
Category #3 Journal
Course
Journal
Category
#3
____________________________________________________________________________
Peter
JJ Parkinson
Student
I.D. 000363328
Vancouver
Community College
PIDP
3100
Abstract
This
journal entry is going to reflect on a quote from the text Adult
Learning: Linking Theory and Practice (2014). The quote I chose
is from category #3 of the assignment and is as follows;
“learning
from one's experience requires not just reflection, but critical
reflection.” (p.117)
I will
explore this quote following the Focused Conversation Model, being
objective, reflective, interpretive, and decisional.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
Objective
: What have you learned from reflecting on this particular quote?
What has caught your attention?
To
explore this quote further it is important to define reflection vs.
critical reflection. While the two are often used interchangeably,
and many different models for critical reflection exist, the
difference can best be summed up as:
Reflection – Interpreting the outcome of an action on a more thoughtful and emotional level. Associating the result with other past experiences, determining differences, and commonalities to develop higher order thinking skills. Analyzing the personal experience and its value.
Critical Reflection – Examining the outcome of an action or result, how and why the result occurred, what was learned through the success or failure, and how all of these factors can be used to achieve desired outcomes in the future.
John C. Flanagan is credited with introducing the critical reflection technique, also known as the Critical Incident Technique, which identifies and classifies behaviors associated with the success or failure of human activity.
Reflection – Interpreting the outcome of an action on a more thoughtful and emotional level. Associating the result with other past experiences, determining differences, and commonalities to develop higher order thinking skills. Analyzing the personal experience and its value.
Critical Reflection – Examining the outcome of an action or result, how and why the result occurred, what was learned through the success or failure, and how all of these factors can be used to achieve desired outcomes in the future.
John C. Flanagan is credited with introducing the critical reflection technique, also known as the Critical Incident Technique, which identifies and classifies behaviors associated with the success or failure of human activity.
This quote fits very well with the notion that adult learners need
to know the 'why' of what they are learning, as well as the concept
that adults are capable of self evaluation, and provides a defined
framework for them to do so.
Reflective: What did you realize about teaching as a result of
this quote?
Feedback
on a previous assignment asked the question, “How do you teach
students to learn?”.
While perhaps not applicable in all facets of education, when applied
to the trades, the answer is that you teach them critical reflection
skills. In conjunction with problem-centered learning, being able to
analyze whether or not past experiences contributed to the overall
success of the project, what could have been done differently, and
how to apply those improvements in the future, will further reinforce
the immediate application of learned skills as well as the 'why' that
is important for adult learner success.
Interpretive: What was your “Aha!” moment when you read this
quote? In what way(s) did this quote change your mind about being an adult educator? What was one
key insight that you now have as a result of this quote?
While teaching a skill, facilitating a self learning environment,
and providing feedback all contribute to meeting learning goals,
value in the process is missed if the students are not able to
understand the 'how' and 'why' of the results of a project.
As an educator it is as important to teach and encourage critical
reflection. This needs to be accomplished through following or
developing a defined framework, having students participate in
critical reflection, and then providing feedback. This critical
reflection can be a tool to provide feedback for the individual or in
a group setting, it can be based on a single or ongoing event, and
can be used as an immediate tool, as well as developed over time.
Decisional:
How has this quote and the insight that you have gained from
reflecting upon it, influenced your notion of teaching or how you will teach in the
future?
The nature of trades creates an excellent platform to apply critical
reflection. Pre-job planning uses a written framework analyzing the
job, identifying potential issues, and drawing from the combined
experience of those involved to maximize the likeliness of a
successful outcome.
Post job discussions can be used to identify what went as planned, what didn't work, and what may have been overlooked in the initial planning phases. It also forces students to identify what could done have been differently to improve on successes or failures, as well as consider how the lessons learned can be applied in the future.
Post job discussions can be used to identify what went as planned, what didn't work, and what may have been overlooked in the initial planning phases. It also forces students to identify what could done have been differently to improve on successes or failures, as well as consider how the lessons learned can be applied in the future.
Conclusion
Student
learning outcomes are improved when they can self analyze the results
of what they have learned, why their final learning outcome was
achieved, and how they can improve on those outcomes in the future.
Teaching them how to critically reflect, and incorporating it into
lesson strategies is the easiest way to accomplish this, and will
also contribute to personal successes outside of the learning
environment.
As an educator you can have the students teach and learn among themselves, achieving the ultimate goal of androgogy by facilitating learning instead of dominating it.
As an educator you can have the students teach and learn among themselves, achieving the ultimate goal of androgogy by facilitating learning instead of dominating it.
References
The
Critical Incident Technique.
John C. Flanagan, Psychological Bulletin, Vol.54, No.4, July 1954
http://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf
Saturday, 31 January 2015
Category #1 Journal
Course
Journal
Category
#1
____________________________________________________________________________
Peter
JJ Parkinson
Student
I.D. 000363328
Vancouver
Community College
PIDP
3100
Abstract
This
journal entry is going to reflect on a quote from the text Adult
Learning: Linking Theory and Practice (2014). The quote I chose
is from category #1 of the assignment and is as follows;
“21st
Century competencies include deep understanding, flexibility, and the
ability to make creative connections and a range of so-call 'soft
skills' including good team working.” (p. 4)
I will
explore this quote following the Focused Conversation Model, being
objective, reflective, interpretive, and decisional.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
Objective:
What have you learned from reflecting on this particular quote? What
has caught your attention?
To
me, this quote is trying to say that having 'hard skills', that is
having the ability to demonstrate competency at an occupation or any
other given activity, is no longer meeting the demands of modern
workplaces.
A more diverse skill set is required, including but not limited to,
a greater understanding of the 'why' and 'how', and an ability to be
more interactive within our environments. 'Soft skills', often
associated with the Emotional Intelligence Quotient, like
communication, personal habits or traits, friendliness, teamwork, and
optimism are as important as any qualifications a person may posses.
Coming
from a work environment that is generally results driven with a focus
on 'hard skills', this highlights to me how far behind the industry I
work in is when it comes to recognizing the value of these 'soft
skills', particularly communication, teamwork, and personal
habits.
Reflective: What did you realize about teaching as a result of this quote?
This
quote made me realize that teaching is not just about setting
learning objectives based on a skills outcome. It should encourage
students to develop a deeper understanding of their environment,
instead of just the tasks they perform within it, as well as
recognize that modern workplaces are becoming more socially driven,
and that with good communication and collaboration that everyone can
make a greater contribution to the success of an organization.
Interpretive:
What was your “Aha!” moment when you read this quote? In what
way(s) did this quote change your mind about being an adult educator?
What was one key insight you have as a result of reading this quote?
In
my previous Learning Theory Essay, I focused on Behaviorism as my
topic. I chose it because I felt the 'hard skills' that students were
leaving the classroom with were inadequate for the demands of the
industry, and that the focus on skills development within the
behaviorism theory would be the most effective at helping students be
the most successful when transitioning from the classroom to the
workplace.
In the short time I have been enrolled in the PIDP, I have come to realize that overall student success cannot be measured only by 'hard skills'. As an educator it is my responsibility to ensure that students leave the classroom with an ability to analyze, adapt, and draw from both previous experience, and the experience of others through communication and teamwork to be as successful as possible.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
After reflecting on this quote, as well as feedback from previous assignments, I have come to realize that I value the Constructivism theory of learning and how it applies to the type of learning environment I would like to foster.
In the short time I have been enrolled in the PIDP, I have come to realize that overall student success cannot be measured only by 'hard skills'. As an educator it is my responsibility to ensure that students leave the classroom with an ability to analyze, adapt, and draw from both previous experience, and the experience of others through communication and teamwork to be as successful as possible.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
After reflecting on this quote, as well as feedback from previous assignments, I have come to realize that I value the Constructivism theory of learning and how it applies to the type of learning environment I would like to foster.
Instead of simply presenting a goal, and outlining the steps that
need to be followed to reach the objectives, it is far more valuable
to present a problem to students to solve. This gives them an
opportunity to analyze the problem and come up with solutions,
ultimately leading to a deeper understanding. To achieve this they
will likely have to draw not only from their own past experiences,
but the experiences of others, and thus creating a more social and
teamwork driven learning environment.
Conclusion
With
workplaces changing and evolving at a seemingly ever increasing pace,
it is important that students and workers be able to adapt, change,
and grow within them. It is also important to be able to recognize
the value that can be gained from the combined experience of a more
diverse and flexible workforce, and that ongoing adult learning does
not happen only in the classroom, and that instructors are not the
only ones who can impart knowledge.
Adult Learning: Linking Theory and Practice Sharan B. Merriam , Laura L. Bierema (2013)
http://en.wikipedia.org/wiki/Soft_skills
Wednesday, 28 January 2015
Category #2 Journal
Course
Journal
Category
#2
____________________________________________________________________________
Peter
JJ Parkinson
Student
I.D. 000363328
Vancouver
Community College
PIDP
3100
Abstract
This
journal entry is going to reflect on a quote from the text Adult
Learning: Linking Theory and Practice (2014). The quote I chose
is from category #2 of the assignment and is as follows;
“an
educated person is one who has learned how to learn...how to adapt
and change”(p.31)
I will
explore this quote following the Focused Conversation Model, being
objective, reflective, interpretive, and decisional.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
From an objective point of view, I will explain what caught my attention, and what I have learned reflecting on this particular quote. I will reflect on what I have realized about teaching from this quote. My interpretation of how it affects my thoughts on the role of being an adult educator and insights I have gained. Lastly, I will explain how my notion of teaching and how I will teach in the future will be influenced by this reflection.
Objective
: What have you learned from reflecting on this particular quote?
What has caught your attention?
This quote was made by Carl Rogers (1969), a theorist of Humanism
adult learning theory, who is credited with establishing the
“student-centered” approach to adult learning. He also stated,
“that no knowledge is secure, that only the process of seeking
knowledge gives a basis for security”(p.104)(p.31).
In
adult learning this quote is particularly relevant because there is
no single “right” learning theory, and that as an instructor you
need to be aware that students learn in different ways, and be able
to tailor your method of instruction that is beneficial to all
learners to ensure that they are all able to reach the goals and
learning outcomes outlined.
Through this quote, and previous assignments, I have learned that while I have a preferred learning style, the whole of my learning experience has been influenced by a number of different theories, and that I have benefited from all of them in one form or another.
Reflective: What did you realize about teaching as a result of this quote?
Through this quote, and previous assignments, I have learned that while I have a preferred learning style, the whole of my learning experience has been influenced by a number of different theories, and that I have benefited from all of them in one form or another.
Reflective: What did you realize about teaching as a result of this quote?
This quote has made me realize that instruction is as much about
learning as it is about teaching. It has also made me realize that to
facilitate student development it is as important to teach them how
to learn as it is to present course content.
It
is about understanding the different needs of students, learning how
your students learn, and adapting course materials, presentations,
and exercises to ensure you are communicating both to and with them
with the greatest efficacy.
Interpretive: What was your “Aha!” moment when you read this quote? In what way(s) did this quote change your mind about being an adult educator? What was one key insight that you now have as a result of this quote?
Interpretive: What was your “Aha!” moment when you read this quote? In what way(s) did this quote change your mind about being an adult educator? What was one key insight that you now have as a result of this quote?
My “Aha!” moment when I read this quote was when I realized that
I have been learning how I learn in progressing through this course.
Teaching is really a form of self-directed learning, and to be a
successful as possible at it, you need to constantly strive to ensure
you are being the educator you can be.
The world we live in is advancing at such a rapid rate, and it is the role of educators to ensure that the content they are delivering is relevant, and the way in which they present it is current to the needs of the next generation of adult learners.
The world we live in is advancing at such a rapid rate, and it is the role of educators to ensure that the content they are delivering is relevant, and the way in which they present it is current to the needs of the next generation of adult learners.
Decisional: How has this quote and the insight that you have
gained from reflecting upon it, influenced your notion of teaching or
how you will teach in the future?
In this reflection I thought back to a past learning experience with
an instructor who was not nearly as familiar with or competent in
what he was teaching as was required. The topic being covered,
however, was one that many students in the class were not only
familiar with, but also more experienced and knowledgeable than the
instructor was.
Instead of embracing this opportunity to facilitate learning in a
more Constructivism style, he chose to push incorrect and irrelevant
theory, completely disregarding the collective experience and
knowledge of those wanting to actively participate in the teaching
and learning process.
What this has shown me is that the role of the educator is to allow
learning to develop in the way in which it will be most beneficial to
the learners, and instead of focusing only on the learning outcome
and the method in which the content was designed too be delivered,
that it can happen in an unexpected and positive way.
Conclusion
The
roles of adult educators is one that is constantly evolving.
Technology, student needs, and course outcomes all impact the role
adult educators today, and will likely change even more as the
society we live in progresses.
It is the job of the educator to adapt to these changes, embrace technologies, and make changes to stay relevant and ensure that students continue to receive the best instruction possible so that learners can maximize the benefit of education.
It is the job of the educator to adapt to these changes, embrace technologies, and make changes to stay relevant and ensure that students continue to receive the best instruction possible so that learners can maximize the benefit of education.
References
Adult Learning: Linking Theory and Practice Sharan B. Merriam , Laura L. Bierema (2013)
Tuesday, 27 January 2015
Autobiography
Autobiography
Hi,
My name is Peter Parkinson. I have enrolled in the Provincial Instructor Diploma Program at Vancouver Community College, and am writing this blog as part of the course requirements.
My current career is in Industrial Construction and Maintenance. I am employed as Welder/Rigger/Fitter, traveling all over Canada working in Pulp and Paper Mills, Oil Refineries, Smelters, and Nuclear Power Plants.
I posses an Inter-Provincial Red Seal as a Welder as well as an Inter-Provincial Red Seal as Boilermaker.
I have a passion for teaching and look forward to being able to apply what I am learning through the PIDP to the classroom as well as further develop my capabilities as an Instructor.
Hi,
My name is Peter Parkinson. I have enrolled in the Provincial Instructor Diploma Program at Vancouver Community College, and am writing this blog as part of the course requirements.
My current career is in Industrial Construction and Maintenance. I am employed as Welder/Rigger/Fitter, traveling all over Canada working in Pulp and Paper Mills, Oil Refineries, Smelters, and Nuclear Power Plants.
I posses an Inter-Provincial Red Seal as a Welder as well as an Inter-Provincial Red Seal as Boilermaker.
I have a passion for teaching and look forward to being able to apply what I am learning through the PIDP to the classroom as well as further develop my capabilities as an Instructor.
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