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...

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.

Success is an Iceberg

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.

Trends and Roles

Trends and Roles
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.

      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

http://www.buildforce.ca/en/system/files/products/Impact_of_Technology_full_report_0.pdf

      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.

      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.

      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.

      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.

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.

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 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)

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

http://www.innomet.ee/innomet/Reports/Report_WP1.pdf

      

     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

http://www.lbspractitionertraining.com/pd-courses/practitioners/working-with-adult-learners/101-24-the-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.

Component 5: Assessment (Formal and Informal) and the Role of Feedback

http://education.jhu.edu/PD/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htm

      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

http://www.educationworld.com/a_tech/archives/technology/social_media_in_classroom.shtml

      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

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/building-lesson-plans.html

      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.