MOOC's / Week 4 / Distance Learning / ED 722 / Storify

What Is A MOOC? / Storify

Google Classroom: My Experience (told in Storify)

Google Classroom: My Experience / Week 3 / ED 722

Creating Lessons for Global Competence / ED 716 / Week 3 Response

Mansilla and Jackson argue that "globally competent students are able to investigate the world by identifying an issue, generating a question, and explaining the significance of locally, regionally, and globally focused researchable questions."

Thinking ahead to the next month of school, how might you begin to incorporate this into an upcoming learning opportunity?

This week’s reading reinforce the importance of creating globally competent students. As a high school English teacher, I’m lucky because a lot of literature lends itself to having students question, analyze and connect topics to the real world. In my next unit I hope to give students the opportunity to increase their global awareness and to research an issue of significance.

My sophomores will soon begin reading the book, Night, Elie Wiesel’s memoir describing his experiences in Auschwitz. As we read the book, we will supplement our background knowledge by reading articles about the Holocaust. In addition, we will study other issues of genocide and human rights abuses, both in the past and the present. I have also organized a field trip to Hartford Stage to see the production of The Pianist of Willesden Lane, which, according to the Hartford Stage website,  “tells the story of a young Jewish musician who was sent from Nazi-ruled Vienna to the relative safety of London during the blitzkrieg.” The show promises to be inspirational and will provide students with an alternate perspective of survival during a horrific time. During the unit, we will discuss Wiesel’s purpose in writing the memoir; he believes people must be aware of injustice and be prepared to take action to prevent it.

As a culminating project, students will choose an organization that works to “improve the quality of life.” They will research the mission of the organization, what the organization is doing to address the problem, its effectiveness and how they can get involved. Topics may cover a multitude of issues including health, hunger, clean water, women’s and children’s rights, gender issues, housing, political equality, and various human rights abuses. I have done a similar project in the past and just a few of the organizations students have researched include:  Partners in Health, Amnesty International, Habitat for Humanity, the United Nations, the Peace Corps, and even local food banks and charities. Presentations will be shared with the class. In the past, students have been extremely engaged; many become passionate about the causes they research. I hope that a project like this helps students to not only increase awareness, but to think critically about the problems, see from others’ perspectives and be prepared to take action in some way.

The Power of Service Learning / ED 716 Response / Week 3

In many school districts, service learning projects are a requirement for graduation. However, these types of projects often emphasize the need to help those who may be construed as "lesser" than ourselves.  

How do you see service-learning as an educational vehicle for global competence?

I believe that service learning can be a very useful vehicle in educating for global competence. However, I believe that we must be careful not to approach it as a “have” vs the “have-not” type of intervention. Service learning shouldn’t be just something to put on a resume. Any type of service learning should be viewed from a standpoint of community responsibility. We are all in this together, and we should do what we can to improve the quality of life for the community as a whole and for everyone who is a part of it.

My school does not have a specific service learning requirement for graduation, but students are required to take civics which offers opportunities for community service. Also, in order to be inducted into the National Honor Society, students must have community service hours. The school has various clubs, such as InterAct which focus on service. Another opportunity exists for students to participate in the annual United Way Day of Caring. Students go out into the community to work on various projects such as painting cabins at the Girl Scout Camp, or clearing trails at the Nature Center. I believe that service projects help students to think beyond themselves. Creating an understanding that students have a responsibility to their local community is a necessary first step in creating students who are globally competent.

Successful service learning is invaluable. I think of my son, who participated in several Habitat for Humanity projects while in college. He went on several domestic trips during college, and after graduation he was part of a Habitat project in Papua, New Guinea. He did a great deal of fundraising to go to New Guinea, and he spent a month there, building a house for a family. Afterwards, he told me that the experience was life changing for him. It gave him a perspective on happiness and what was important in life that he never would have had before. He saw that people who had less in the way of material goods were not “lesser” in any way, shape or form. He came away in awe of how happy people can be without any of the conveniences we consider to be necessities of life. He came away with a deep respect for a culture that was distinctly from his own.

As Veronica Boix and Anthony Jackson say in the book, Mastering Global Literacy, globally competent students must be able to “recognize perspectives (others’ and one’s own)” (p. 10). They also must have “the capacity to communicate ideas effectively across diverse audiences” (p. 10). “Investigating the world and taking action are of no lesser value” (p. 10). Service learning affords individuals the chance to understand issues, broaden perspectives, communicate across cultures, and take action. What could be more important?

Citations:

Boix, V., & Jackson, A. (2014). Educating for Global Competence: Redefining Learning for an Interconnected World. In Mastering Global Literacy (pp. 5-27). Bloomington: Solution Tree.

Distance Week 2 / The Journey Continues / A Summary on Storify

A Summary on Storify / ED 722 / Theories of Learning

Distance Learning / Educational Theories / Response / Week 2: ED 722

Response to "Foundations of Educational Theory for Online Learning" by Mohammed Ally and "Learning Theory and Online Course Design" by Jennifer Lewis.

The argument is made that it is not just the incorporation of technology in pedagogy that facilitates learning, but it is instead the design of the environment and the interactions and types of connections that the technology affords. Do you agree with this statement? Why or why not? How will you design your environment considering these concepts and the theories discussed?

After reading the article and watching the video, I believe that all of the learning theories described have some merit. Effective lesson design for online learning may contain elements of behaviorism, cognitivism, constructivism and sometimes connectivism. I agree that the design of the environment, the interactions and the types of connections the technology affords all contribute to successful online learning.

As Ally says in his article, “Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning). The theory of connectivism may apply when students learn a great deal from each other, particularly in MOOC’s.

When I analyze the way many high school lessons are created, I see many elements of behaviorism. The behaviorist theory espouses that learners should be told the specific outcomes which are expected of them. It is the job of the instructor to provide and sequence the materials to promote learning and to provide feedback along the way. For the most part, learning is passive. As Ally says, behaviorist strategies are a great way for kids to learn facts. Educationally, it is considered good practice to explain to the students what outcomes are expected of them, hence the extensive use of rubrics. However, effective learning requires more than a passive acceptance of knowledge provided by the instructor via technology.

Cognitivism is a theory based on an understanding of how a learner acquires, processes and stores information. The way in which information is presented affects the acquisition of knowledge. Information can’t be introduced randomly to students; effective instruction requires teachers to get the learner’s attention, state clear objectives, stimulate prior learning, and scaffold information. In addition, the appearance of information on the screen is critical. Placement, color, headings and graphics can facilitate understanding of new information. If the teacher is creating or choosing materials to use, the appearance and organization of the material is important. Teachers also should be prepared to provide students with graphic organizers, questions, and conceptual models to maximize understanding. Cognitive theory implies a respect for individual differences, thus learning activities should be varied to appeal to different learning styles. Effective teachers provide motivation and explain the relevance of the learning. When teachers understand the principles of cognitivism, students can reap the benefits.

Proponents of constructivism view knowledge differently than those who subscribe to behaviorism or cognitivism. According to constructionists, knowledge doesn’t exist outside of the person, but is “the individual learner’s interpretation and processing of what is received through the senses that creates knowledge” (Ally). Learners become active participants and the instructor becomes a facilitator. Learning becomes collaborative and cooperative. A great deal of online learning contains elements of constructivism. In order for learning to be effective, students must interact with content, with other learners, and with the instructor to create personal meaning. In distance learning, the teacher is helping the students on a journey of “guided discovery “ (Ally). Frequently students learn as much from each other as they do from the instructor. While the instructor guides, learning is more self-directed than it is in either behaviorism or cognitivism.

Finally, connectivism is a newer theory which applies largely to online learning. Connectivists believe that knowledge is built through the connections that individuals have access to. It’s a type of collective intelligence. MOOC’s are the perfect example; the more people are connected, the smarter they are (Lewis). Under the connectivism theory, the instructor’s main job is to prepare and scaffold the materials. The students learn mostly from each other. As a result, the amount of learning is often directly related to the mix of participants in the class. For the most part, connectivism does not play a large role in high school education. I believe that students need more guidance from a teacher than is implied in the connectivist model.

When I analyze my teaching, I find that I utilize strategies from behaviorism, cognitivism and constructivism, whether I’m using technology or not. The strategies described in the cognitive theory are very helpful to students. I frequently provide activities to access prior knowledge and create graphic organizers to help students organize information. Based on this theory, I will also pay more attention to the websites I choose for students, increasing my awareness of the layout and organization of sites. I also see myself using principles from constructivism. I’m a firm believer in making students active learners. Students frequently work in cooperative groups to investigate, problem solve, synthesize and evaluate information. I want to continue trying to step back and become more of a facilitator, letting kids direct their own learning. As  I’ve increased the amount of technology in my classroom this year, I’m finding that students are becoming adept at driving their own learning.

Good teaching and effective learning necessitate a mix of strategies. The bottom line is that I want to motivate my students by designing activities that are relevant and have real world applications. I want students to be active learners, but it’s also critical to provide appropriate materials, necessary support and opportunities to collaborate in order to maximize learning.

Multicultural Literacy and Global Awareness: Literacy in the Digital Age / Reflection p. 28-31

Literacy in the Digital Age: p. 28-31 / reflection

The reading identifies characteristics of multicultural literacy and global awareness. Although I had previous considered the terms fairly interchangeably, I see that there are subtle differences.

Being multiculturally literate involves an appreciation of other cultures. It requires sensitivity and an acceptance of similarities and differences. Multicultural literacy, according to the definition in the article is a lot about one’s attitude.

Global awareness is more knowledge based. It’s important to understand the ideologies of other cultures. We must stay current on the news and trends of the rest of the world. We must understand the depth of interconnectedness “historically, politically, economically, technologically, socially, linguistically, and ecologically” (p. 30).  

The bottom line though, is that multicultural literacy and global awareness go hand in hand. We need awareness and knowledge to fully appreciate the diversity which exists among the cultures of the world. We are attempting to integrate global awareness and multicultural literacy in our schools but it’s a monumental task. The new Common Core based curriculum makes it a priority.

Global Literacy: Week 2 / Summary of Ch. 5 of "Educating for Global Competence"

Educating for Global Competence: Preparing Our Youth to Engage the World: Summary and Reflection

Chapter 5: Globally Competent Students Communicate Ideas (p. 39-44)

Summary:

The chapter discusses the requirements necessary for students to communicate their ideas globally.

Globally competent students are able to communicate ideas in the following ways: (p. 39)

• Recognize and express how diverse audiences may perceive different meanings from the same information and how that impacts communication.

• Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies.

• Select and use appropriate technology and media to communicate with diverse audiences.

• Reflect on how effective communication impacts understanding and collaboration in an interdependent world.

Two examples are provided in the chapter. In the first example, a group of eighth graders in Seattle, Washington created a program called “Growing Food for Our Community.” Students shared digital stories with students from India. They discussed the global food crisis, as well as similarities and between their communities. Students also used online tools to study gardening techniques. In communicating their stories, students were sensitive to use of language and images so that their story would be understood by their counterparts in India. In addition to the creating of a digital story, the end result of their project was the creation of two gardens which were used to make donations to a local food bank.

The second example was a project called, “Put your culture in the box and follow me.” Students created an interactive presentation on colonization designed to elicit feelings of “powerlessness and frustration” in the audience as they were being “colonized” (p. 43). The students enabled the audience members to understand the perspectives not only of the conquerors, but of those being colonized. They were able to use verbal and nonverbal methods to get their points across. Being aware of and understanding multiple perspectives is critical to creating globally competent communicators.

Students need multiple opportunities to practice communicating across cultural lines. They not only need to know what, how, and why to communicate, but they need to be sensitive to and respectful of the differences and varied communicating styles which can occur across cultures.

Reflection:

It’s clear that we all need to be able to communicate globally. The most important “take away” from this chapter is that students need to understand the perspectives of others. They must be aware of the varied nuances and norms that exist in other cultures so that they can communicate sensitively and respectfully.

Global Literacy: Week 2 Reflection on Ch. 1 of "Educating for Global Competence"

Educating for Global Competence: Preparing Our Youth to Engage the World by Veronica Boix Mansilla and Anthony Jackson / reflection

1. From your perspective, in what ways are the societal and environmental transformations here described affecting your students’ lives today? How will they be affected in the future?

In some ways, students are more globally connected than ever before. Facebook, Twitter and YouTube allow them to see the news and what’s trending in other countries. They have studied global warming and climate change and are aware of the risks to our world. They can see the economy changing. Many of my students have been affected by the economic downturn and they are aware that it’s difficult to find a job today. They also need to know that they need adaptable skills in order to be prepared for jobs that don’t even exist yet.

Students can see the increasing diversity of the world in their own neighborhoods and classrooms. Clearly, demographics are changing. I believe that in many ways, today’s students are more accepting of diversity than previous generations were. This is an important step in creating globally competent students. However, we need to take the understanding one step further. As Mansilla and Jackson point out in the article, we need to be able to  “weigh other’s perspectives considering the factors - including culture, geography, religion, and others - that inform them” (p.4).  Perhaps even more importantly, we need to be able to “communicate carefully and respectfully, using appropriate languages and technologies to do so” (p. 4). As educators, we need to prepare students with the knowledge and skills necessary to navigate a multicultural world.

2. In your opinion, what are the key reasons for educating for global competence? What are the barriers such an education might confront?

There is no doubt that we live in a world of transition. The changes in the past century have been unprecedented. I think about the fact that it was less than 100 years ago that the first transatlantic flight occurred! Now, not only can we travel to other parts of the world at the drop of a hat, but with digital technology, we are connected instantly. As the article mentions, our economies, cultures and environment are intertwined like never before. The demographics of our country are changing. Groups who were previously in the minority are quickly becoming the majority in the United States. If we are able to embrace the diversity, the possibilities for progress are endless. Environmentally, we have no choice but to work together to protect our planet. As the authors say, greenhouse gases do not respect national borders” (p.6). The issue of climate change affects everyone and we must work cooperatively to solve the problem.

Although it’s necessary to educate for global competence, there are still barriers. National pride and a sense of isolationism are strong in many cases. There are still people who think we just need to take care of our own problems and not worry about anyone else’s. Also, our students’ background knowledge of their own culture and that of others is often limited. However, we can’t let these obstacles stop us. It’s critical that we create a globally competent generation.

3. In your current opinion, what distinguishes a high- from a low-quality education for global competence.

The major difference between a high and low quality education for global competence lies in the ability of educators to prepare students to “cooperate across national borders” (p. 9). to find creative solutions to the global issues that confront us all. Of course students need knowledge and skills. They need to be ability to synthesize information and understand their own perspectives as well as those of others. However, they also need heavy doses of imagination and creativity. As the authors say, global competence requires a “deep vein of creativity that is constantly renewing itself” (p. 2). When we educate our students globally, we need to make sure that we stress the need to think outside the box. Education cannot get bogged down in test prep. The world is changing so fast that we don’t even know what opportunities will be available for our students down the road. In the current data obsessed world of education, we need to make room for imagination. A high quality education for global competence will prepare students who are have vision and are able to take action.

Distance Learning in the U.S. Past, Present and Future / ED 7722: Week 1

Response to “Distance Education in the U.S. - Past, Present and Future” by Fahad Saba

Reading about the development of distance education in the U.S. brought a few surprises to me. I thought of distance learning as a modern concept, arising from the development of the internet, never realizing that as far back as the late 1800’s, assemblies like those begun in Chautauqua were actually a form of distance learning. I hadn’t thought of radio programs or correspondence courses as distance learning. I certainly never considered that when my kids learned their ABC’s from Bert and Ernie on Sesame Street, they were actually participating in a form of distance education.

In our current society, I can certainly see an important role for distance education. Distance learning can help to curb costs as the price of education is rising at a rate of 10%-15% per year (Saba, p.14). In order to be successful, distance learning must provide for active, rather than passive learning. According to Saba, “dialogue, or interaction between learners and instructors, and among the learners, is a fundamental concept in distance education” (Saba, p.13). The classes that I have participated in the IT&DML program are good examples of effective distance learning. Instructors and learners play active roles in facilitating learning for all.

In addition, Saba points out that distance learning has the potential to be individualized and adaptive. He says, “A dynamic and non-linear approach to interaction between learner traits and instructional treatment is necessary” (Saba, p.15). In other words, learners have individual strengths and weaknesses. Instructors, with the affordances of technology, can adapt to the diverse abilities of students, allowing them to achieve at their own pace.

As Saba notes, “public educational institutions that were organized during the industrial revolution are primarily in charge of implementing distance education” (Saba, p.16). It is time to update the theoretical concepts behind education, recognizing that a “one size fits all system of education” is expensive and inefficient (Saba, p. 16). Now that we have the technology to provide more individualized instruction, it makes sense to utilize it. In the process, we can lower the ever rising cost of education in America.

Clearly, distance education is here to stay and can play an important role in society. It is convenient and cost effective. It can be individualized and relevant to the learner. It also expands access as well as opportunities available to students. In order to be effective, it is critical that distance education be interactive; there is much we can learn from each other. While I appreciate the multitude of benefits offered by distance education, it cannot totally replace face to face learning. I see the future of education as a combination of distance learning and face to face experiences. We need to embrace the new without throwing away the old.

Citation

F. Saba (2011). Distance education in the United States: Past, present, future. Educational Technology, 51 (6) 11-18.