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Showing posts with label Technology and Education. Show all posts
Showing posts with label Technology and Education. Show all posts

Thursday, March 26, 2015

Education Technology: The Dialectic of Utopia and Dystopia

With advances in education technology, the future of higher education looks great or terrible, depending on who you read.

In one camp you will find the zealots. This tribe sees education technology producing a grand disruption in which massive online competency-based learning - unbundled from calcified institutions and guided by sophisticated privatized data science - creates robust educational outcomes determined strictly by merit at a fraction of the cost. A true utopia.

In another camp you will find the luddites. This tribe views such a vision of education technology as truly dystopic, as a fanciful illusion so enamored in political expediency and its own zeitgeist that it ignores the social and interpersonal structures long-proven to effectively educate students, in particular those most vulnerable (low-income, first-generation, and non-white students).

In the middle ground stands many others, taking careful stock of the unfolding dialectic.

The technological determinism of the zealot tribe asserts that because we can do something with technology, it is a foregone conclusion that a) the outcome will be better when using technology and b) technology is unstoppable.

The interpersonal determinism of the luddite tribe asserts that because humans are social learners, it is a foregone conclusion that a) the outcome will be better when using personal interaction and b) technology makes us less human.

The dialectic of thesis and antithesis between these two tribes enlivens the potential for evolutionary movement within higher education. Higher education has the opportunity to draw on the strength of its humanistic roots while moving creatively into the future through emergent technologies.

For the dialectic to lead to such a synthesis, those in the middle ground must be careful and balanced arbiters of both evidence and values. What constellation of practices most effectively produces specific educational outcomes? What constellation of practices most effectively enlivens the human experience?

Technology is a human enterprise. There is more to the human enterprise than technology. Education needs neither disruption nor restoration, but - somewhere in the middle - evolution.

Wednesday, August 14, 2013

Digital Story-Telling

"As we are made of water, bone, and bio-chemistry, we are made of stories. The students that share their stories in our circles recognize a metamorphosis of sorts, a changing, that makes them feel different about their lives, their identities." - Joe Lambert, Director, Center for Digital Story-Telling

Digital story-telling has many uses in higher education. Students produce digital stories in the classroom as a learning activity and assessment tool. Faculty and staff create digital stories as teaching tools and outreach. Digital stories provide self-reflection, inspiration, connection, perspective, and new knowledge. Using accessible multimedia technologies and a straightforward template, we all can participate in the process of making meaning of our experience, and sharing those insights with the wider world!

So then, what is a digital story? The basic template includes a narration and images, merged together through video. The process of creating your own digital story is both easier and more difficult than you might expect. It is easier in that we all have amazing stories within us, and with a little guidance, current multimedia technology readily creates sharp productions. It is more difficult in that the craft of digital storytelling allows for endless nuance and perfecting, which quickly becomes apparent as you work through the creative process. Like chess, digital storytelling takes a little time to learn, but a long time to master.

Let's start with the basics. First and foremost, you need to decide on the story that you want to tell. Most fledgling storytellers focus on a personal story, as the material is immediately available. You may choose to tell a personal story based on an accomplishment, a struggle, an adventure, a choice, an identity, a philosophy, and - of course - a love. You may also tell a story about another person, such as a memorial to a grandparent, a biography of an inspirational figure, or the birth of a child. As story-telling creatures, we have seemingly unending capacity to make meaning - that is, to tell a story - about pretty much any aspect of our experience: a place, a tree, a star overhead.

What is the story you want to tell? What does it mean? And what does it really mean?

Draft your thoughts into a script, somewhere in the ballpark of 300-600 words. Keep in mind that you - or a suitable recruit - will narrate the script while showing images through a video production. Your first script does not need to be on par with Dostoevsky or Maya Angelou; do not be self-critical of your draft but rather focus on the process.

A few basic tips will get you a long way in honing your writing. First, own your emotions. You will feel vulnerable, but emotions make us human, and serve as a connecting point with an audience. It can be scary, but express your authentic self. Second, find the moment. A story distills down all the noise of life, and focuses on the heart of the matter. Is there a particular realization or event or object that crystallizes the meaning of your experience? Third, show instead of tell. Rather than say, "Bob was angry," say "With a quickened step, Bob stormed into the room, looking for a scapegoat."

A useful approach for refining the draft of your script is the story circle. Form a group and take turns reading aloud individual drafts. What worked and what didn't work? What was clear and what was a bit muddled? What images or phrases captivated? What emotions did you feel? If you choose to tell a digital story, you are going to feel exposed, so you may as well get used to putting yourself out there.

At the end of the day, your digital story will rise or fall based on the strength of your script.

With your script as scaffolding, start building a collage of images (photos, drawings, video) that reinforce your story. You may use your own personal images, or complete a Creative Commons search for non-copyrighted images. Also, you have the option to add music, but be careful not to overdo it or infringe on copyright.

Next, record a narration of your script. If you have a smartphone, you can easily record an audio file with numerous apps. Alternatively, you may use a tablet or laptop with a built-in mic, a stand alone mic connected to a computer, or a video created with a camera/camcorder (requiring you to extract the audio track). Expect to record your narration numerous times until you are happy with its pace and annunciation. You may use a free program such as Audacity to edit your narration.

The last step is to merge your audio (narration) and video (images) tracks into a single production. If you have a PC, you may use Movie Maker. If you have a Mac, you may use iMovie. You may also use a web-based program such as We Video. Are you a blooming director looking for more powerful editing capabilities? There are plenty of after-market software options, such as Apple Final Cut Pro, Cyberlink Power Director, or Adobe Premiere.

Now, go tell it on the mountain! Epiphanies are best when shared, especially when fresh on the soul.





Friday, August 31, 2012

Barriers to Adoption of Online Learning Systems

Among the many sea changes reshaping higher education these days, the opportunities and pitfalls present in the use of online learning systems may be amongst the greatest. I read an interesting report - Barriers to the Adoption of Online Learning Systems in U.S. Higher Education - that is worth considering. As the title implies, this report comes from organization that supports the use of online learning systems and pursues the "promise of adaptive learning technologies...to educate more students at lower cost with similar or even better learning outcomes."

Some of the main points that I took from the report include:
  • a wide range of systems and models of online learning currently exist and are of varying quality
  • a number of software companies are pushing into new developments the report calls Interactive Online Learning, which is adaptive and "machine-driven"
  • the use of learning analytics (data mining embedded within the online learning system) has the potential to support individualized student-centered learning based on proficiency
  • the report asserts that cost considerations (and - by implication - market share) are the primary drivers for the implementation of online learning at most institutions, at the moment
  • the report concedes that there is limited data on student learning outcomes, at the moment
  • the report also concedes that there is limited data on student success and persistence, especially research that controls for the self-selecting variables that shape the demographic enrolling in online courses (older, motivated, self-organizing)
  • if "machine-based" online learning systems free faculty from the tasks of content delivery, grading, and tracking, then such systems - in a hybrid environment - may allow for more productive and optimized use of faculty talents and knowledge (mentoring, research, feedback, et cetera)

I came across the Barriers report in the article Elitism, Equality, and MOOCS, which raises one point, in particular, that I find interesting, especially in light of the Barriers report. In sum: online education may lead to better access to high quality education for more students, or it may lead to further bifurcation of higher education whereby the elite institutions maintain (expensive) faculty-driven relationship-based education whereas (public open access) institutions under greater financial stress (and political pressures for numbers and efficiency) pursue machine-driven online learning disconnected from significant faculty guidance.

In Student Affairs, I see great potential for utilizing online learning as a pedagogical tool embedded in a relationship-based student development program (such as TRIO). There is merit, in my mind, to many of the strengths proffered in the Barriers report (increased access to services, student-centered proficiency-based learning, technology and the millennial generation, cost and time efficiencies). Yet, I am concerned about overreach and pursuing online learning as our primary pedagogy, as opposed to a pedagogical tool. There is much research (e.g. Tinto) and many anecdotes that affirm the significance of a caring, mentoring human relationship when viewing education through a student (human) development lens.

A few questions now on my mind after reading the above report and article:

  •  How does online learning support (or not) creativity, critical thinking and other higher capacities of the human mind (that, to here, we have not extended to artificial intelligence)?
  • How do changing social norms regarding human interaction change learning?
  • How well can online learning adapt to multiple learning styles and diversified delivery? 
  • Is tech savvy the new variable of inequality?