A global perspective on building opportunities for all students: - PowerPoint PPT Presentation

Carmel McNaught A global perspective on building opportunities for all students: opportunities for all students: Experiences in Africa, Australia & Hong Kong Creative commons license 1

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Role of a keynote speech  to stir things up … which might overturn i ht t ideas & beliefs  to explore some  t l underlying assumptions & assumptions & concepts 3 http://londoncoder.files.wordpress.com/2007/12/iceberg.jpg

Essence and detail Essence and detail …  You will see & hear different things in this talk d depending on your T&L beliefs and your di T&L b li f d experience.  Core principles are  Core principles are transferrable.  Details? Maybe or maybe  Details? Maybe or maybe not … http://tinyurl.com/2flmbwh 4

Outline  A potted personal history across 4 phases  Spatial and temporal contexts  Lessons learnt on the journey  Phase 5: ??  First, let’s begin with a little social media … First, let s begin with a little social media … 5

6 Shifts in geographical cultures Phase 2 Shifts in disciplinary cultures Phase 1 Phase 1

Shifts in geographical cultures Phase 3 Phase 4 http://www.slhs.us/home/180002483/1800 02483/images/P1020594 JPG 02483/images/P1020594.JPG Shifts in disciplinary cultures 7

Socio-political contextual factors Socio political contextual factors  Ph  Phase 1: Australia in the 1970s (Vietnam war, 1 A t li i th 1970 (Vi t Labour government, end of ‘white Australia’)  Phase 2: Africa in the late 1970s/ 1980s (war  Phase 2: Africa in the late 1970s/ 1980s (war, apartheid, democracy, AIDS)  Phase 3: Australia in the 1990s (indigenous  Phase 3: Australia in the 1990s (indigenous rights, return of Liberal government, gun control)  Phase 4: Hong Kong in the 21st century  Phase 4: Hong Kong in the 21st century (relationship to Mainland China, economy, SARS) 8

Are these shifts transitions or dislocations? L Language? English, Zulu, Cantonese … ? E li h Z l C t  Sapir-Whorf (linguistic relativity) or Chomsky (universal grammar)? (universal grammar)?  My view: ‘Truth’ resides in the tension between opposing poles opposing poles 9 http://discoveringmandarin.blogspot.com/2009/07/pan-ku-pan-gu-vs-lao-tzu-chinese.html

Examples from Zulu/ English English term Zulu definition Literal translation Comments ammonia umuthi ongumoya poison that is air mixed with A functional rather than oxutshwe ngamanzi water with smell that is structural definition onephunga elihlabayo; piercing NH NH 3 compound inhlanganisela yazithako the intermixing of mixtures Confusion between zemvelo ezimbili of nature which are two compounds and mixtures. The use of ‘nature’ and ‘two’. density ukuminyana; isikalo the concentrate; the No indication of ratio at all sesisindo nomthamo measure of mass and volume energy amandla okwenza power to do work No distinction between umsebenzi umsebenzi ‘power’ and ‘energy’ power and energy ultra-sound umsindo noise not tolerated because Confusion between ongabekezekeleki ngenxa of loudness loudness and frequency yobukhulu McNaught (1992) 10 http://citizenwire.com/2010/04/12/ctw2099_054802.php

11 Remember that most of us are … Remember that most of us are …  WEIRD

Remember that most of us are … Remember that most of us are …  WEIRD  Our cultural background is …  Western Educated Industrialized, Rich, Democratic Image extracted from Spinney (2010), p. 42 12

Three-stage conceptual change model DATA DATA 1 E id 1. Evidence of the need for change f th d f h 2. Confronting/ negotiating the situation g g g 3. Reconstruction of a new approach PEOPLE E E.g. Lewin (1952); L i (1952) Nussbaum & Novick (1982)

Examples from Chinese(s)/ English Examples from Chinese(s)/ English  Singular/ plural  Prepositions  Tense (esp. conditional)  Passive vs active sentences 14

How important are these differences p for learning?  C  Cognitive load? iti l d?  Motivation aspects?  Greater or lesser insights into nuance? G l i i h i ?  How does diversity in a class influence outcomes? t ?  What about classroom interactions? 15

Thanks to Clayton R Wright Is it such a shift? 16 http://cdn3.ioffer.com/img/item/140/405/147/ViRp.jpg http://school20.ning.com/photo/595650:Photo:4821?context=latest

Thanks to Clayton R Wright But what about this? http://www.slhs.us/home/180002483/1800 02483/images/P1020594.JPG 17 http://cdn3.ioffer.com/img/item/140/405/147/ViRp.jpg http://www.mcg.edu/itss/networking/images/student- at-computer.jpg

The passive p Information access Chinese student? student? Constructive dialogue Constructive dialogue  How eLearning strategies are being used at g g g present. Student data from 21 university courses in HK. ~600+ q’aires. Kember, McNaught, Chong, Lam, & Cheng (2010) , g ( ) 18

19 Design of website Learning outcomes CFA models

eLearning eLearning Active Implications for the meaning of digital literacy 20 SEM model

Information access Constructive dialogue Constructive dialogue  Students considered that using features which Students considered that using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content. 21

We now use the term ‘l ‘learning designs’ i d i ’ Student learning g needs CUHK T&L policy Aims/ desired desired reflection learning outcomes Feedback Content/ Learning for fundamental activities evaluation concepts Assessment of learning Actual learning 22 outcomes

Student learning needs Aims/ Universal decision questions Universal decision questions desired learning outcomes outcomes Feedback Content/ Learning for fundamental activities evaluation concepts  Who are my students ?  Who are my students ? Assessment  Why am I teaching this … ? Actual learning outcomes  Which content ? In what form ? How much ?  Which content ? In what form ? How much ? Who finds it ?  Relationship between online and F2F ? Relationship between online and F2F ?  Getting feedback to Ss on their learning ?  Getting feedback to Ts on Ss’ learning ? g g  Is this learning going to last ?  Can I do this better ? 23

These ideas fit with l long-standing T&L models t di T&L d l  E.g. Laurillard’s (1993, 2002) conversational model – between student(s) and teacher(s) – between the students – about the content – focused on concepts/ focused on concepts/ conceptions – about tasks/ assessments – about artifacts produced – etc. 24 http://dumais.us/newtown/blog/wp-content/uploads/2009/04/conversation.jpg

Activities, e.g. Media-enriched discussions, quizzes, explanations - games, simulations, produced by teachers debates, roleplays, etc. or students Diagnostic Diagnostic testing/ info. on learning prefs Teacher's Student's A range of communication Discussion conceptual conceptual & collaboration knowledge knowledge knowledge knowledge opportunities with other opportunities with other students Reflection Revision of Revision Reflection Peer reviews, on student personal of learning on tests exams tests, exams work ideas strategies interactions Teacher's Student's actions Reflective spaces, Reflective spaces, Interaction conception of in/ perception of e.g. blogs, ePortfolios learning design T&L environment Assignments, presentations Feedback for evaluation After Laurillard 1993, 2002 25

Teachers are individuals with different beliefs & practices Bain & McNaught (2006) Bain & McNaught (2006) 22 cases of Australian Australian academics using technology- enhanced teaching teaching 26

BELIEFS C hemistry A cademic/ Student/  O rigin of Knowledge 2 3 4 discipline discipline collaboration collaboration  Pedagogical Philosophy Instructivist 2 3 4 C onstructivist K nowing K nowing  Type of Un derstanding 2 3 4 more differently  R l Role of Dis f Di cussion i I Incidental id t l 2 2 3 3 4 4 C C t entral l  Accommodation of Pre- C onversational- C onversational- A bsent Students’ C onceptions emptive A ssimilative A ccommodative  C urriculum Progression Linear/ H ierarchical Jigsaw Spiral Knowledge + D isciplinary ways Professional/ Artistic  C urriculum Fo cus Un derstanding of knowing performing PRAC TICES  Task Structure High 2 3 4 Lo w Manipulative/  Interactivity N avigational 2 3 4 C onstructive Teacher Student  Learning C ontrol 2 3 4 managed managed  Accommodation of N on- existent 2 3 4 Multifaceted Individual Di fferences  Metacognitive support Unsupported 2 3 4 Integrated  Learning Process Reproduction 2 3 4 C onstruction  Learning F ramework Structured G uided Facilitated  Learning F ocus K nowledge Reasoning Performance