MOOC MOOC 16

http://www.digitalpedagogylab.com/mooc-mooc-instructional-design/


http://olms.cte.jhu.edu/olms2/data/resource/99656/Skinner%20(1965).pdf
http://hackeducation.com/2014/11/04/programmed-instruction-versus-the-programmable-web/
http://www.digitalpedagogylab.com/hybridped/situating-makerspaces-in-schools/
https://chroniclevitae.com/news/888-10-things-the-best-digital-teachers-do

Week 1 (1/25 – 31): Foundations of Instructional Design

Readings
Robert Gagné: The Conditions of Learning
Bloom’s Taxonomy, Bloom’s Digital Taxonomy
B.F. Skinner, Review Lecture: The Technology of Teaching
Audrey Watters, “The Future of Education: Programmed or Programmable”
Colin Angevine and Josh Weisgrau, “Situating Makerspaces in Schools”
Sean Michael Morris and Jesse Stommel, “10 Things the Best Digital Teachers Do”

Guiding questions
Why did instructional design start where it did?
What are the implications that much of instructional design has risen out of behavioral and educational psychology?
How do theories of instructional design make the student the object of the learning process rather than the subject? What is the difference between subject/object in this case?
What is the role, if any, of agency and authenticity in traditional instructional design? How is they reinforced, how are they not?
How does computing affect instructional design (i.e., when the teacher is absent, who does the instructing)?

MOOC MOOC Discussion
Wednesday, January 27 at Noon EST using #moocmooc on Twitter

#Rhizo15, week six: If an antelope is a document, then anything can be an artifact…

Every librarian-student gets exposed to the Library Luminary Suzanne Briet and her assessment regarding antelopes and documents: “An antelope running wild on the plains of Africa should not be considered a document, she rules. But if it were to be captured, taken to a zoo and made an object of study, it has been made into a document. It has become physical evidence being used by those who study it. Indeed, scholarly articles written about the antelope are secondary documents, since the antelope itself is the primary document.”

So what does this have to do with the end of #Rhizo15?

In our final weekly assignment, we are looking at/for artifacts that provide a handy guide to rhizomatic learning. Hell, we might as well be looking for a needle in a haystack, in a sense. Potential artifacts are like antelopes running wild on the African plains (and I say that as a certified Africanist with years of experience on the African continent and a graduate degree from SOAS…Suzanne Briet also spent some time in the “wilds of Africa.”). Briet’s statement is viewed as one of the early expressions of actor-network theory.

Aha! Here the plot doth thicken:

From Wikipedia: “As the term implies, the actor-network is the central concept in ANT. The term “network” is somewhat problematic in that it, as Latour notes, has a number of unwanted connotations. Firstly, it implies that what is described takes the shape of a network, which is not necessarily the case. Secondly, it implies “transportation without deformation,” which, in ANT, is not possible since any actor-network involves a vast number of translations. Latour, however, still contends that network is a fitting term to use, because “it has no a priori order relation; it is not tied to the axiological myth of a top and of a bottom of society; it makes absolutely no assumption whether a specific locus is macro- or micro- and does not modify the tools to study the element ‘a’ or the element ‘b’.” This use of the term “network” is very similar to Deleuze and Guattari’s rhizomes …”

And again from Wikipedia: “Deleuze and Guattari introduce A Thousand Plateaus by outlining the concept of the rhizome (quoted from A Thousand Plateaus):

  • 1 and 2: Principles of connection and heterogeneity: “…any point of a rhizome can be connected to any other, and must be,”
  • 3. Principle of multiplicity: only when the multiple is effectively treated as a substantive, “multiplicity” that it ceases to have any relation to the One
  • 4. Principle of asignifying rupture: a rhizome may be broken, but it will start up again on one of its old lines, or on new lines
  • 5 and 6: Principle of cartography and decalcomania: a rhizome is not amenable to any structural or generative model; it is a “map and not a tracing” “

Again, a needle in a haystack.  I rest my case / my document / my artifact / my antelope…

#Rhizo15 week one: Learning subjectives (vs. objectives)

#rhizo15 Learning subjectives (vs. objectives)

So, it may not be so bad to not know where you are headed, i.e., what one’s objectives are, as long as you know how you got here in the first place. That is where we are.

As a reference and instruction librarian, I am concerned about how we help students develop tools for finding, analyzing, evaluating information and how they use those tools to further develop their awareness of the world around them. One of the tools we use are libguides, and right now I am in the middle of rebuilding my share of our libguide collection to migrate to V2 (and frankly I haven’t caught the enthusiasm bug to do it, but a deadline looms…)

But I am also the liaison to the business school, with a research focus on evidence-based management, where my business school colleagues and I are focused on the role of systematic reviews (in management education and in management practice) in providing evidence for practice.

And aside from the above, I have a personal research interest in design and communication of scholarly information, primarily the design of libguides and posters, which led me to sign up for a MOOC presently underway, Design Thinking.

All these parts were tip-toeing around each other, until I took #MOOCMOOC and rediscovered critical pedagogy after a long period of dormancy. But the parts all collided when I saw the HybridPedagogy post, Libguides: Pedagogy to Oppress (a play on the title of the Freire classic, Pedagogy of the Oppressed).

So, I have two small plots in the #CullowheeCommunityGarden, and I have been ordering seeds through the mail. When I don’t use all the seeds in a package, I pour what’s left into a brown bag because I like to use the original package as a marker on the row. Those seeds mix at the bottom of the bag, unidentified for the most part, but being the efficient guy that I want to be, I plan to plant all those leftover seeds as soon as the last frost comes and goes. Except I won’t know what they are, so I will have to plant them and wait to see what they grow into. That is how I see learning subjectives. I have these ideas, these research proposals, and I suspect they are related. Well, sort of. But I don’t know really, and won’t know until they all grow together and bear fruit, just like the seeds at the bottom of the bag.

That’s what’s up, as the young folks say.

Week four of #MOOCMOOC – A librarian reads anarchist pedagogies

Listen.  Week four of #moocmooc is a real doozy!  Let me confess that I had to look up Hakim Bey, Max Stirner, Francisco Ferrer, Paul Goodman, and the Free Space/Free Skool.  But I knew exactly what heterotopia was as I had created several of them over the past several decades – it was the only way I was able to survive in a hostile world. In fact, I am in a heterotopia as we speak, my refuge in the North Carolina mountains…

I had read Thoreau’s Civil Disobedience as a somewhat precocious teenager and it inspired me to write a piece for the high school newspaper on student rights, entitled “The Student is the New Nigger,” which did not make many of my teachers happy though my father found it quite entertaining.  It was, after all, the Watergate years.  Needless to say, the re-reading of Thoreau’s masterful essay brought back warm memories of those years of my youth…(who knew that was all it took?)…

But let’s get down to brass tacks. I had never really thought of Thoreau (and, by extension, his intellectual lineage, Gandhi and King) as an anarchist, but in close proximity to the Shantz article, it all becomes somewhat clear.  “Anarchists seek freedom from internalized authority and ideological domination,” sounds very similar, to me, to “The only obligation which I have a right to assume is to do at any time what I think is right.”  The sentence “This American government – what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some of its integrity” resonates as truthfully today as it did in 1849.  And the classic, oft-quoted lines, “Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?” have launched many a protest movement since being prophetically penned on the eve of the American Civil War and brings to mind the haunting Herman Melville poem about, perhaps, America’s greatest anarchist:

The Portent

Hanging from the beam,
Slowly swaying (such the law),
Gaunt the shadow on your green,
Shenandoah!
The cut is on the crown
(Lo, John Brown)
And the stabs shall heal no more.

Hidden in the cap
Is the anguish none can draw;
So your future veils its face,
Shenandoah!
But the streaming beard is shown
(Weird John Brown),
The meteor of the war.

http://www.poetryfoundation.org/poem/175173

But back to critical pedagogy (oh must we?).  There are surely shades of Freire and hooks in the sentiments that “learning should contribute to independence of thought and action and contribute to capacities for self-determination” and that traditional teacher/student relationships “can inhibit students and reinforce authority structures of command and obedience.” But we also see where The Free Skool’s adherence to anarchist principles, simply stated, resulted in the loss of administrative power to accomplish political or even cultural goals.  At one point in the reading I scribbled in the margin, “are anarchist pedagogies only for spoiled rich kids?” Conclusion:  I have a lot of reading to do.  Good thing I’m retired.  Except I do have this new day job that I love.  So I guess I’ll be phoning my local independent bookseller in the morning.

…and this one ain’t too shabby (I say in my native vernacular for effect)….

….’cause poets are the original critical pedagogs…

http://www.lanaturnerjournal.com/print-issue-7-contents/delusions-of-whiteness-in-the-avant-garde

More to come: a librarian reads Giroux…#MOOCMOOC

I plowed through the Giroux chapter last night and it made my knees hurt, as they always do when I walk in an ever-tightening circle. Reading Maha Bali’s cliff notes this morning was refreshing, however, and my knees are feeling better already.

http://blog.mahabali.me/blog/pedagogy/critical-pedagogy/cliffs-notes-of-girouxs-chapter-moocmooc/

Thank you. I found the Freire and hooks readings a lot more revealing, a lot more enlightening, but that is surely attributable to my lusophone and African-American heritage. Maha Bali’s mention at the end of her notes on the “multiplicity of views” challenging the grand narrative brought to mind an essay I once read on multiple working hypotheses, which can be found here: http://www.accessexcellence.org/RC/AB/BC/chamberlin.php. Hope to blog more in the next couple of days.

more later (including an after-action report on my morning library instruction workshop)…

Workshop went well.  Sophomores.  10 minutes of instruction and 45 minutes in the stacks carrying out assigned tasks.  I didn’t force them to form groups as with the freshmen, but definitely firmly suggested it, empowering them to make the decision.  Most saw the utility of working in groups but we did have one “lone wolf.”  Further, each team was assigned the complete list of scenarios.

For most, the content of the exercises was as interesting as the process of conducting the search.  Students were creative, in fact, innovative in their execution.  I encouraged teams to exchange information with other teams when they found themselves “lost,” and to cross check their searches with Google searches to uncover additional search terms (pearl- growing method).

Moving from group to group, I stressed to students the several aspects of the scenarios, for example, that the A&T Four were all freshmen, or that North Carolina’s education system was ranked near the best of the nation following the Sanford reforms.  It clicked with them at various levels, which was “self-actualizing” for them as well as for me.

It was also interesting the way the groups did or did not implement a division of labor to cover all six scenarios.  The class required that each person post a summary to findings to Blackboard, and in retrospect, it may have worked better had we required each team to post summaries, as a group.  At a minimum it would have avoided the mad rush of students copying notes from teammates at the end of class.

Back to Giroux.  I underlined (in pencil) passages I wanted to recall, but I put check marks in the margins of passages I definitely wanted to remember.  What follows are paraphrased summaries of the margin-checked ideas:

1.  Critical pedagogy is only relevant if it addresses “real social needs,” is “imbued with a passion for democracy,” and “provides the conditions for expanding democratic forms of political and social agency.” p.74

2.  Critical pedagogy requires “an ongoing indictment ‘of those forms of truth-seeking which imagined themselves to be and placelessly valid'” (Gilroy, 2000). p. 75

3.  Critical educators should be aware of and “attentive to the ethical dimensions of their own practice,” especially regarding their encouragement of critical reflection and moral and civic agency. p. 76

4.  “Rather than providing students with an opportunity to learn how to shape and govern public life, education is increasingly being vocationalized, reduced to a commodity that provides privileges for a few students and industrial training for the service sector for the rest, especially those who are marginalized by reason of their class or race.’  p. 78

5.  Educators should 1) resist “attempts on the part of liberals or conservatives to reduce the role of teacher to that of either technicians or corporate pawns,” and 2) refuse “attempts to reduce classroom teaching exclusively to matters of technique and method.”

6.  “Critical pedagogy must: 1) be interdisciplinary and radically contextual, 2) engage the complex relationships between power and knowledge, 3) critically address the institutional constraints under which teaching takes place, and 4) focus on how students can engage the imperatives of critical social citizenship.”

Well, as you can imagine, there are plenty opportunities for this level of critical pedagogy in information literacy and library instruction.  Content hand in hand with process and method, variety and diversity in examples, cognitively and culturally, and providing students the option to make their own decisions, hew their own paths, and respond responsibly to the outcomes.

MOOC MOOC reading from bell hooks, some more after-action thoughts, and preps for the coming week

Part two, after action report. and preps for next week!

After the weekly reading for MOOC MOOC, it dawned on me that my series of scenarios only includes men, not women. I can fix that by merely adding a couple of scenarios involving women as subjects of study and discovery, not just men, and especially not just old white men, which I have already studiously avoided. But there is something in the bell hooks reading that gives me solace on the whole subject of conflicts across the racism-sexism divide. She writes,

“. . . I want to say that I felt myself included in Pedagogy of the Oppressed, one of the first Freire books I read, in a way that I never felt myself – in my experience as a rural black person – included in the first feminist books I read, works like The Feminine Mystique. In the United States we do not talk enough about the way in which class shapes our perspective on reality. Since so many of the early feminist books really reflected a certain type of white bourgeois sensibility, this did not touch many black women deeply; not because we did not recognize the common experiences women shared, but because those commonalities were mediated by profound differences in our realities created by the politics of race and class.” (hooks, 1994, pp51-52)

So, getting back to the subject of library instruction, this week’s reading of hooks combined with last week’s reading of Freire helps us to approximate what should be the true critical pedagogy for library, and hence, information literacy instruction at a regional comprehensive university, which I will continue to incorporate in plans for my classes this week. The workshop will continue to cover conducting basic searches from the library home page search box. It will continue to stress the importance of using appropriate search terms for both recall and precision of search outcomes. The workshop will show students how the library search box, with all it various functionalities, works nicely in coordination with searches on Google and Google Scholar.

Moving away from the technical aspects of the search, I think including a task that has students look up events involving students their own age, whether of political activism, or sports, or the arts, or whatever, helps students deal with the identity questions that they may be experiencing, contributing to self-actualization of both students and instructors. A couple of tasks incorporating local content, i.e., the great progress in the arts and in education that had its origin in local movements, develops in the student at a regional university a sense of place, of space, and a sense of her/his role in effecting change at the local level that can have national consequences. A task involving some aspect of library history, library science, information and communication usage helps to fix in the mind of the students the place and role of the library, in the university setting and in the greater community. Finally, a task with an international twist exposes the student to the bigger, outside world and their place in it as well.

But back to this week’s bell hooks reading, Teaching to Transgress, chapter 2. I took these notes, in no particular order, but as points to consider further:

1) The importance of self-actualization, and the significance to the students that just as they are growing and learning, so also is the instructor on a similar path of growth and learning. In fact, it is, and this is important, “acknowledged” mutual self-actualization. (hooks, throughout).

2) Students don’t need teachers to be therapists, they already have therapists in many cases. hooks points out that students want and need from their instructors and professors “…an education that is a healing to the uninformed, unknowing spirit. They want knowledge that is meaningful.” (hooks, p. 19).

3) Instructors/professors must embrace the challenge of self-actualization, not resting on their laurels, not content to be the “sage on the stage,” but aware of the learning that takes place for them as well as for students in the classroom. (hooks, p. 22).

4) Hooks makes a reference to an engaged pedagogy where students learn and where teachers grow and are empowered. (hooks, p. 21)

5) Finally, a conversation outside of class, especially in the library or at a university function, can serve as an exchange that reinforces engaged pedagogy. (hooks, p. 20).

OK. A lot to think about. This coming week I have workshops with two sections of sophomore English and two sections of social entrepreneurship. Hope to incorporate elements from this great libguide on online search and syntax (http://libraryschool.libguidescms.com/content.php?pid=645906&sid=5346173).   Should provide lots of opportunities to hone #critped and #critlit tools.

First teaching experience – Library Instruction

After action report.

I was so excited about my first day of teaching that I woke up around 2am and was basically awake until daybreak. I got to work around 7am, made photocopies of the scenarios and cut them into individual strips. I decided to add a sixth scenario to allow for three to four person teams. By 7: 30 I was in the library instruction classroom, setting up laptops for each table, opening up and minimizing the sites I wanted to show, and writing my learning objectives on the whiteboard.

Students from the first of four classes arrived at 8am. For the first section, I likely over taught the material, in retrospect, when I should have provided the required material and allowed the embedded tasks in each scenario drive the learning process. For successive sections, having learned that lesson and having seen demonstrated in the stacks the strength of the embedded pedagogy, I turned the dial back, and limited the classroom phase to 10-15 minutes. The teams were randomly arranged and I assigned the scenarios to each team.

On the way to the stacks, we passed a stairwell that had portraits of each university chancellor. To break the ice, theirs and mine, I told a couple of stories about the chancellor for whom the library was named, Hyram Tyram Hunter. Once we reached the stacks, with 45 minutes left in the class period, I turned them loose to accomplish their assigned tasks. Then, along with their instructor, I roamed from team to team, answering their questions and steering them in their search. It was clear that the students were engaged, even animated, and eager to get their task accomplished. I heard some very interesting comments from the team members, which I hope will be included in their postings to Blackboard. Each team was required to post their reflections/findings/conclusions on the exercise on Blackboard.

It appeared that each successive class section achieved the assigned task quicker than the previous section, and by the fourth class, the teams had accomplished the task and made their submission to Blackboard with time to spare in the hour. I wonder if my over-anxiousness at the beginning slowed the first class down a bit, and if the resolution of my anxiety over the course of the morning was reflected in the performance of each section and each team within the sections.

As an aside, I think the students were very excited about the scenarios that had North Carolina content, though they were equally animated by the Paulo Freire and the Ranganathan questions, and in both cases, exceeded the task requirements.

More to follow…

For my Wednesday freshman english classes (stand by for revisions)

Some thoughts on my first teaching experience this week.

1. I don’t want to bore them with silly platitudes about libraries. They’ll just say, “so what?”
2. I do want them to get first-hand experience of searching and finding information, to feel the thrill of the hunt.
3. So I am thinking about coming up with a series of “hunt” scenarios.
4. No more than 15 minutes of work in the classroom, then I will camp out in the stacks and let them go to work.
5. I will stay around as a resource, then give them my contact info for later.
6. Each group will be required to share its info with every other group.
7. Each team will appoint one person to scour the libguide.
8. Each team will appoint one person to serve as reporter.
9. Looking for a way to have students post their results and conclusions

Additional thoughts (with help from twitter buddies)

1. May share with them that they are first year learners and I am a first year librarian – we are discovering learning strategies together.

2. Will post hints/tips for each scenario to the libguide page I am going to build Sunday and encourage them to flip through all the tabs during the classroom phase.

3. Might alternate the “terms of the hunt” across the four sections and compare results.

So, the scenarios:

1. Tell me the name of a poetry movement that arose in western North Carolina in the 1940’s. Name 3 or 4 poets from that school and find 2 examples of their poetry. Search terms: poetry movement; North Carolina; 1940’s (Hint http://www.poets.org/poetsorg/text/brief-guide-black-mountain-school)

2. In the early 1960’s a college in North Carolina became famous when four of its students staged a non-violent protest against then-legal racial discrimination practices. What was the name of that college? List the four students’ names. How many of the four students are still alive? Find two books and two articles covering the event and subsequent movement.  Search terms: Sit-ins; North Carolina; 1960.  (Hint: http://www.northcarolinahistory.org/commentary/299/entry)

3. What Indian mathematician and librarian became famous throughout the world of librarianship with his 1929 book, The Five Laws of Library Science? Find three articles or two books that look at modern interpretations of his ideas. Search term: “The five laws of library science” (Hinthttp://eprints.rclis.org/7252/1/Application_of_Ranganathan%27s_Laws_to_the_Web.pdf)

4. A Brazilian educator and writer wrote a seminal book on pedagogy in 1970 that has become a classic around the world. What was the name of that book and what tiny country in West Africa did he choose for a case study? Search terms: Paulo Freire; pedagogy   (Hint: https://libcom.org/files/FreirePedagogyoftheOppressed.pdf

5. There are several websites that focus on how to evaluate websites for accuracy, authority, objectivity, currency and coverage. Define these terms for your classmates and find at least four different systems for evaluating websites and blogs.  Search terms: website evaluation; blog evaluation 

Added scenario:

6. What North Carolina governor, alarmed at the technological progress Russia made with the launching of the Sputnik, decided that his state had to move beyond textile and tobacco and proceeded to establish the North Carolina Governor’s School, the North Carolina School of the Arts, the North Carolina Community College System, and to consolidate the UNC system? Find two biographical items on his life (books or articles). Search terms: North Carolina, governor, education champion.
(Hint: http://www.northcarolinahistory.org/encyclopedia/547/entry)

a librarian reflects on the first week of #MOOCMOOC, part two

OK. Just what is meant by Jasperian-split? (p. 79) What is this consciousness as consciousness of consciousness other than a poetic play on prepositions?

Earlier in the paragraph, Freire makes reference to “intentionality” as the essence of consciousness and how “problem-posing” education “epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself…”

My knowledge of Portuguese makes me suspect something is lost in the translation. So I have ordered a copy of the Portuguese edition from UNC through the ILL system so I can check directly. But never mind, we can still work with it as it is.

I mentioned earlier that I teach my first library instruction class next week. Wednesday. Four sections of Freshman English, back-to-back. One hour each, one hour per semester. I have no intention of boring them to tears with a stack of powerpoint slides. We are going to chat for ten minutes, then turn them loose for 50 minutes to “hunt for stuff” in the stacks and on the library website under supervision. My goal for today is to plan those “hunting” tasks in a way that includes achieving the learning goals already established. It brings us back to “intentionality” and “consciousness of consciousness,” or meta-consciousness.

I don’t want to trick the students into learning, because a “trick” makes it a one-way process that might backfire once they learn the truth. I don’t want to be the guy behind the curtain pulling levers. And ultimately, I don’t want to cut off the opportunity to learn something new from the students, an opportunity that requires, no demands two way free exchange.

Now, back to Jasperian-split. Ok, I admit, I had to look it up. Siri didn’t know, so I went to the Oracle. The Oracle pointed me again to Fanon (see part one) (http://www.crvp.org/book/series02/ii-7/chapter_i.htm) and through him, to these Bob Marley lyrics (https://www.youtube.com/watch?v=Tg97JiBn1kE):

We’re sick and tired of your ism and skism game
Die and go to heaven in Jesus’ name, Lord
We know when we understand
Almighty God is a living man
You can fool some people sometimes
But you can’t fool all the people all the time
So now we see the light
We gonna stand up for our right

And this Rilke sonnet (http://www.poets.org/poetsorg/poem/archaic-torso-apollo):

Archaic Torso of Apollo

We cannot know his legendary head
with eyes like ripening fruit. And yet his torso
is still suffused with brilliance from inside,
like a lamp, in which his gaze, now turned to low,

gleams in all its power. Otherwise
the curved breast could not dazzle you so, nor could
a smile run through the placid hips and thighs
to that dark center where procreation flared.

Otherwise this stone would seem defaced
beneath the translucent cascade of the shoulders
and would not glisten like a wild beast’s fur:

would not, from all the borders of itself,
burst like a star: for here there is no place
that does not see you. You must change your life.

In short, the Oracle told me, the Jasperian split is the gap between form/format and content/context in learning, and the awareness that to close that gap one must be willing to create, to re-create, to change the normally acceptable structure and order and to be conscious of that closing and that change as an evolving process, i.e., we know when we understand, and you must change your life.

Now, to Emily Dickinson. ModPo (Modern and Contemporary American Poetry) folks know of my total adoration for Emily Dickinson and have heard me quote that the only way to approach understanding an Emily Dickinson poem is “on your knees,” implying the academic/intellectual humility required. Here are the lines:

From all the jails the boys and girls
Ecstatically leap,—
Beloved, only afternoon
That prison doesn’t keep.

They storm the earth and stun the air, 5
A mob of solid bliss.
Alas! that frowns could lie in wait
For such a foe as this!

“Jails” as a metaphor for banking approach to education? Freedom from constraints (storm the earth and stun the air) the needful to generate in young minds “their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as static reality, but as reality in process, in transformation.” (p. 83)