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SURPRISE SURPRISE THE LAST ENTRY I MADE TO THIS DIARY CAN BE FOUND AT THE BOTTOM OF THE PAGE!!

29th October

I have just reviewed my emails from the team....then discovered my new course announcements....two key  realisations......

1. Storyboarding and particularly interactive storyboarding may be my preference. This may reflect my bias towards experiential and situated learning.

2. Instructional Design Models- I need to reading this area if I am to understand the underlying rationale for the particular approach to design I want to take. I need to critically review this theory so any academic papers that review models I am drawn to will be helpful.

I'm already reading or rather looking for references on flow in instructional design and particularly as it relates to digital games for learning....I may need to focus or refocus my reading in line with the objectives for the assignment and with the needs of the team

30th oct 2015

Reading Handbook of Design in educational Technology EDS Luckin, Puntambekar, Goodyear etc......Huge volume. Of course instructional design is a vast area in itself. Seems to be fraught with complexities. Lack of common language.....consists of everything, sits within or forms framework for a variety of areas. .....If I only consider storyboarding I may be limiting my thinking....Ive already learned about sketchins....Then there's frameworks to consider, processes for design, resources to incorporate.

Collaborative design and involving learners in the process of the design of learning is nevertheless coming up as a significant theme.

7.11.15

Had a good discussion with the team on our project on the  design and development of our eLearning resource.

Maturing thoughts across several areas skills development in use of tools, thinking about instructional design, thinking about the reflection process, thoughts about the personal context for all this learning, thoughts about how the E Learning project can be achieved.

Task process and group process. The Group now agreed on the task and the limitations of what we can achieve. There has been some role clarification within the team with invitations and encouragement to take on tasks.  We have now divided up the tasks, set deadlines, agreed  to consider using  excel google and are on track for our presentation.

Our process may lack academic grounding and critical thinking  which after all we should be including

Practical skills to develop learning events using tools that are available on-line are present in the group. Naturally our bias is towards a systematic instruction and behaviourist models. The learning objective and frameworks we have proposed such as excel may constrain our thinking further. If we use a tool we are forcing ourselves to think in a systematic way. There may have been opportunities to problem solve this design in better way. Each of us came with a solution driven approach based on past experience. This combined with group process issues may have influenced the path taken. Just one group member seemed happy with working with  a broader more generic process.

Emerging Actions

work on project produce slides

improve WordPress skills

develop skills in use of online tools to develop ELearning resource Have started work on storyline

READ in the  areas of models of instructional design so I can critically evaluate our process and explore alternative ways to complete the design process collaboratively

Reflections on this reflection

Read up more on action research since much of this process of reflection seems based here

Continue work on assignment annotated bibliography

Visualise the various aspects of this connected network of learning strands I am following Is this way of thinking to do with connectivism? Is it linked to the notion of the gestalt cycle with a sensing and developing awareness of a new ideas and mobilisation to act?

8/11/15 and 10/11/15

an extract for Clare Gormley's article on Teaching the Principles of Effective On-line Course Design

Not exactly relevant to our eLearning resource development as we are developing just a couple of lessons within a module. It was nevertheless useful as it described the process of collaboration the team went through.

It also was the first place I came across Conole 2013 as a reference. This reference has since come up elsewhere in reading.

10/11/15

Today was all about making a presentation 'Elevator pitch for our eLearning resource'

I have just read back over my earlier entries on this page and notice that my thinking is shifting again. There are so many areas of interest. The priority was to develop skills in using tools and this is progressing well with lots of practice. Unfortunately this is eating up time for academic research and reflection.

opportunities for learning through collaboration in design of our eLearning event remains the best place to experience critical thinking. Without some support from reading in the area it is difficult to reflect on broader aspects of design.

The annotated bibliography requires that I reflect on papers I am reading. I am continuing to look for references that allow for a comparison between design approaches, methods and principles as these provide the best opportunity for identifying areas I would want to spend on analysis, synthesis and evaluation. It looks like the extent to which instructional design is evaluated in the literature is limited.

I was glad to read the following in

Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B., Dimitriadis, Y., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M., & Walmsley, H. (2013). Learning design Rashomon I - supporting the design of one lesson through different approaches. Research In Learning Technology, 21. doi:http://dx.doi.org/10.3402/rlt.v21i0.20224

'As a consequence of such a richness of methods and tools,( in instructional design) it has become more and more difficult to know them all, let alone be able to choose the most suitable and thus take advantage of its potentialities 'p2

12/11/15

Just finished my contribution to the Gowiththeflow Project. It's true that pencil and paper are good for design. The assimilation of information around neo constructivism has influenced my design process. The procedural learning involved in writing references using the APA rules can be enhanced using active learning use of

the mouse/touch screen,

drag and drop( motor action)

reversal of the systematic training process with a reduction in passive learning through explanation and demonstration

In the case of the training I am proposing the following process and elements

chunks of learning

repeated practice

trial and error and building from working memory to long term memory

breaks after 6-7 steps of learning

providing for assimilation with regular distraction and reward

self assessment and repeat practice under the control of the learner

Assessment on the full task at the end of the lesson.

15/11/15

I've been working on our group project go with the flow APA course.

This provided an opportunity to build on skills in using tools, one drive, Powerpoint online, Microsoft templates for diagrams

Here are the results

26/11/15

Been very busy on the Gowiththeflow site developing the e learning resource using Articulate

Key themes emerging over the last couple of weeks

Activity theory as a means to analyse the  concept stage the team went through

Activity theory and problem based learning as a means to assist with the first stages of teams working together to design e learning.

The assignment Annotated bibliography- The overriding need now is to submit this on time

Meta Reflection- This is the interesting and easier part for me. Producing thoughts on-line and seeking the supporting references, querying and challenging my own thoughts

Practical work- Its almost as though concrete experience is overloaded into this event. The need to produce the resource has required the use  of a range of software tools. All these are totally absorbing and call for active learning, procedural memory lot of time and forcing the design to fit the tools

I just found the Holy Grail!

An article by Rosin Donnelly ( our own lecturer, on activity theory and collaborative learning.

Our group were working with no explicitly stated awareness of these  theories for the first few weeks......We were very much a problem based learning group. Unfortunately without the thinking collaboration necessary for critical thinking including the skills with exploring ways to work together on a shared task..... the process has stumbled along.

What happened? How did we continue to move through the design process without applying an analytical approach to the design of a process for working together.

Overall  it would be interesting to complete an analysis of all on-line collaboration elements in the early stages of this process. This could involve the use of Activity Theory and PBL.

My instinct now is to let my Gowith theFlow group work without me. Having contributed the structure by producing over 15 Articulate storyboard slides with outines for content and 90% of an audio script to the process without any feedback and collaboration from other members I feel its necessary to step back. The team discussion today centred around looking at the mock ups I had placed on-line in our Wordpress site. Clearly, based on the response and questions from all, the group members had not read the content in these even though  they had been placed on-line in Google docs with a link about two weeks ago.

Had the group members been distracted by the need to produce the annotated bibliography and other assignments?Would further work to make the storyboards more explicit have helped? Did the group members know what they were looking at?

Work to develop the audio for the resource had been progressed by one group member with explicit support from other team members.

Two discussion points were posed by the group members- one related to how to cite two authors in an in text( a concern around the content of the course) and one related to writing the rationale  for each step/slide in the lesson  into the storyboard( indicating the groups concern with both the group assignment and the rationale for the e Learning course. The proposal to write the rationale into the storyboards was cited as a process that could provide an opportunity for collaboration which it was agreed had fallen away over the last couple of weeks.

The first point was dealt with through an explanation and the second through an agreement to assign this task of writing the rationale for each slide/step -to an absent group member. While I knew the rationale for each of the steps/slides provided I stated I would prefer not to work on this piece. I stated I had already contributed too much and there was a danger that there would not be enough collaboration if I took on this task.

There was no discussion around the design process the group had gone through that drew on problem based learning, theory of group functioning, constraints placed on groups arising from the feeding in of knowledge around tools, activity theory and so on after the group had struggled for a few weeks.

Why was that?

Were the group members aware of this level of the process? Was this  salient?

Were the group members reflecting around the learning process that was occurring within the process at the level of the actual e learning resource design?

The overall impression is that the group remains largely unaware of theories of learning and their application to the design of the material that has been produced so far. I offered some explanation pointing out that the course storyboards I had offered were  based on a systematic approach to training and that this may be best suited to the learning involved in citing references using APA. I mentioned Gagne and Dick and Carey. I then reiterated that I would prefer not to offer anything further on this for the sake of the collaborative process. The two members present did not offer to explore these aspects and add them into the rationale.

Hopefully by me  'abdicating' responsibility for the work involved in this stage of the process some new learning will occur. i hope I am reading this situation correctly.

If I'm correct it would be interesting to see if 'leaving room' results in some positive changes.

Questions in Class

Today was also a day for checking in with the lecturer whether assumptions that I have been making about the design of the learning event have been correct.

I asked about the tools available stating that I was finding it difficult to find a tool that doesn't force the  design to move a certain way.

I mentioned problem based learning and stated that I had noted that we did not receive lectures and materials in advance.

Damian acknowledged this was the case and was part of the design intent.....to allow for some group work around figuring out what to do and dripping in the additional supports.

It was interesting to note that no further discussion around this was taken up around the room.....I notice that the dynamic remains one where there is little building on or even refuting each others contributions around the class. For now the class members are largely responding to the lecturers inputs with occasional individuals including myself making supportive statements, adding information or querying

7/12/15

What's involved in reflection?

So much happens between each entry in this blog that its difficult to get time to reflect. I know I need this. Its where I am comfortable. Of course some reflection happens without words and pictures. Some cant be expressed because the processing of thoughts is subconscious and occurs without language.....The learning that emerges from this...

Reflection needs time away from doing

Reflection can be an internal process ( occurring without expression)

Reflection can occur with or without language and with or without visualisation.

Reflection may be active occurring as the learner writes

This blog therefore represents the expression of reflections and in some cases reflection that happens as the writing occurs.

The following reference was helpful to understanding meta reflection

Reference :Carolyn Mair (2012) Using technology for enhancing reflective writing, metacognition and learning, Journal of Further and Higher Education, 36:2, 147-167, DOI: 10.1080/0309877X.2011.590583 To link to this article: http://dx.doi.org/10.1080/0309877X.2011.590583

Meta-reflection is another matter. Some reading on the subject reveals that reflective practice offers the opportunity for

thinking about thinking,

learning about learning,

self-monitoring and regulation.

While this blog represents the first level of reflection a deeper level of reflection which  includes reflecting on what is recorded in this blog will provide a meta reflection

According to Mair (2012) reflective practitioners develop
and learn by means of a continuous process of thoughtful consideration of
critical experiences

Go With the Flow Project- Producing an E Learning Resource

While issues for members of  the group have prevented a collaborative approach to the development of the e learning resource,  I have made great progress in learning to use Articulate and have been collaborating well with my colleague Breda around storyboard and lesson development.

Apart from learning to use the tool, which has been a slow, it's been pretty easy to place audio and text in the course. Of course as is usual my  ability to see and repair fine details is less well developed. Completer-finisher roles are not suited to my skill set.

The deadline for completion of one lesson in the course may yet be achieved.

On reflection I have realised that the Articulate software may be of limited use in my  Big Project.

One key aspect for reflection involves considering my functioning within a group and in leading a group.

The development of e Learning resources requires cross disciplinary collaboration

A problem based learning approach can be useful but there may also be possibilities for using more structured frameworks for product development

Are there any frameworks available for game development available on line?

If the therapist had a framework for producing a storyboard would the game developer have enough to work with to produce a good speech therapy app?

Annotated Bibliography- Post Assignment Reflection

I am a little disappointed with my lack of progress in developing an understanding of the underlying systems design necessary for my Big Project.

I think I need a systems architecture? I think I may need to fill the gaps in the functional specifications for the collaboration between software developers and therapists necessary to produce the apps. I need to build some understanding of the design for the software necessary to produce some of the key analytics I wnat to include.

14.12.15

assignment

Just written the 1000 word meta reflection. I need to edit and add to it. I need to explore the link with constructivism in the development of the e learning resource.

E Learning resource

Is it a fiasco?

The project deadline is looming. There is an ever widening gap between what the original storyboards contained and what is in the storyboard and storyline produce.

There also seems to be a considerable difficulty incorporating the edits, suggestions I am proposing in emails, google docs. I have not added to the Wordpress site. This seems to have become used by one team member. The advice from others is that we should add stuff on simply to ensure that one person does not dominate.

Frankly I'm amused and concerned at the same time.

What are the priorities?

Stay on deadline

Ensure the Storyboard presentation compensates for anything that may not be quite right in the slides

Allow for the development of the Storyline

Continue to develop my own back up of both the storyboard and  Storyline

19.12.15

Spent some time yesterday learning moodle through online youtube videos

Twitter

Personally I am continuing to find twitter  a bit disappointing. Despite  following nearly 100 tweeters I am disappointed with the return on my investment of time in the process.

I am following #weSpeechies as a means to stay abreast with trends in my profession. Unfortunately while this site is good for being very active the type of topics vary from interesting to boring while the followers sometimes display a shocking lack of knowledge.

Is the twitter site being used by new professionals more than the more experienced?

Is this use by the less knowledgeable professionals a general feature of use of twitter by communities of practice?

I am  reading

Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning

Research in Learning Technology 2013, 21: 19692 - http://dx.doi.org/10.3402/rlt.v21i0.19692

Retrieved from: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19692

This study is largely interested in the use of social media in the development and formation of learner PLEs,(Personal learning Environments) as well as learner’s attitudes towards their use in learning and teaching.

THE USE OF TWITTER IN EDUCATION

twitter has been criticised as less reflective

students continued to use e mail more than any other form of communication

The researcher witnessed a significant increase in both the number of tweets and emails from students to the tutor as deadlines approached for coursework/exams

Personal thought

Having read this article I am still of the view that twitter may remain of limited value to the core of learning through online discussion.

Communicating about deadlines, about what is required about the rules for the discussion is not learning......That's about organising the learning.

The use of twitter by those with a vested interest in prompting their product or service means that some tweets are less about considering points of view and more about pushing a particular brand or approach

This may be harsh. There is learning in discussion and in  tweets that talk about products. It's just there is a need for good moderating these tweet sequences.

The space for social media in structured online learning

Research in Learning Technology 2015, 23: 28507 -http://dx.doi.org/10.3402/rlt.v23.28507

They summarize issues  with social media as follows:

there is no adequate evidence that social networks provide an arena for all students to develop critical and independent thinking skills

using social media in learning may lead to misunderstandings, less knowledge sharing, and less creative thinking

the quality and accuracy of the information shared in collaborative social media spaces varies greatly

They provided a MOOC which attracted over 1,000 students largely female in 2014.

Feedback from the students on the value of Facebook and twitter indicated that there were objections to their use, however students valued the chance to communicate with an international community.

3.1.16

Gamification vs Game Based learning

Here's a good article comparing the two

http://elearningindustry.com/gamification-game-based-learning-two-different-things

The APA lesson developed by our Gowiththeflow team involved gamification

4.1.16

Reviewing and reflecting on eportfolios of other students

Two e portfolios are particularly relevant Digital foot printing 2015 and Emma's

Its provided a chance to review the stages involved in helping on-line learners participate.

Salmons Five Stage Model Building on Learning

http://www.sddu.leeds.ac.uk/online_resources/Salmon-Five-Stage-Model/story.html

I have had a chat with Breda McGuigan around my second year project and developing my platform.

The eportfolios I have reviewed so far may not have a commercial purpose. Their design varies widely. Perhaps I can find advice on how to proceed with partnerships and creative commons management by contacting other students in 2nd yr

Favourite ePortfolio- Joan Hughes 2015

Really like the page on Artefacts

http://joanhughes.wix.com/joanhugheseportfolio#!artefacts/c2j3

DIT Digital Media centre

Had a look at the various projects completed and underway. There are lots of projects on speech analysis, gestural analysis using technology and lots on language. Right up my street.

Despite this I found the Craftopolis project is particularly interesting. The possibility of a process for supporting concept development and product development is what appeals.

Personal Thought

The KATS platform will be designed to;

motivate and support users to choose tools to collaborate and engage in cognitive construction.

grow a site that provides resources and artefacts developed by users themselves.

achieve positive outcomes in terms of participation, engagement and learning for children, parents, carers and teachers who access the site.