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Global Classroom VUC - Phd-Project so far Winter 2013
1. Forandring og forankring af
innovative og motiverende it‐
støttede og digital videomedierede
undervisningsforløb, med fokus på
de lærendes motivation
Case: VUC Storstrøm, Global
Classroom
2. •
•
•
•
What is Global Classroom?
The PhD-projekt
Research method
Findings
• Students
• Teachers
• Organisation
• Teamdevelopment
• Teacher workshops
• Spring 2014
Agenda
5. "They [the teachers]need to ask as if I was sitting in
class, and then they should not feel, you know like..
this thing about that you feel a little like an alien
once you get to say something, because then: ”Oh was there a sound from out there?” - and then you
become like, completely – ”oh then I don’t want to
say anything”. But I don’t think that the way of
teaching should be different from when I sit there [in
class]."
”… It also gives some great
opportunities if people have
family, ... The fact that you still
have the ability to follow [the
teaching] at the video
conference”
Experiences
”…you might feel a little bit
outside when there is some cool
discussion, and you can’t
participate – then the sound
doesn’t work - and then you’re
just frustrated.”(student sitting at
home).
6. • VUC Storstrøm - Adult Learning Center
• 2011 Campus-to-campus video streaming
• 2012 Hybrid campus and videoconference model - new territory for adult
learning centers.
• HF - Higher Preparatory Examination Course (upper secondary general
education program) 2 years.
• Attendance required
• Starts bottom-up
• Paper: How do students, teachers, and the organization experience a
start-up-project applying video conferences between campus and home?
• Focus on pedagogical innovativeness, collaborative and technological
issues.
VUC Storstrøm
– HF Fulltime Course
7.
8.
9. • Formålet med nærværende PhD projekt er: Gennem
aktionsforskning og kvalitative analyser på virksomhedscasen
VUC Storstrøm, at danne teori og udvikle retningslinjer for:
• Problemformulering: Hvordan kan man skabe innovative
metoder, praksisser og evaluerings-værktøjer ift. den fortsatte
udvikling af anvendelse af IT i undervisningssammenhænge,
primært indenfor digitalt medierede undervisningsformer, med et
fokus på at kunne foretage kvalificerede valg i forhold til at skabe
motiverende og kvalificeret læring for de studerende.
• Der foretages et praksisnært studie af hvordan og med hvilke
midler innovation og kompetenceudvikling kan forandre og
forankre IT-baserede og digitalt videomedierede
undervisningsforløb. Dette sker ved at undersøge undervisningens
aktører enkeltvis og relationelt. Mere specifikt undersøges
potentialer og barrierer i forhold til følgende:
PhD-Projektets målsætning
10. • 1) Uddannelsesorganisationens muligheder og ansvar ift. forandring og
forankring af IT-baserede og digitalt videomedierede
undervisningsforløb.
• 2) At udvikle et refleksivt, innovativt og kompetenceudviklende redskab
til underviseren, så denne kan foretage kvalificerede og relevante valg af
undervisningsteknologi samt gennemføre kvalificeret og relevant
planlægning, udførelse og teoretiseren over egen undervisning i ITbaserede og digitalt videomedierede undervisningsforløb omfattende
læringsdesign, relevante læringstyper og pædagogik i en
professionsfaglig kontekst.
• 3) Effekten på elevens læring og motivation i forbindelse med at lære
med og gennem IT, og hvorledes eleven evt. kan medvirke i den videre
innovative inddragelse af IT i undervisningen.
• Her tages udgangspunkt i at en innovativ implementering af IT i et
undervisningsforløb sker i et samspil mellem forskellige aktører
(organisationen, underviserne og eleverne), og i dette PhD-projekt skal
innovation forstås indenfor rammen af læring på offentlige
undervisningsinstitutioner. PhD-projektet foregår i tæt samarbejde med
VUC Storstrøm og forskere fra ILD-lab på AAU med udgangspunkt i
både nationale og internationale projekter.
Undersøgelsesområder
12. • Action research studies with a user-centered approach
• Focus of action research
• Students experience
• The continued development of the teachers’ educational designs
• Organizational issues related to the transition to the Global
Classroom Model
• Overall Research Objective for the PhD-study: “to investigate
the design of innovative methods, practices and evaluation
tools in relation to the use of IT in Global Classroom
settings, with a focus on how to enable teachers to create
motivating and qualified learning design for the students”
Improve GC ?
Method
13. Teams
Student evaluation workshop – a qualitative workshop,
14 participants
February 2013
Meetings and ongoing conversation with project owners, Spring 2013 management and (IT) pedagogical consultants
Ongoing participation in ”Pedagogical udviklingsgruppe” at VUC
Spring 2013 -
Observations and semistructured interviews with
teachers
Spring 2013
Informal conversation with teachers
Spring 2013 -
Course developed
August 2013
8 Team workshops lasting 3 hours
August-October 2013
Global Classroom workshop talk
24th of October 2013
Exams Team-workshops
October-November 2013
Empirical data
14. • Use of ICT in Global Classroom – inspires further
• Motivation contributes to learning
• Motivational elements
•
•
•
•
Own choise of learning environment
Shorter day – no transport
Intermediate solutions
Also
• Teachers use more innovative and motivating technology
The Students
15. • Bottom-up approach – from scratch (Technology and
pedagogy)
• A traditional classroom?
• Noise, silence and delay
• Virtual “logistic problems”/communication – returning to class
• Procedures for technological help?
The Students
- Technological -pedagogical issues
16. • Teachers have different approaches
• Difference in attention – towards home-students
• Result: frustration
• Asks for strategy
• Develops workarounds
• Students have different approaches!
• On-line access to learning material
• On-line assignments
The Students
– learning design
17. • Rules
• Have been developed bottom-up
• Could be developed further
• Pedagogical innovation
• Working on the internet – Glogster
• No innovative visions – so far – traditional thinking
• Mostly positive impressions conc. videoconference
The Students
– rules and pedagogical innovation
18. •
•
•
•
Not employed for on-line learning
Short seminars and innovative workshops w. researchers
Working without role models - frustrating
Not resisting innovation in pedagogical practice
• but – we have to learn
• We are embedded in an educational culture
• Involves the entire organization
The teachers
19. •
•
•
•
For now: mostly beneficial for students
Have developed new ways of teaching
Future: possibility for new innovations
Also
• Now we are looking for innovation in teams
• That’s motivating
The teachers
- Motivational elements
20. • Start: A lot of trouble – now it’s better
• Cognitive demands
•
•
•
•
•
Interruptions
Many points of attention
After class: very tired
Too many media at play
Chat – no thanks!
The teachers
- Pedagogical-Technological issues
21. • Facial decoding
• Cannot read facial expressions
• Easier to read faces in class - easier to act
• Visual attendance
• “Disappears" from the screen
• 80% attendance – how to interpret?
• Extra responsibility - additional point of focus
The teachers
- Pedagogical-Technological issues
22. • Rules
• New rules on the basis of:
• Facial decoding and visual attendance
• Pedagogical innovation
• Difficult to be innovative
• Doesn’t use pedagogical and academic possibilities lying in front
of them
• Attendance – how to interpret?
• Need for
• Work with IT learning tools
• Support for the process of innovation and for the development of
innovative thinking
The teachers
– rules and pedagogical innovation
23. • Classical issues in the change processes:
• Project managers are ahead of the rest of the
organization
• Teachers lacked of insight into and influence on the
process
• Teachers: Frustration because of challenges in
technology, pedagogy, and the organizational setup
• Contrast to the project owners view
The organizasion
24. • Tripartite role
• 1) Visionary designers for future learning,
• 2) Helping implementation process in cooperation with the
department managers and teachers
• 3) Contributing to the evaluation and anchoring of the many IT-ineducation-initiatives
• Organizational challenges (de gør alt det her: støtter med
processer)
• The teachers – a kind of hostages? Innovation -implementation
• Asked to redefine their teaching role
• Demand for a new GC framework
The organizasion
- IT-pedagogical roles & organisational change
25. • Transition was challenging
• Still technical difficulties.
• Organization gained more consciousness of needed skills
in supporting innovative developments.
• Need for an enrollment culture
• Framework for “how we do Global Classroom at VUC”.
Conclusion to first evaluations
26. • The flexibility of Global Classroom is motivating
• Often traditional teaching is ok - but the acquired changes
are difficult
• High expectations to the communicative "flow” – but
difficulties
• Difference in teachers and students views on active
participation.
• More knowledge about which pedagogical and learning
design activities should be supported
• Teachers: opportunity to practice new designs in safezones
Conclusion to first evaluations
27. • Focus on: innovative IT-pedagogical elements - could
provide new opportunities.
• Play and gamification and bodily activation
• Learning games, students’ digital productions, role
playing, complex multimodal presentation forms etc.
• Next step research: implement activities with workshops
and design-based research approaches.
• Team- workshops – innovative pedagogical competence
development
Further perspectives
29. •
•
•
•
•
•
Difficult to be innovative – IT – Global Classroom
Difficult to distinguish the new needs
The teachers feel a bit ”victimized”
Difficult time-wise in daily life
Lack of the needed knowledge
Lack of methods to approach the problems
Improvements –
where and how?
30. • To bridge the gap: teachers vs. administrative
organisation
• Let the teachers take ownership of the process
• To make an ”innovative tool”
• To have the possibility to use theory and reflection
• You learn more – knowledge sharing
• You can see each others strengths and weaknesses
• You can challenge each other – in a good way
• It is more fun
Why Teams ?
31. • Innovative learning designs - innovation
• Competence development model as action research
• Knowledge development and knowledge sharing
platform as action research - anchoring
• Exam - and where do we take it next?
Team workshops - focus
32. • K3
”How do we make good
classdiscussions in Global
Classroom”
• K2
• K1
”How do I activate the
students at home in
Global Classroom”
• Erling Lars Dale
Pedagogical
professionalism
”How can I use a learning
game in Global Classroom
to motivate my students”
33. • Initial Findings
• Brainstorm
• Central places in the
interaction between
students and teachers
• We have our issues
defined!
Team - start
36. • How do we enable good class discussions?
• How do we activate students at home?
• Can the learning design be more motivating and creative?
Examples of
new learning designs
38. • How do we enable good class discussions?
•
•
•
•
•
•
•
Chat
Rules
Forum
Glogster
Google docs
Writing/talking?
Etc.
Examples of
new learning designs
39. • How do we activate students at home?
• Socrative
• Potential: ” I tested Socrative on a class, and the students
were quite excited, ... They liked that they could follow the
voting process (I had chosen to make it anonymous), and it
created a lot of debate and explanation across the room,
where everyone either listened or talked - ABOUT THE
TOPIC!! So the tool is at least good at activating all and
they thought it was fun.”
Examples of
new learning designs
44. • Prompt
• Discussion
• Reflection
• Documentation – knowledge sharing
platform
• New “assignment” – for next time
Pedagogical professionalism Innovative reflections in teams
45. • Work with current problems
• Creating a common language
• Development and later refinement of the
Global Classroom model
Potentials of this model
46. •
•
•
•
•
•
•
Innovation is necessary in Global classroom
Reflective teams can increase innovative learning designs
Teamwork is very useful
Motivating
Generates many ideas
Working on ”a good shape”
Exams -
Team development status?
54. • Student evaluation
• Motivating to be able to choose learning environment
• Wish for strategy for activation of the virtual students
• Teacher interviews and observations
• Traditional teaching
• Difficulties in discussions – labs etc.
• 8 Team workshops
• Innovative pedagogy
• Reflection on own practise
• Team development model
The results of
the research-project
- in short
55. • Nu har jeg undersøgt ”rundt om Global Classsroom” –
samt motivation hos lærerne
• Næste – ledere skal lære konceptet at kende
• Hvordan ser det ud ift. OK – 13?
• Spørgeskemaer til elever om motivation
NU – foråret 2014
56. • Nu: ”i Global Classroom” – samt motivation hos eleverne
og lærerne
• Lærings-spil design for lærere og elever i fællesskab
• Eleverne designer læringsspil til hinanden
• Et forsøg på at udvikle koncepter og derefter
implementere dem i spil
• - ”gerne lidt smarte apps”
• 3-4 ugers forløb i marts
NU – foråret 2014
