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We just published a research article in the British Journal of Educational Technology. You will find the article from the journals’ website. The correct citations is:
Leinonen, T., Keune, A., Veermans, M. and Toikkanen, T. (2014), Mobile apps for reflection in learning: A design research in K-12 education. British Journal of Educational Technology. doi: 10.1111/bjet.12224
The journal is not Open Access. Although I have a right to send individual copies of the PDF to colleagues upon their request and to share it as part of my teaching duties.
So, if you are my colleague or student and interested in to have a look the article, please send me an email and I will send you the PDF.
Here is the abstract.
Mobile apps for reflection in learning: A design research in K-12 education
This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or project-based learning, are scarce. In these pedagogical approaches, reflection plays an important role. This paper presents a design-based research study of mobile device apps, ReFlex and TeamUp, that are specifically designed for use in student-centred and collaborative school learning, in which continuous reflection is an important part of the learning process. The design of the apps has relied on earlier research on digital tools for reflection and research about mobile devices in classroom learning. The design of the apps was accomplished as part of the qualitative design-based research conducted with a total of 165 teachers in 13 European countries. As a characteristic for a design-based research, the results of the study are twofold: practical and theoretical. The apps designed, ReFlex and TeamUp, are practical results of the qualitative research carried out in schools with teachers and students to understand the design challenges and opportunities in schools, to renew their pedagogical practices and to take new tools in use. To understand better the capacity of the apps to facilitate reflection, we analysed the apps in light of earlier studies concerning the levels of reflection that digital tools may support and categorisations of affordances that mobile device apps may provide for classroom learning. Our research indicates that there is potential for fostering the practice of reflection in classroom learning through the use of apps for audio-visual recordings.
It's worth looking at this phenomenon. When I worked in computing in 1980 half the staff were women. "For decades, the number of women studying computer science was growing faster than the number of men. But in 1984, something changed. The percentage of women in computer science flattened, and then plunged." What happened? asks NPR. Well, many things. But mostly this: " The share of women in computer science started falling at roughly the same moment when personal computers started showing up in U.S. homes in significant numbers... marketed almost entirely to men and boys. This idea that computers are for boys became a narrative. It became the story we told ourselves about the computing revolution. It helped define who geeks were, and it created techie culture." Today, 20 years later, we reap the fruits of a dysfunctional misogynistic culture (p.s. don't bother with the comments unless you want to be depressed all over again).[Link] [Comment]
Good article looking at 'the earlier Cormier' and 'the later Cormier' on the subject of rhizomatic learning. Me, I'm not so sure that what Dave Cormier had in mind was the idea of following link to link to link - but he is in a better position to correct (or not) the author on this. At any rate, the post was engaging, which is good enough for me. P.S. don't miss the comments, beginning with Crispin Weston's criticism of the concept of content and of the dynamics behind group formation (good, informed comment, well worth the price of admission).[Link] [Comment]
OK, back in 1998 I said that time would no longer be used as a measure of learning, "that time in online learning ceases to be an objective standard." I said things like "learning will be measured by the amount of information accumulated, not the amount of time spent in a chair" (I was less precise back then). Though I supported such things as prior learning assessments I've never been keen on competencies. I learned working directly with teachers (eg. at the Brandon Adult Learning centre) that you can't just break down course content into a bunch of modules; more global variables come into play as well, and are captured by such artifacts as the term paper. Now where does that go on the test? Now in our current work we're deloping algorithms to detect competencies in expert performance. One perfectly acceptable result to me here is the null result, that is, a result showing that expert performance cannot be reduced to a set of necessary and sufficient competencies.[Link] [Comment]
The US Department of Education released the latest version of its “gainful employment” rules this week, pleasing nobody. No longer will career training programs be held accountable for their student loan default rates. They’ll just be judged on graduates’ debt-to-earnings ratios. About 1400 programs, mostly at for-profit schools, will be affected, meaning that if they don't meet these new guidelines, their students will not be eligible for federal financial aid. (More on this over on Educating Modern Learners. Free subscription required.)
It looks as though Ramon Cortines, the interim superintendent of LAUSD, is going to make some changes to the district’s infamous iPad initiative. He doesn’t seem to like the idea of spending construction bond money on the project, for starters. Meanwhile, it looks like students might actually be able to take their iPads home. Soon.
Because of problems LAUSD has experienced with its new student information system, Cortines has ordered a review of all senior transcripts. “To aid with transcript reviews, the district will temporarily hire 25 to 50 retired counselors and administrators at an estimated cost of $15,000 to $25,000 a day,” reports The LA Times.
The LAUSD school board will vote next month on whether or not to make ethnic studies a required course for high school graduation.
A panel appointed by New York Governor Andrew Cuomo says the state should push for more K–12 online education. On the three-person panel, Google’s chairman Eric Schmidt, so I’m shocked – shocked! – that “moar technology!” is the recommendation.
“A coalition of 22 organizations is opposing the reclassification of about 1,500 schools and libraries that have been considered ‘rural’ into a category called ‘urban clusters’ under changes to the Federal Communication Commission’s E-rate program—changes that will go into effect in the 2015–16 school year,” reports EdWeek. These reclassified institutions stand to lose a significant amount of funding.
The state of Wisconsin is suing the for-profit chain Corinthian Colleges, charging it has engaged in “unfair, false, misleading, and deceptive trade practices.”
There’s been “dramatic testimony” in the trial over “whether the Accrediting Commission for Community and Junior Colleges broke the law when evaluating City College in 2012 and 2013 before voting to revoke its accreditation.” (Here, “dramatic testimony” means that the president of the commission admits that she edited out favorable language about the CCSF.)
Stanford University and Dartmouth College issued an apology to Montana voters after a mailer they sent out about candidates on the state’s ballot.
Nobel Laureate Malala Yousafzai says she will donate $50,000 from her World Children’s Prize to help rebuild schools in Gaza.
The United Federation of Teachers filed a brief this week, asking the court to throw out a lawsuit over teacher tenure in New York State.
The trial of Dante Martin began this week. Martin is accused of manslaughter and has been described as the ringleader in the “hazing” death of a fellow Florida A&M University marching band member.
Lawyers in British Columbia have voted to have the provincial law society withdraw accreditation from a proposed law school at Trinity Western University. The vote came in part because of the evangelical university’s plans to have “staff, faculty and students sign a Community Covenant that among other tenets restricts sex to traditional marriage between a man and woman.”
This Is What Happens When You Criticize Teach for America. (They mention you in internal memos. Shudder.)MOOCs and UnMOOCs
Coursera might soon add video chats, reports Wired. “It’s a way to get some money out of the lifelong-learner population, as opposed to the career builder,” says CEO Richard Levin, who previously failed spectacularly on that front when he was the chairman of AllLearn, but that's history. MOOCs are the future. Video chats are the future.
A student report from a Coursera class on human trafficking:
Abusive comments flourished in this unmoderated learning environment. In one case, a student who was a sex trafficking victim suggested destigmatizing victims: “One attitude that I run into often is that trafficking survivors, sex workers, and even abuse and rape victims are somehow essentially damaged,” she wrote. “It really really bothers me, because as a trafficking survivor I believe one way people can help is to acknowledge that we are whole human beings.”
“To be honest in real life I would [avoid] you,” another student responded. “In my version of life bad actions affect the person.” Although this comment was down-voted, the instructor never responded to it and students continued to make similarly stigmatizing and abusive comments throughout the class.
(Read the whole post.)
Coursera has hired a chief marketing officer, Kurt Apen, formerly with Disney.
The upcoming E-learning and Digital Cultures MOOC has a “teacher bot” that is “is programmed to automatically respond to tweets sent to the course hashtag, and designed to offer help and advice, or engage in conversation.”
A(nother) Wired article on the for-profit wannabe-elite university startup Minerva. “The entire first year at Minerva is dedicated to teaching three things and three things only: critical thinking, creative thinking, and effective communication. ‘It’s basically like brain hacking,’” says founder Ben Nelson.
UC Berkeley chancellor Nicholas Dirks is shrugging off a vote from the student group that picks the unversity’s graduation speakers. The group voted to rescind the invitation to Bill Maher to address graduates in December, but Dirks says that the invitation will stand.
17% of female MIT undergraduates report having been sexually assaulted, according to a survey on sexual assault and harassment conducted by the school.
Copenhagen University and the University of Southern Denmark say they will not admit foreign students.
Benedictine University of Springfield will close its undergraduate program next year.
Western Governors University launched a website about competency-based education. (I love it when launching a website makes the news.) Competency-based education is the “Next Big Thing,” says this Inside Higher Ed headline, and I can confirm CBE will make it onto my annual “Top 10 Ed-Tech Trends” list this year. So it’s official.
Another victim from last week’s school shooting in Washington died this week.
Seniors at Broken Bow High School in Nebraska can pose with their guns in their senior portraits. Because freedom.
Pot is legal in Colorado, and The New York Times looks at what that means for UC Boulder. (tl;dr: Students are getting high. Just like they were before.)
The father of a student at La Plata High School in Maryland was banned from campus, after the former Marine objected to a lesson his daughter was being taught on Islam. “They are making Islam sound like its followers are peaceful,” his wife told Yahoo Parenting, clarifying that when he threatened to create a shitstorm, he meant in the media, not on school grounds. Totally peaceful.
For-profit Grand Canyon University is making a move to become a non-profit.EBOLA!!!!
The Milford School District in Connecticut is being sued by the father of Ikeoluw Opayemi, who contends that the district’s decision to bar her from attending school over Ebola fears violates the Americans with Disabilities Act. Opayemi had visited Nigeria (which is now Ebola-free) this summer.
“Due to travel advisories issued by the Centers for Disease Control, Murray State University has deferred any application from students in Ebola-affected West African countries until the fall of 2015,” reports the Murray Ledger & Times.
Louisiana has warned that any attendees at the upcoming meeting of the American Society of Tropical Medicine and Hygiene in New Orleans had better stay away if they’ve been in Ebola-affected countries in Africa in the last three weeks, or they’ll be quarantined in their hotel rooms.School Surveillance and Data Security
The ACLU and EFF are accusing a Tennessee school district of violating students’ rights with its new policy that “ allows school officials to search any electronic devices students bring to campus and to monitor and control what students post on social media sites.”
A reminder: “Filtering and Surveillance Should Not Be Considered Protection.” It’s an equity issue. Or maybe it’s about ethics in... oh nevermind.
The Lewisburg Area School District revealed a data breach this week – “an internal file was accessed earlier this month, and students’ addresses, phone numbers and social security numbers were accessed.” Local police say they have a suspect, who is a district student. Since the breach the district says it will no longer use Social Security numbers, a move that every single school really really really should follow. Good grief.Go, School Sports Team!
California University of Pennsylvania has called off a home game scheduled for this weekend after 5 members of its football team were arrested this week.
“Florida State University running back Karlos Williams is under investigation over an accusation of domestic battery,” reports The New York Times.
From Inside Higher Ed: “Alcorn State University has enrolled Jamil Cooks, who has become a star player on the institution’s football team. ABC News reported that Cooks moved to Alcorn State University after he was convicted in a court martial of sexual assault while a student at the Air Force Academy, which expelled him. Last year, Alcorn State was criticized for having a transfer on its football team after being arrested on rape charges while he was on the team at Vanderbilt University. Cooks is a registered sex offender. He was recently named Alcorn State’s male athlete of the week.”
University of Georgia football player Todd Gurley must sit out 4 games because he sold autographed memorabilia, something that’s against NCAA rules. NCAA rules do not care if you’ve been arrested for rape or sexual assault or domestic violence, but hell no you cannot sell your autograph. HELL NO that would be wrong.
“Eighty-four percent of Division I athletes who entered college in 2007 graduated within six years,” reports the NCAA. Oh well then. Carry on, NCAA. You’re doing great.
See, actually, it’s about ethics in sports journalism.From the HR Department
A teacher at Pines Lake Elementary School in New Jersey was suspended after mocking a student’s name on Facebook.
Francis Schmidt, who teaches at Bergen Community College, will not lose his job because of a photo he took of his daughter wearing a Games of Thrones t-shirt saying “I will take what is mine with fire & blood.” The school apparently interpreted this as a threat and in turn put him on leave, made him see a mental health counselor, then threatened him with suspension or termination.Upgrades and Downgrades
Reclaim Hosting, which makes it easy for teachers and students to have their own websites, is launching a “Domain of One’s Own” package for institutions or organizations for $199/month. More on this project – really, one of the best things in ed-tech right now – via Jim Groom’s blog.
From Techcrunch: “Google has just updated its Google Play Books eReader application with a focus on efficient reading.” Efficient reading! Whee!
Also via Techcrunch: “Connected car technology platform Automatic hopes to help … young drivers develop better habits, and is launching a new program today called License+ that offers parents a toolset for encouraging and coaching their teens as they improve their driving skills.”
There’s a brewing cheating scandal involving South Korean and Chinese students and the SAT.Funding and Acquisitions
MassiveU has raised $1.08 million in seed funding from undisclosed investors. The startup offers a “project-based, social learning Platform-As-A-Service (PLAAS) that delivers learning content via mobile apps.” Sounds unique.
Bertelsmann continues its string of education technology investments with a $4.9 million investment in iNurture Education Solutions, an Indian company which offers “online, accredited ”career-ready“ courses in fields including business, finance, teacher training, IT and software engineering.”
Picmonic has raised $1.25 million in convertible note financing from Blackboard founder Matthew Pittinsky, along with Arizona Tech Investors, The Desert Angels, and Canal Partners. The startup, which makes audio-visual study cards, has raised $2.6 million total.
Via Edsurge: “ Truenorthlogic, a professional development and human resource management system, announced the acquisition of Avatar Training Management System (TMS), a tool that helps district automate course registration and certification tracking created by Generation Ready.”
VC John Doerr and Facebook CEO Mark Zuckerberg have each pledged $500,000 to Code.org’s IndieGogo campaign. Ya know, because crowdfunding is for the little guys.
Taylor Swift is donating the proceeds from her “Welcome to New York” single to New York public schools.“Research"
MIT’s Les Perelman, one of the leading critics of automated essay graders, writes that “The Educational Test Service (ETS) won’t let me continue to test a product that they are trying to sell to schools and colleges across America. Specifically, the company will not allow me access to the Automated Scoring Engine (AES) unless I agree to let them censor my findings.”
“Student Diversity at 4,725 Institutions,” via The Chronicle of Higher Education
“Curiosity: It Helps Us Learn, But Why?” asks NPR. (Answer: we don’t really know.)
Hiring is up for college graduates. Starting salaries, not so much.
Via The Atlantic: “The Economic Impact of School Suspensions: A recent report found that African-American girls were suspended at much higher rates than their white peers, a phenomenon that leads to lower earnings and educational attainment in the long run.”
Several upcoming surveys will ask about the school climate for LGBT students.
Educause’s “Study of Undergraduate Students and Information Technology” (PDF) finds among other things that “Undergraduates value the learning management system (LMS) as critical to their student experience but rarely make full use of it.” Bless their hearts.
Pearson conducted a survey about OER, and its findings may surprise you. Or not.
“Teachers Favor Common Core Standards, Not the Testing,” says Gallup.
Teachers want to talk more about technology, says a survey administered via a Twitter hashtag.
Faculty members think online courses are inferior to offline courses, according to a survey conducted by Inside Higher Ed.
USC’s Morgan Polikoff writes about what we can actually glean from polling about education topics.
This week in education charts, maps, and listicles: “’I Teach For Seven Straight Hours In Stilletos And Never Stop Smiling’—What Stock Photos Tell Us About Teaching.“ ”Three ways fearful parents are ruining Hallowe’en.“ The projected fall in teacher union membership. ”This school paid teachers $125,000 a year — and test scores went up.“ ”Common Core in the States Fall 2014: Mapping the Future of Testing in America."
Image credits: Brenda Gottsabend
If I were one of those people who reads the tea leaves, I would say OERu and WikiEducator are heading for a split. Why? Here's the text of the email I received today from OERu: "The OERu is a flagship initiative of the OER Foundation and we are proud to host our planning and course development on WikiEducator as our preferred platform." Up to this point, in all previous correspondance, the two were basically synonymous. But now WikiEducator has been demoted to "preferred platform." Coincidence? Well, like I said, if I were to read tea leaves... but, ah, of course, I don't. So this is nothing more than a link to the event advertised in the email, the 3rd Meeting of OERu partners (register as a remote participant here).[Link] [Comment]
- El consejo, hasta del diablo.
Claro que también decían:
- Más sabe el diablo por viejo… que por diablo.
Aparte de la conclusión obvia (e interesada) de que hay que escuchar los consejos de los viejos, también se obtiene la conclusión que “de todo se aprende”. Y Matthieu Cisel, de la Ecole normale supérieure de Cachan, me ha ayudado (y me va a ayudar más ) a aprender del diablo, bueno, quiero decir, de los moocs (1*).
En su blog está recogiendo algunos resultados de investigaciones sobre los moocs. En esta recoge un análisis de los “super-contribuyentes” a los foros, aquellos que participan más en un foro, a partir de un análisis de 70.000 hilos de discusión a lo largo de 44 moocs. Creo que son resultados interesantes para todos quienes trabajen o diseñen recursos o programas de formación a distancia. Puesto que está en francés recojo aquí algunos aspectos:
Los super-contribuyentes son aquellos estudiantes que representan una parte importante de la actividad en los foros. Los podemos considerar estudiantes “modelo”… ¿o no?. ¿Sus contribuciones son de calidad o simplemente inundan de basura el foro? ¿Generan mutismo en los otros, como sucede muchas veces en las reuniones “físicas”?
Algunos resultados (siempre “en general” o “la mayoría”):
- Se matriculan en varios o muchos moocs, en todos con la misma conducta.
- Tienen las contribuciones más largas y responden más rápidamente.
- Mientras un usuario medio aporta 6 respuestas por cada tema nuevo que plantea, los “super” aportan 10.
- También estudiaron los “super-contribuyentes-cualitativos”, aquellos cuyas contribuciones tienen mejor calidad… o al menos el 5% que reciben más valoración por los compañeros.
- Un cuestionario (con un 7% de respuestas) ha mostrado que la media de edad de estos “super” es más alta que la media.
- Su actividad no parece repercutir negativamente en la participación de los otros. Este es un resultado realmente interesante, precisamente por contraste con la situación que se da en los foros y asambleas en la vida “física” en los que los “parlanchines” terminan inhibiendo a los más tímidos (quizás por falta material de tiempo para hablar).
Si está más interesado o interesada, consulte el blog donde existen otras contribuciones similares.
Y es que los moocs, con su carácter masivo, nos pueden proporcionar excelentes escenarios de investigación.
Si ya me lo decía a mí, “… hasta del diablo”.
Cisel, M (2014). Ce que la recherche dit sur les MOOC : les Superposteurs. En La révolution MOOC (24/10/2014).
I was recently asked by a colleague if I knew of a useful article or two on flipped classrooms – what they are, what they aren’t, and when did they start. I was not looking for any simple advocacy or rejection posts, but explainers that can allow other people to understand the subject and make up their own mind on the value of flipping.
While I had a few in mind, I put out a bleg on Google+ and got some great responses from Laura Gibbs, George Station, and Bryan Alexander. Once mentioned, Robert Talbert and Michelle Pacansky-Brock jumped into the conversation with additional material. It seemed like a useful exercise to compile the results and share a list here at e-Literate. This list is not meant to be comprehensive, but a top level of the articles that I have found useful.
- ELI’s “7 Things You Should Know About … Flipped Classrooms”: This 2-page PDF from 2012 might be the best first article on the subject. I like the explanatory tone and basic questions (what is it, how does it work, who’s doing it, why is it significant, what are the downsides, where is it going, what are the implications for teaching and learning).
- UT Austin Center for Teaching’s “What is the Flipped Classroom?”: This web page is notable for a simple but relative effective one minute video as well as some useful graphics.
- Jackie Gerstein’s “A Little More on the Flipped Classroom”: This blog post includes a list of articles (current as of spring 2013 for additional reading. In addition, Jackie has a series of useful posts tagged as ‘flipped classroom’.
- Robert Talbert’s “Inverted Classroom”: This 2-page article from 2012 for Grand Valley State University’s ScholarWorks includes some historical context as well as concise description of benefits and pitfalls. Robert also has a series of posts at the Chronicle of Higher Education’s Casting Out Nines blog describing his personal experience flipping a class. This post addresses the need for a clear definition.
- Michelle Pacansky-Brock’s Best Practices for Teaching with Emerging Technologies: The 16-page introduction in this 2012 book gives some history and context for flipped classrooms. Don’t tell Michelle, but you can read the entire introduction on Amazon’s “Look Inside” feature. Michelle also has a Flip Your Class web site that includes videos that help capture the concept in action.
- Inside Higher Ed’s “Still in Favor of the Flip”: This article from fall 2013 captures viewpoints of people across the spectrum – from advocates of flipping to neutral to opponents of flipping.
- Ian Bogost’s “The Condensed Classroom”: This summer 2013 article in The Atlantic gives a serious critique of the concept of flipping.
There are other useful article out there, but this list is a good starting place for balanced, non-hyped descriptions of the flipped classroom concept. Let me know in the comments if there are others to include in this list.
- I did not include any directly commercial sites or articles in the list above. Michelle’s book was included as the introduction is freely available.
Last week, Dr Lisa Harris gave a talk to the Living, learning and working in the digital economy class.
Below are the slides and video with Lisa’s talk.
online employability from lisa harris
Although I have blogged about digital identities in the past, my thinking has moved (as it should, I want to believe), and so I will be blogging more about it sometime soon.
For the time being there are just some observations that I would like to make. It seems to me that the discussion around this topic has evolved to focus mainly on how we manage our digital footprint to our own advantage, and which some people thought of as a form of manipulation, rather than how our digital footprint provides evidence of our practice and defines us professionally. I need to reflect on this before I post again. Meanhwile I would love to hear your thoughts on this.