A New Padagogy Wheel: 你会说中文吗?

Download the PDF Poster below. All apps on it are linked to the Chinese iTunes App Store

推荐每位教师将其引进课堂。

Matt Harris博士是美国国际教育技术协会(关于ISTE)董事会候任主席。Matt将于2016年接任董事会主席,成为第一位不在美国居住和工作的主席。正如Matt所说

““我在EdTech担任领导期间,发现当代教育家热衷于使用技术来扩展和深化学习。他们中的大多数人意识到“现实世界”在不断变化,而现代教育学需要帮助学生在进入那个世界之前做好充分准备。然而,他们在使用特定工具实现这些新概念时经常遇到困难。Allan Carrington 的Padagogy轮模型正是为教师提供了一个简易的使用指南。该指南将apps和基于现代教育学和理论的学习产出相联系,方便教师在备课时从Padagogy轮查找最适合自己学生的工具,或者在课堂上使用该轮扩展或深化对某个21世纪技能或领域的学习。Padagogy轮将理论、实践和应用相结合,是一个宝贵的资源。因此,推荐每位教师将其引进课堂。 “

Matt HarrisMatt Harris,教育学博士
#EdTech领导|教师|导师|策展人
http://mattharrisedd.com | matt@mattharrisedd.com
关注我的Twitter: twitter.com/mattharrisedd (@mattharrisedd)

The Global Reach of the Padagogy Wheel continues

I was sharing the Padagogy Wheel project to a good friend and colleague in Adelaide and she made a suggestion the has led to two exciting months work and a learning model tool for the great nation of China.  Jasmine Yow is a translator and together we looked at translating the Padagogy Wheel into Chinese. As I thought about this I began to think about the possibilities.  I have since learnt that in China there are at least 14.6 million teachers in the K-12 space alone and 1.8 million teachers of English.  Add this to the number of teachers in Higher Education and Vocational Education and the numbers of Chinese speaking teachers who might be interested in this version of the Wheel is staggering.

We decided to explore Chinese Social Media which is quite different to what we know in other countries . We were both pleasantly surprised that there  are quite a few mentions of earlier versions of the Padagogy Wheel already online. In her research, Jasmine identified a blog which had written about the importance of the Wheel, as well as another university teacher who’s specialty is mobile learning. She facilitated my connection with both these academics.  I introduced them both to the latest Version 4.0 of the Wheel and asked could they help translate it into Chinese – thus began a great collaborative partnership which has produced the most customized useful poster yet and they have become friends.

Clatin_hdshot_100x75Clatin Chang
The Pedagogical Academy
HuNan Agricultural University
ChangSha HuNan Province
China
E-mail: ranrancc@gmail.com

Jiao_Hdshot_100x73Dr. Jiao Jianli
Professor of Educational Technology
Director of Future Education Research Centre
Deputy Dean of School of IT in Education
South China Normal University Guangzhou, Province China
E-mail: jiaojianli@126.com

Dr_Jiao_and_Team_ThumbnailDr Jiao and his great team of specialists from South China Normal University truly captured the vision and supported the production of the Chinese version far beyond what I hoped for.  They workshopped the translation and used the activity to be Professional Development (PD) about pedagogy and technology.  We have set up a group in WeChat. This is a Skype and Twitter like program used across China – we chat daily.  We have brainstormed and clarified concepts for a number of weeks now.  Dr Jiao was kind enough to write a teaching piece  for language learning which is on the Poster. Then the team suggested we collaborate on a Chinese based blog in two languages. 如果你懂中文请访问 http://www.chinesepw.com

Clatin volunteered to help by auditing all the apps on the English Padagogy Wheel and making recommendations of apps more useful to teachers and students in China.  He did a fantastic job and introduced me to the Great Fire Wall (GFW) and I discovered that many of the Apps did not work in China. He provided the links for each app to the Chinese Apple iTunes Preview pages as well.  Clatin also suggested the idea about extending the support on the Poster to include teaching a language.

Features of the Chinese Version: The most developed Padagogy Wheel so far

  • Carefully translated into Simplified Chinese.
  • 124 Chinese friendly educational apps linked to the Chinese Apple iTunes Store.
  • Teaching in Chinese on how to use the Padagogy Wheel to learn a language.
  • Language learning specialty apps are highlighted on the wheel to help teachers design better technology enhanced outcomes.
  • More resources to explain the SAMR model are linked to help teachers understand this important concept.
  • Links to resources on Immersive Learning to help teachers develop pedagogies for developing graduate attributes and motivation.

There are two Versions of the Chinese Padagogy Wheel V4 Poster

  1. Chinese Padagogy Wheel Poster ThumbnailThe CHINESE Wheel Poster Print (4.3 mb): This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
    http://tinyurl.com/padwheelCHIHD
  2. The CHINESE Wheel Poster Screen (2 mb): Usually just for computer screen use.
    http://tinyurl.com/padwheelCHI

The Wheel Road Map

We now have the Padagogy Wheel Learning and Teaching Model in four languages English, Spanish, German and now Chinese. At the time of this post, we have the following languages in production, Catalan | Dutch | Filipino | French | Greek | Irish | Italian | Japanese | Norwegian | Portuguese | Russian | Turkish | Korean and Arabic – 14 languages. However let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Posted in Activity Centred Learning, Graduate Attributes, Padagogy Wheel, SAMR Model, Using iPads in L&T, Values Based Education | 2 Comments

A New Spin on Effective Individualised Learning

Maria Montessori Quote

 

Talk about a teacher ahead of her time, Maria Montessori passed the baton to Bloom. She died the same time Blooms was developing his taxonomy and quoting Maria Montessori is how Brett Salakas of St Kevin’s Catholic Primary School Eastwood NSW (Suburb of Sydney) introduces why he and fellow teachers  Jacqueline Matta, Greg Salerno and Esther Sultana undertook an Action Research Project in May 2014.   This project was to research and report the results of a quite unique  teaching and learning experiment.

They gave 116 students the Padagogy Wheel to use to design their own individualised learning. It gets more amazing as these students were 11-12 years old and when I first heard of this I was speechless and that for me is unusual. These innovative teachers took a Professional Development (PD) Tool designed for trained teachers, gave it to students with very limited support (scaffolding) and said “go for it”. Why does this remind of the family TV remote and Mum or Dad giving it to their child and saying I can’t figure it out  you fix it!

Padagogy Wheel V4.0 English PosterBrett makes the point in the podcast episode, that the Padagogy Wheel became the driver that the children controlled and it empowered them. This was creative individualised learning and it worked.  The teachers set up an iTunesU course and the students used the Wheel to choose learning outcomes, activities and apps to complete these activities.  They were even encouraged to use better apps than the ones’  Mr Carrington has suggested. This is awesome, if I had known at the time they were doing this, I would have provided a prize for the student/s who discovered the best apps for the job that were not on the Padagogy Wheel. I’m serious, the Padagogy Wheel is not about the Apps it is about the learning process.

Another wonderful strategy the teaching team implemented and managed, was how they encouraged the students to use the colours of the Cognitive Domain Categories. Students colour coded their activities (pages) of their iBooks they submitted to the iTunesU course.  This colour coding was also helpful to encourage the students to choose more of the higher order thinking domain categories and although they started more comfortable with just remembering and understanding, during the course of the project they tended to move around the wheel into the evaluating and creating zone of the taxonomy.  For a teacher wanting trans-formative learning it doesn’t get any better than that.

In the podcast interview Brett explains in detail how they set up the research and carried it out and then goes on to explain the surveying and what they discovered.  Both the students and teachers were surveyed about the entire experience.  Students were overwhelmingly supportive of the process..

I asked Brett about this paragraph in the report which can be downloaded below. The research reported:

“Graph 1.2 shows that 82.38% of the students thought that using the Padagogy Wheel through an iTunes U Course helped them to learn better in comparison with previous Science and Technology units …. These results inform that every eight in ten students thought that not only was the Padagogy Wheel, combined with an iTunes U Course an effective way to learn, but it enabled them to surpass the amount that they learnt in Science and Technology, without using these tools.”

My only reaction to these facts was “Good grief”! I am just beginning to appreciate the possibilities. That’s 8/10 students in a sample of 116.  What if this ratio held over much larger samples and across different subjects and even different educational cultures using languages other than English?

Matt HarrisMatt Harris, Ed.D   says that the Padagogy Wheel should be on the wall of every classroom, Brett and the team of teachers from St Kevin’s, have evidence it is a good idea. Currently, Matt serves as the Chair-elect of the Board of Directors for the International Society for Technology in Education (ISTE). He will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States. Here is Matt’s endorsement in full

“In my experiences as an EdTech leader, I find that contemporary educators are passionate about using technology to extend and deepen learning. Most recognize the changing landscape of “the real world” and the modern pedagogies needed to prepare students for that world. However, more often than not, they find challenges in applying these new concepts with specific tools. With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit with the wheel during lesson planning time to find tools that will best aid their students or use it during class time to extend or deepen learning towards a specific 21st century skill or content area. This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”.

Matt Harris, Ed.D.
#EdTech Leader | Teacher| Mentor| Curator
http://mattharrisedd.com | matt@mattharrisedd.com
Follow me on Twitter: twitter.com/mattharrisedd (@mattharrisedd)

Please listen our podcast time together on SKYPE and download the report and consider the possibilities with your own teaching.  We now know that the students have no problems with the Padagogy Wheel … they just “get it” and learn more as a result.

Podcast Episode:

Contact me if you would like to do more research in this area of  Technology enhanced Individualised Learning using the “pedagogical pedigree” (to quote Brett) of the Padagogy Wheel.

Online Resources

Action Research Report: Will Using an iTunesU Course with the Padagogy Wheel, result in effective individualised learning? Download the Report

Posted in Action Research, Activity Centred Learning, Individualised Learning, Padagogy Wheel, SAMR Model, Values Based Education | Leave a comment

A New Padagogy Wheel: Sprechen Sie Deutsch?

“Das „Padagogy Wheel” setzt die Idee der Motivation und Fähigkeiten optisch ins Zentrum. Dies ist eines der prägnanteren Merkmale als Modell:  das Ineinandergreifen der Technologie, des Denkens und der Motivation der Studierenden. Viele der Misserfolge in #edtech sind Misserfolge der #edtech Integration. Ansätze wie das „Padagogy Wheel” versuchen die Beziehung zwischen den Elementen des „großen Ganzen“ zu verdeutlichen. Es ist von zentraler Bedeutung, die einzelnen Teile – Tablets, Apps, Lernziele, kognitive Handlungen, etc. –in ihrem Zusammenspiel zu betrachten. Ohne diese Vision ist jeder Einsatz von #edtech nutzlos.”

Auszug aus dem te@chthought blog post:
German translated by Google Translate  Das Gesamtbild der Bildungstechnologie: das Padagogy-Rad  Original Article in English: tinyurl.com/bigpictureedtech

Padagogy_Whl_only_GERSMLThe Global Reach of the Padagogy Wheel continues

volkmar-langer-foto.256x256Twitter is an amazing Professional Development tool for Teachers. It also helps them expand their PLN (Personal Learning Network).  I met Volkmar on Twitter and after numerous exciting Direct Messages and emails he agreed to translate the Padagogy Wheel German Version. His full contact details are: Prof. Dr. Volkmar Langer, Präsident, Hochschule Weserbergland, 
University of Applied Sciences, Am Stockhof 2, D-31785 Hameln Deutschland. Volkmar  will be blogging about the German Version on the HSW-learn blog

There are two Versions of the German Padagogy Wheel V4 Poster

  1. Poster ThumbnailThe GERMAN Wheel Poster Print (4.6 mb): This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
    http://tinyurl.com/padwheelGERHD
  2. The GERMAN Wheel Poster Screen (1.7 mb): Usually just for computer screen use.
    http://tinyurl.com/padwheelGER

The Wheel Road Map

We now have the Padagogy Wheel Learning and Teaching Model in three languages English, Spanish and now German.  At the time of this post, we have the following languages in production, Catalan | Chinese (Simplified) | Dutch | Filipino | French | Greek | Italian | Japanese | Norwegian | Portuguese | Russian – 11 languages. However  let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Posted in Activity Centred Learning, Graduate Attributes, Padagogy Wheel, SAMR Model, Scenario based learning, Values Based Education | 1 Comment

A New Padagogy Wheel: ¿Hablas español?

“La Rueda de la Pedagogía (Padagogy Wheel) pone la motivación y capacidades al centro; que le da una de sus características más importantes como modelo que sirve de engranaje para la tecnología, el pensamiento y la motivación del estudiante.  Muchos de los errores de #edtech son errores de integración, por eso, modelos como la Rueda de la Pedagogía intentan clarificar la relación entre los elementos de todo el panorama.  Ver las piezas – tabletas, apps, objetivos de aprendizaje, actividades cognitivas, etc., y ver como trabajan juntas es el fin de este modelo, sin esa visión, cualquier cosa de #edtech se queda coja y muerta”.

Entrada en el blog te@chthought
Spanish translated by Google Translate:
Una imagen amplia de la Tecnología Educativa: La Rueda de la Pedagogía (Padagogy Wheel)
Original Article in English:
tinyurl.com/bigpictureedtech

Padagogy Wheel Only in Spanish

This is an important day in the Padagogy Wheel Journey.

David NoriegaAfter a wonderful ongoing collaboration with Aroldo David Noriega of El Instituto de Educación a Distancia “La escuela en su casa” ISEA in Guatemala we have a Spanish Version of the Padagogy Wheel V4.0. David is blogging about the Spanish Wheel on DISEÑO DE LA INSTRUCCIÓN

There are two Versions of the Spanish Padagogy Wheel  V4 Poster

  1. Padagogy_Whl_only _SP_SMLThe SPANISH Wheel Poster Print (7.3mb):
    This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.  http://tinyurl.com/padwheelSPHD
  2. The SPANISH Wheel Poster Screen (2 MB):
    Usually just for computer screen use  http://tinyurl.com/padwheelposterSP

The Wheel Road Map

At the time of this post, we have the following languages in production, Portuguese | French | German | Norwegian | Greek | Catalan | Italian | Russian | Japanese  … but let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Posted in Activity Centred Learning, Graduate Attributes, Interactive Learning Modules (ILMs), Padagogy Wheel, Scenario based learning, Values Based Education | 1 Comment

The Padagogy Wheel V4.0 … the Next Generation

The Padagogy Wheel visual places the idea of motivation and capabilities at the center, which gets at one of its more compelling characteristics as a model – the meshing of technology, thinking, and student motivation. Many of the failures in #edtech are failures in #edtech integration, and frameworks like the Padagogy wheel attempt to clarify the relationship between “big picture” elements. Seeing the pieces–tablets, apps, learning goals, cognitive actions, etc.–and how they work together is everything. Without that vision, any bit of #edtech is limp and lifeless.

Extracted from te@chthought blog post: The Big Picture Of Education Technology: The Padagogy Wheel published 12 Dec 2014

When the above quote was published I was excited.  It is such a succinct explanation of what the Padagogy Wheel is trying to achieve.  It has been 2 years since V3 was published and over a 100,000 copies of the PDF poster have been downloaded from this blog, I am truly honoured by the interest in the model.   Two years is a long time in the development of technology enhanced education and tablet app development has come a long way. It is time for the next generation of the Padagogy Wheel.  Today V4.0 goes public…. yeeess!

Wheel only Padagogy Wheel V4.0How it Happened

I have been trying to find a better way to find apps and manage the resources on how to use them. V4 became possible when I discovered a web resource developed by fellow Apple Distinguished Educators (ADEs)  APPitic.com is a extremely useful resource for educators wanting to improve their teaching using mobile devices.  I want to publicly thank them for their hard work and making V4 so much easier to update.

What’s New on the PDF Poster?

Is it much different? It sure is.

  • Links to twice as many apps: It has direct links to 122 of the latest and most popular educational iPad apps.
  • App selection criteria: to help teachers make better app decisions These also are linked to the APPitic website and each Bloom’s Cognitive Domain Category has comprehensive selection criteria.  Prompts asking the teacher to think how the app would help the user achieve the domain activities.
  • Each domain activity linked to apps:  (that’s wheel 5 from the core) is linked to a group of apps considered most useful to enhance good outcomes.
  • The SAMR model wheel better communicates the idea.  This might seem a small addition but I have added two way arrows around the wheel.  I hope this helps teachers understand that the idea is to virtually align the SAMR model with the Bloom’s category they are working with.  The idea is once one or more apps are chosen then think Redefinition if possible. Just keep in focus that the SAMR wheel is meant to spin.  It also has a link to a great video from Dr P. as we call him in the ADE community (Dr Ruben Puentedura) who invented the SMAR model, that’s also worth watching.
  • The QR codes have been updated: and provide a great way to connect the “treeware” (aka printed) poster to online resources.  Every mobile device should have a QR reader App …. they are free as well.  The email QR code is particularly cool in it sets up an email to me in your email program and even gives it a subject line and says “Hi Allan”.
  • Information available in 19 languages: This is the most exciting new feature to me and it is again thanks to the hard work of the APPitic team.  So if one of these languages is your heart language, and not English, you can research the app and the pedagogical resources in your first language. Now that opens up help to a lot more teachers.  Of course the challenge is to get a padagogy wheel in the same 19 languages … anyone like to help.
  • NEW PEDAGOGY JUST ADDED: Immersive Learning at the core of the wheel is the New Instructional Design. Simulations are the most effective pedagogy to develop graduate attributes and capabilities in learners, as well as address motivation. Linked to the new Padagogy Wheel are Immersive Learning Resources which will  help you design an build engaging experienced-based immersive scenarios.

There are Two Choices for Downloading the Poster

  1. A screen version lower resolution and smaller file size (1.5 mb) of The Padagogy Wheel V4 Poster Low Res 
  2. A higher resolution version for using to print as an A3 (or even A2) size hard copy poster (5.2 mb). The Padagogy Wheel V4 Poster for Printing 

PadWheel Poster ThumbnailThe thumbnail image to the left is linked to V4 as a webpage and you can see the poster and its links online.  The poster has been completely redesigned and is now available for download as a an Acrobat PDF and the electronic version has over 150 links to online resources.  It has also been designed to be printed into hard copy as an A3 or even A2 sized poster. Great on the wall of staff locations … at least that’s what many school districts have told me. :-)

To help teachers understand the significance of V4 here is a 11 min audio narrated presentation on the “evolution” of the Padagogy Wheel and how to use it.  I hope you find it useful.

Please let me know how you are using the wheel by using the comments below or contacting me on twitter (@allanadl)

We are now planning V5 to include lesson plans and examples of how apps are used to get the redefinition of task and help transformational learning.    We are planning for this to be an App, but we need your help with examples of best practice. Please contact me

Posted in Activity Centred Learning, Graduate Attributes, Interactive Learning Modules (ILMs), Padagogy Wheel, Scenario based learning, Values Based Education | 6 Comments

Technology Enhanced Education … when you can’t trust the Internet!

DO YOU TEACH OR DO YOU EDUCATE?

This short video is designed to prompt discussion when teachers are focused on PD (professional development). Although there is strong overlap between teaching and education as concepts, it makes a distinction really worth exploring.

It asks are you a teacher and defines “to teach” as:

  • To show or EXPLAIN how to do something
  • Encourage someone to accept as a FACT or principle
  • Give INFORMATION about or instruction in
  • CAUSE someone to learn or understand something
  • INDUCE by example or punishment to do or not to do something

Or are you an Educator?

An educator is one who gives intellectual, moral and social instruction. An educator is an experienced and trusted adviser, one who advises and shows the way. The characteristics of an educator are to:

  • CAUSE
  • INSPIRE
  • ENLIGHTEN
  • ILLUMINATE

It has a provocative quote from Henry Brougham, First Baron Brougham and Vaux. In a speech to the British House of Commons (January 29, 1828) he said, “Education makes a people easy to lead but difficult to drive; easy to govern but impossible to enslave”.

There is a link between community development, education, and the availability of better trained educators in the Global South aka Developing World. Skilled teachers with the tools to create interactive student-centric learning environments using technology enhanced teaching methods and outcomes-based education can be directly linked to the  ability of a community to develop. Giving them the freedom and capacity to become all they were meant to be. This desire to empower teachers and learners around the world is the driving motive behind our C7 project.

C3 DeviceIt started when we discovered the C3 Classroom Content Cloud device – a compact device specially designed to provide education cloud type services to a school or classroom with limited or no Internet connection at all. We began to use different pedagogies to develop Technology Enhanced Teaching Design (TETD) curriculum and practice. It can be summarized by adding three more C’s. We wanted to deliver to the students Challenge, Choices and Consequences. We now had C6 teaching, but there was something critical missing. We needed a core foundational truth which is fundamental to all transformative learning.

C7 Teaching and Learning

Christ-centeredness is the source of true values-based teaching and learning, so there emerged a powerful new educational paradigm I’ve called C7 Teaching and Learning. Christ-centered, Challenge, Choices and Consequences, delivered on a Classroom Content Cloud. A C3 device running a Moodle and other software tools can be unplugged, thrown in a backpack and plugged in (by battery if needed) in a classroom anywhere in the world.  Students can learn using their mobile devices even without the Internet. Now that is helping bridge the digital divide don’t you think?.

What is possible using the C7 approach to teaching … so far!

1. My Content: File Sharing

My_Content_SMALLIt has the conventional curriculum sharing which is the primary use of these devices in Africa and many other locations. You should be able to see the content on my C3 with this URL http://teachingbox.net/mycontent How all this works is explained on the Critical Links Website. Even this file serving capability is game changing in many educational environments in the Global South (aka developing countries) How the C3 can sync with the cloud and content deployed over numerous units is very appealing to Ministries of Education (i.e. Government run Educational Management authorities). The Content Portal also has available a search function, which shows in a “Google Type” fashion, the results of keyword search in all the content stored in the various available packages. However for the teacher wanting transformational learning to happen in their students, the C3 device can empower so much more.

2. Wikipedia

Wikipedia for SchoolsThe configuration of my C3 is only 60 gb less space for the operating system. This is the smallest capacity device. More file storage is possible. So for this unit, which is primarily for development, I have installed only the encyclopedia “Wikipedia for Schools” It is also fully indexed and searchable which is great. Wikipedia can only be accessed by users of the C3 LAN network. It is 6,000 Wikipedia articles for School children is 4.7 Gb and was created July 2013 A C3 can be as much as 240 gb at the moment but larger models are soon to be released. Therefore if you have the storage capacity you can load multiple versions of the Wikipedia Encyclopedia including the entire Wikipedia which has regular updates available. When you are on the LAN with the C3 these encyclopaedias are displayed in a specific content portal accessed by typing “wikipedia” in the user browser. Individual encyclopedias are shown in the initial content portal, which are then loaded and available for use.

3. The Learning Management System (LMS)

C3 MoodleThis is Moodle 2.6 at the moment but will be upgraded when neccessary. I have been working on this site adding plugins and themes and focusing on video supported guidance for students. i.e. short 1 min or less webcam type video mini-clips (I call them) Instead of teasing/encouraging students with text to engage with the content I do it with a webcam spot and talk to the activity etc. What is quite unique (we developed the plugin) is that if you access the Moodle site from the internet and want to see the clip it feeds it from YouTube. If you are on the C3 Wi-Fi LAN (named teachingbox) it feeds the video from the local drive. This is a fully functional Moodle site with some powerful functionality added by plugins. I have been told it is more like a WordPress Site than a Moodle … please have a look at the Moodle Home Page and should you be interested in browsing one of the core courses of the Centre of Academic innovation, Lifelong Learning and Educational Development (CALLED) please email Allan Carrington and explain who you are and what interests you and we will send you a guest The course is called “Technology Enhanced Teaching Design”.

4. Student Response System

Student Response SystemThere is no way you can adjust permissions in Moodle to give guests (no login) access to any sort of survey activity. So I wanted to make it as accessible as possible for a teacher to create questions and ask for participants (more than students) able to submit their responses and the teacher can give instant feedback. This type of scenario has been traditionally the realm of the “clicker”. Some universities have purchased thousands of these devices. We have installed on the C3 LimeSurvey an open source stand alone survey tool. You can see the front page of this at http://teachingbox.net/limesurvey It might be slow to load but loads quickly when on the C3 teachingbox network This will enable a Teaching Box to be used to mine responses in any teaching space e.g. conference area, classroom or church etc and by using mobile devices a teacher can teach by questioning.

5. The Back Channel

Back ChannelHow do you get a tweet stream happening without an internet connection. Twitter is not the number one elearning technology for the last five years for nothing. Having a way learners can ask questions make contributions give extra resources etc and it being available to all in the class is a powerful pedagogy. We achieved this for the C3 by installing text chat software, Called Blab!, it enables people on the LAN to add a name and sign in as guest and join the conversation. The data base records the messages and can be reviewed for a record of the knowledge building.

You can see the login page of my C3 Back Channel at http://teachingbox.net/blab

The C7 Teaching and Learning Hardware System

C7 Hardware System Device Functionality

1. A C3 Classroom Content Cloud: is a compact device specially designed to provide education cloud type services to a school or classroom with limited or no Internet connection at all. It automatically creates a wireless local cloud in the classroom, giving local students full broadband speed access to education web sites, digital encyclopedias and local curriculum material, including ebooks and multimedia content. A cloud drive service is also part of this integrated solution, allowing users to have a private folder in the C3. This powerful small teaching box is preloaded with a Virtual Learning Environment which is a learner centred interactive platform using the popular Moodle Learning Management System.

2. An Energizer XP18000A Battery Pack: This rechargeable battery can power the C3 for about 6-8 hours depending on the server load.

3. A LAN Blocker Switch: This small simple switch in the Ethernet line from the C3 to the outer/modem enables the teacher to manage the class and remove internet access to help the learners focus on what is happening in the classroom.

4. An ASUS RT-N66U Dual Band Wireless N900 Gb Router: The C3 has WiFi built in and is only strong enough to handle about 30-50 users (students). By adding this small business fast powerful WiFi Router we expect the system will be able to handle 100-150 users. This is for text based enquiries at least, in the Student Response System  (Lime Survey). We are going to load-test the system to find out the upper limit of the number of people who can access the system at any one time.

Classroom Content Cloud

Critical_Links_C3We are thrilled that Critical Links is prepared to accept us as a reseller of these excellent devices to help teachers deliver technology enhanced, student centric, interactive teaching to areas of the world where IT skills and Internet bandwidth are far from ideal. To find out more click on the Critical Links C3 logo which will take you to their website.

If you buy a C3 or one of the more powerful devices through us, we will:

  • Provide 2 hours free set up consultancy.
  • Also coming soon will be screencast tutorials and a Moodle course to help teachers master the process.
  • We will be building a community of practice with educators using this system to share ideas and best practice.
Our Introductory Price for the Classroom C3

A$760.00 plus freight

For more information please email Allan

Posted in Activity Centred Learning, C7 Teaching & Learning, Problem based learning, Values Based Education | Tagged , , , | 3 Comments

Immersive Learning: Resilience Training?

Resilience graphicThis episode has been way too long waiting for publishing and I am apologizing publicly to Ken Spero and to those who are following my podcasting and blogging. 2014 was a year of great change for me.  I have been transitioning from a full time position as a Learning Designer with the University of Adelaide to running my own learning and teaching consultancy.  There has been much time away from the computer for personal reasons as well.  Now in 2015 I am intending to publish once a month I hope.  This episode is way too important to go unpublished and I hope Ken will record more episodes in 2015 as we explore Immersive Learning and simulations to help transformational learning.

In this fourth episode  with Ken we explore more about Immersive Learning and something I had never heard of called a Resilience Report. When he challenged me before it started with “What is it that keeps people from making good decisions and in fact what is a good decision … it was quite a challenge.  If we use simulations as a pedagogy to train can we simulate experience.

Ken SperoKen asks us to focus on troublesome decision not the easy ones. They are things we need to focus on with simulation development.

He gives example of a colleague or friend may have behaved inappropriately (bullying) and explains if you focus only on the student of course you have to report it, but there are other points of view needing weight. What do we do? How do we wrestle with this?  With simulations we can show the choices and consequences. There is a lot to think about in this episode.

The difference between Assessment and Development

Ken talks about this difference, explaining that perception often connects the term “Score card” with Assessment. He talks about how simulations so effectively help development. They give people the opportunity to fail. Ken says as learning designers building simulations we should design really tough decisions so the learner will struggle with these decisions – if we choose the poorer pathways then we will only get “wacked by the virtual 4×4 rather than real life consequences.

Simulation provides an opportunity for participants to have to think critically and exercise judgment in realistic scenarios, to create muscle memory around thinking and not being mindless. It then provides an opportunity for the student to experience consequences so that they can expand their experience portfolios with meaningful experiences that they can draw upon in real life.

keepgoingKen really nails the definition of resilience as to roll with the punches. He shares much wisdom about educational leadership in the day by day running of a school.

The following content is extracted from Ken’s excellent article in the Winter of 2014 Focus Magazine. I have included an extract of this for download at the end of the post.

With simulations we want to provide students with the practice of making those difficult decisions where they know that even if they make the optimal choice, parts of the outcome will be bad. Simulation provides a context for this kind of meaningful learning-by-doing and the resilience report provides:

  1. The insight and understanding of the issues at play.
  2. The trade offs/cause & effect that manifest in the scenario and/or broader context.
  3. Insight into the stakeholders, beyond the obvious ones, that are affected by the context.
  4. Demonstrations of the impact of time and what can make the students successful in the future.

The resilience report helps us to concretise the learning in decision making so that the student can literally see the issues that are at play in the issue even when the decision does not lead to the best outcome. This is a key enabler for learning of greater impact than that of instruction because it encourages students to try things out, to explore and discover. Even if they fail, they will be able to gain valuable insight into why and in that way add to their experience portfolios that they can draw upon when they face similar situations in real life

Ken wraps up this podcast episode with another major “ah aha” for a teacher wanting to build simulations.  Simulations are powerful but one thing developers have trouble getting their heads around is they never need to get the simulation “right”.  Simulation is a tool to drive critical thinking which means we can address learning in so many different ways Please listen to the interview all the way to the end and hear all the challenges and “ah ahas” for teachers to help students transform with their learning .. to empower them to make a difference.

Podcast Episode:

Life needs Resilience

I discovered this video on YouTube.  I was excited when I found one that was a student’s project no less. Covers the subject well and also starts with one of my favourite pieces of music from the movie Rocky.  Then talks about the life of someone who has impacted my personal life significantly during some serious life threatening illnesses.  I want to share it with you

Take note of some of the great quotes in the video

Resilience is when a person never gives up, never loses hope, and accepts failure as part of the road to success.

Resilience does not eliminate stress or ease life’s difficulties. Instead, it gives people the strength to tackle problems head on, overcome adversity and move on with their lives in the wake of traumas.

This video highlights the characteristics of resilience and goes on to give a story of a really resilient guy.  Nick Vujicic is truly a survivor and not a victim.  Sure he is an Aussie, so I am biased, but his story has impacted hundreds of thousands of people around the world.  Learn from Nick’s life and the concepts highlighted in this video. It also gives keys on how to improve your resilience.

A final challenge to you as a teacher and learning designer:  If we can build simulations which develop people with resilience like Nick …. Let’s go for it.

Online Resources

  • Ed Leadership SIMS (ELS): This is Ken’s Educational Consultancy Website specializing in the development of simulations Please visit.
  • Measuring Experience: Scorecards and Simulations is an extracted article from the Winter 2014 edition of Focus Magazine published in the USA.
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
    Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools  and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.
Posted in Activity Centred Learning, Graduate Attributes, Padagogy Wheel, Scenario based learning, Simulations, Values Based Education | Tagged , , , , , | Leave a comment

Articulate Studio ’13 … Hello Boys I’m Back!


In 2005-6 I introduced Articulate Studio Pro software to the teaching staff at the University of Adelaide and for years it was used to develop what I call Interactive Learning Modules (ILMs). Then the iPad revolution happened with the need for HTML5 and not Flash to run on the tablets and Studio Pro became tired and in need of an upgrade. About a year ago Articulate released a superb new software product called Storyline. There has been a lot of buzz about it and it has become really more than software now and I wrote a blog entry in Mar 2013 called “Articulate Storyline: More Than Software It’s An Ecosystem” where I listed a great many websites and resources to support creative development using this tool.

A few months ago Articulate released a major upgrade to their Studio suite of software, Presenter ‘13, Quizmaker ‘13 and Engage ‘13. The most exciting feature being they publish HTML5 tablet friendly output. I have been tracking closely all the interest in Storyline over the last year and was wondering why Articulate worked so hard on a new version of Studio Pro.

So when I needed to develop a very important learning module, the first with my own content in 5 years, I took the opportunity to use the newly released Articulate Studio 13 Pro  suite of software. I decided to push the envelope with pedagogy and use as many of the features to enhance learning as I could. I am impressed with what is possible and this post is about what I discovered. During the development I couldn’t help but think using this significantly upgraded software was sending a message to the elearning community a little like the classic memorable line from the Blockbuster movie Independence Day … “Hello boys I’m Back”!

Please visit this Interactive Learning Module (ILM) “CALLED to Instruct Them in the Practice” and explore the pedagogy … I think it is impressive and I hope it inspires you to try out the new Articulate Studio 13 software and include some of these strategies. I am not saying you can’t do it all in Storyline … just that if you use Studio 13 Pro with your PowerPoint, you can now build pedagogically strong interactive learning modules which run nicely on iPads. Here are some of the highlights:

  1. Learning Outcomes: I have to start with a clear definition of learning outcomes. This is not a special feature of the software but a must to get the best learning possible. Use Blooms Taxonomy, referring regularly to The Padagogy Wheel Learning Design Model and particularly the Grey Matter Grids mindsets.  This will be invaluable to you when thinking how to build excellent ILMs.
  2. Checkpoints: are the core architecture or backbone of an ILM. This module has four of them. When I develop an ILM I believe there should be no more than 10 minutes of audio delivered content (didactic one way lecture style) before a checkpoint. This is an interaction and most often is knowledge checking using formative assessment,  although it could be data mining with a survey or even an Engage style interaction.
  3. Teacher Bio and Email Link: Teaching using ILMs is always better in team and the teacher information can be changed by slide so learning can connect with the person actually doing the teaching. Email is a click away. Also you can build learning community by including a welcome video.
  4. How To Use The Module: I have used another Engage interaction to build a pop up interactive graphic. It is accessed from the tool bar top right hand corner. Its role is to give students an understanding of the Articulate interface environment and the learning benefits of using the features to the best advantage. Each new ILM will have a customized “How to” interface.
  5. Glossary: This has 430+ terms but more will be added later. It is accessible from the top right hand tool bar and is a global resource. I have also listed the Top 100 eLearning Tools for the current year as voted by eLearning professionals around the world. Each one with a link to an introductory webpage of its use in learning and teaching. Hopefully this will encourage people to explore the elearning landscape looking for better ways.
  6. Resources List: This feature is designed to upload documents that can be accessed by the learners. This is particularly useful for the text of scripts of the module voiceover and increases accessibility.
  7. Notes: I have also included the text of the voiceover in the notes area of each slide and included the text from each slide. Learners often find this helpful to read as the sound plays.
  8. Search Function: Having text notes enables the software to search not only all words on slides but the audio script as well. i.e. learners can search for a term the teacher actually said and it will pull up the slide with audio. This is a “biggie” as students/learners are not restricted to linear access and can find specific terms and concepts being taught – at least within a 2-3 minute slide audio. This benefit more than justifies scripting (committing to written text) what the teacher/facilitator says on the voice over.
  9. Resume Alert: This is a useful feature and you can use it to ask learners to take a break or carry out a task independent of the module and they can pick up the content where they left off.
  10. Embedded YouTube Videos: Video is playing an ever increasing role in Learning and Teaching and being able to embed directly into the module and use media streaming is so much more efficient. How to do this in Presenter’13 can be seen here
  11. Engage Interactions: Three different interactive models and diagrams from the Engage ’13 were used. The main clickable circle diagram to describe the Centre concept on frame/slide 23 and the Glossary and How to diagram from the top tool bar. Engage ’13 has 20 different interactions.
  12. Formative Smart Game: A good investment to add some creative resources to your module development is a subscription to the eLearning Brothers Library. They have hundreds of cut out figures and templates for Studio ’13 including Quizmaker ‘13 templates. The World Race metaphor lends itself well to increase learner engagement to a formative assessment.
  13. Formative Quiz: The quiz on slide 20 forward was made in Quizmaker ’13 without a template. It is a very powerful quiz engine with many ways to increase engagement. Using cutout figures in different poses really helps.
  14. Instant Feedback: These interactive quizzes can give instant feedback to the choices and teachers can really support the learning with quality feedback – even to the wrong choices.
  15. Required Completion: You can set the quiz so the learner has to complete it before moving on. It does help learners stay on task.
  16. Online Survey + Video: This was a first and quite an “ah ha”. I realized you could embed a web object (any thing you can access from a browser) in the middle of a Quizmaker quiz.  So the idea of putting an online survey mining data back to Survey Monkey is a great idea. Then I learnt you could embed YouTube Videos in Survey Monkey quizzes as well. Finally I discovered you could alter the embed code and clip a section out of a longer video. Important stuff because other methods use flash and won’t work on an iPad, The pedagogy I used works well on any device and now you can use video clips as discussion starters or part of assessment questions increasing engagement.
  17. Grading can be set: All the grading is adjustable within Quizmaker ‘13
  18. Built in Evaluation: Using an online survey as an evaluation to be completed at the time the learner is doing the module is an advantage.

There was a lot of work to develop this ILM using the features I have described above but I consider it worth it. I am extremely happy with V1 of this module. Yes I will change it further, I consider any ILM to be like software with versions – continually improving.

My Conclusions and Lessons Learnt: I believe if you use PowerPoint and are very comfortable with it and the majority of your teaching is linear i.e. not simulations or scenario based learning then Articulate Studio ’13 Pro is the better choice for you than Storyline. If you are planning a lot of simulations requiring the branching feature then Storyline may be a better choice. You can do a lot more customizing in Storyline providing there is a little bit of the nerd aka programmer in you. However if you are a time poor overworked academic wanting to create stronger pedagogy with the minimum of new stuff to learn, then Articulate Studio ’13 will be an easier take up.

I am planning to use multiple modules similar to the one described in this post as the backbone of a course embedded with other activities into learning sequences managed by LAMS.  This will create more engagement, a better student experience and improved learning outcomes for the courses.

I have a Dream: Because student feedback from assessments can be exported from Quizmaker quizzes in the TinCan API  (the latest SCORM standard) I want to build effective elearning course/s to run from a WordPress website using a new plugin called Learndash.  This is low cost, flexible and a LMS for the rest of us.

I hope this has been a help to you and I invite you to look at the Pedagogy in action in the module itself by visiting “CALLED to Instruct Them in the Practice”.  Contact me directly if you would like to know more of the “how to’s”.

In Support of Excellence
Allan Carrington

Posted in Activity Centred Learning, Interactive Learning Modules (ILMs), LAMS: Learning Activity Management System, Padagogy Wheel, Simulations, Values Based Education | Tagged , , , , , , , , | 1 Comment

At The Padagogy Wheel Core: Immersive Learning Targets Engagement

Padagogy Wheel Target

Jeff Dunn Edudemic“The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?”

Jeff Dunn: Editor Edudemic
Blog Post:Updated Padagogy Wheel
  Tackles The Problem Of Motivation in Education 

KenSpero_withCaption_ThumbnailIn this third podcast episode with Ken Spero, a Senior Strategist with The Regis Company, in Philadelphia, USA we talk about how the pedagogy of Immersive Learning is ideal to tackle the problem of motivation and hits the bullseye at the core of The Padagogy Wheel.

Ken introduces Engagement into the equation and how it drives motivation for learning. He talks about the relationship between motivation and learning design, arguing that the more motivated the learner is, the less context and learning design is needed, and vice versa. – hmmm, now reflecting on that takes more than one cup of coffee for sure. Moving along the subject of “fun” came up and I challenged Ken about simulations being gaming. We then proceeded to discuss the difference between gaming and simulations. It is all about reality and alternate reality of the experience.

I asked Ken if he thought Immersive learning would help teachers work with mutually agreed graduate attributes and capabilities, helping the students embed them in their lives. His response that you can’t teach these in a classroom alone but have to witness them in the real world is fascinating..

We talked about how simulations are ideal for testing and modeling attributes and capabilities measured in context. Then the challenge, that you don’t suddenly learn a capability like “perseverance”.  These attributes and capabilities need to be observed – they are evidenced in behaviours.   You can teach about them but that doesn’t incorporate them into behaviour.

It is so logical when you think about it …or at least when you hear Ken explain the process. If we put the learner into a situation, which requires choices and has consequences in a simple context and story, if it is realistic and the learners are engaged, we can give the learner choices or options which are equally as good as each other but which demonstrate different biases, behaviours and preferences.

Instruction is fundamentally linear, however with attributes and capabilities a lot cannot be separated from each other, they are linked – a part of the same big picture.  We can provide instruction to address any of the fifteen listed in the capability list on the pedagogy wheel poster – but only one at a time. We can actually create simulations to manifest numerous of these 15 capabilities simultaneously in a story. A simulation allows us to leverage off these dynamics within the context of a story

Ken describes in detail how a simulation is a better way to provide a realistic context for learners to demonstrate attributes values and capabilities and provide a close to realistic way for learners to practice for the real world of work. He speaks of the need to adjust and prioritize.

laptopsplitarrowSMLBullseye! Immersive Learning has major advantages over conventional instructional design when addressing the core of the Padagogy Wheel model “Graduate Attributes and Capabilities”.

He goes on the talk about immersion not only for adults but how it can work for the K-12 learning environments Ken explains how to immerse students into the story… the context.  He uses history and the approach of having the students living in the experience … “a day in the life of” approach to a simulation.

He talks about scorecards reflecting the norms of the times and context of the simulation which makes the weighting of choices possible – how a scorecard is similar to a rubric. A scorecard reflects the core elements or behaviours and how we can address autonomy mastery and purpose … the puzzle of motivation.

I had to ask Ken in the middle of the interview … “OK I’m convinced, but how do you start to build a simulation? Is there a process and even better a checklist or template a teacher could follow when wanting to build a simulation for the first time?”  He proceeded to expand his six steps on “Getting Started” from his book “Scenario-Based E-Learning”. (see link in the online resources below).  Following is a direct extract of that section of his book … I can’t say it any better.

Getting Started

Developing a simulation includes elements such as plot and characters that may be new to many designers. However, by concentrating on your learning objectives and the desired performance outcome, you can give focus to your simulation and provide a rich and engaging learning experience. When designing your scenario, follow this six-step framework:

  1. Identify the specific problem or issue that needs to be fixed.
  2. Envision the desired experience. What do you want people to experience when they go through the narrative? Is it a change in behavior? Is it the application of a new skill? Do you want to reinforce something they have been taught elsewhere? Or to allow them to fail forward in a safe environment? What is the outcome you are looking for?
  3. Determine the timeline in which this experience takes place. Is it during the course of an hour-long meeting? A day-in-the-life? A week-in-the-life? A year-in-the-life? This will provide some necessary context for the narrative and determine its scope.
  4. Define success. How is success going to be measured in the experience? What are the learning objectives? Who are the stakeholders and how are they affected by a successful or unsuccessful learning outcome? Is there financial impact or only interpersonal? By truly understanding the scorecard, we can identify root challenges and how to successfully overcome them.
  5. Add conflict. Learners need to face a simulated challenge and solve it as they would in a real-life situation.
  6. Finish the story. After you finish the core narrative, you will be able to go back later and add branches if you like. These elements do not need to be detailed or formalised at this point—you just want enough information to provide a framework.

Now, you should have a solid foundation on which you can build a simulation that is compelling and results in better retention and transfer.

Listen to this podcast episode and download the very helpful job aid in the online resources listed below.  Please don’t just file it away for future reference. As soon as possible grab a SME (subject matter expert) and work through it. Get something on paper and start building a simulation.  Your students will be very grateful. Keep this up and the community will really appreciate your graduates – these graduates will truly make a difference.

Podcast Episode:

 It’s All About Engagement

Simulations are a tool to help students engage with the learning and I began to wonder what engagement-based learning might look like across an entire program – even across all education – and I found this TEDtalk by Gever Tulley on YouTube.  He targets big questions like: Where does competence come from? and  What kinds of experiences predispose children (and adults) to heroic behaviours later in life?

One of the major “ah ahas” for me in this video was “Create a meaningful experience and the learning will follow and do this BEFORE you design any sort of curriculum.  Gever goes on to define a new pedagogical unit he calls the ark. Watch this video and implement this model with simulations and filter everything you design through the grids of the Padagogy Wheel.  Start this at a school and arm your students with a portfolio as Gever describes and they will not only get through the university of their choice, but as graduates they will impact their worlds and make a difference.

Online Resources

Immersive Learning & Simulations Story So Far: If you would like to visit all the blog entries so far that are about Simulations and how to build what I have called ILMS’ (Immersive Learning Micro Simulations) using the latest multimedia software, please follow this link.

  • Scenario and Simulation Authoring Job Aid:  A four-page questionnaire designed as guidance for designers when working with subject matter experts (SMEs) to author a scenario-based learning program. In order to capture and deploy the most realistic and effective scenario possible, SME knowledge has to be transferred to the designer. This job aid will provide a process to capture and transfer that knowledge, through two design approaches. Approach A is an analytical approach. Answering the questions below will provide enough data to author a scenario. Approach B is a storytelling approach. Simply relate what happens in a typical day in the life of the person whose job is recreated in the scenario. Please note that names, situations, and specifics should be changed to protect the identity of the persons involved, and disguise the real-life situations if they are described to provide insight to the scenario. Download the PDF
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.

Immersive Learning Today: Software Tools and Resources

The Padagogy Wheel Story So Far: I developed this concept in July 2012 for use in face-to-face seminars as an aid to understand how to best use the iPad for education.  The interest has been amazing and it has grown into a Learning Design Model for Technology Enhanced Learning and Teaching.  There is the latest version of the Wheel (V3) as well as help how to get the best use from the model, please follow this link.

  • Download the Latest Version of the Padagogy Wheel Poster: This PDF has all the Apps hot linked to their iTunes preview pages and other online resources. It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to this post and the Version 3.0 explanation.  You are also encouraged to print it out for use in your college or school.
  • Introduction to the Padagogy Wheel: A 2 minute video introduction to how the wheel works.
Posted in Graduate Attributes, Motivation Online, Padagogy Wheel, SAMR Model, Scenario based learning, Simulations, Using iPads in L&T, Values Based Education | Tagged , , , , , , , , , , , | 22 Comments

Using The Padagogy Wheel: It’s All About Grey-matter Grids (GGs)

PadWheel V4 thumbnailDOWNLOAD THE LATEST VERSION: V4 published Mar 2015.  This PDF Poster has links to 122 of the latest and most popular educational apps.  Now these resources are available in 19 different languages.  The poster also has app selection criteria according to Blooms taxonomy.  It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to more online resources.  You are also encouraged to print it out for use in your college or school.

GETTING THE BEST USE OF THE WHEEL: The Padagogy Wheel was born out of a desire to help teachers at the coalface of teaching. I wanted a model that could be applied to everything from curriculum planning, development, writing learning objectives and designing student centered activities. Then quickly help teachers access relevant educational technology e.g. individual iPad apps or sequences of apps, to enhance those activities. Finally to help teachers use that technology to redefine activities to include tasks previously inconceivable. I believe this will increase student engagement, improve learning outcomes and empower a student towards transforming into an excellent graduate.

This model is a work in progress … always under review and improvement. Remember its purpose is a reminder to teachers to rethink everything they are doing. A warning: ignoring steps is in my opinion, part of the reason some of our teaching and learning, especially in Higher Education, is so ineffective in bringing about transformation. It is helpful to think about the Wheel as a number of grids through which you filter what you are doing – a way of thinking.

Energy of Intelligence

  1. THE ATTRIBUTES GRID: This is the core of learning design. Teachers or Educator/Academics must constantly revisit Graduate Attributes, things like ethics, responsibility and citizenship, as well as Capabilities for employment. They need to do the hard yards of articulating what they expect an excellent graduate of a program is to “look like” i.e. what is it that a graduate is and does that makes them and their communities define them as successful. Some universities at least in Australia and England, and I would expect in the USA, are constantly working on their graduate attributes and are mapping their programs to them. The blog post by Geoff Scott is really eye opening for college educators. Please visit “If you exercise these capabilities.. You will be employed!” If teachers don’t have a clear picture of the qualities and capabilities of an excellent graduate of their program is, then that is a huge problem and they need to set aside quality time to define this. Now when they have this list of attributes and capabilities, they need to look at their courses and pedagogy and ask ‘how does everything I do support these attributes?’ Is there any way I can build content and activities that help students become “excellent”? Have a look at what the University of Greenwich is doing in the UK. Please visit  “Graduate Attributes – Spin or Education?” and the podcast episode “What Does a Xxxxxx Graduate Look Like?
  2. THE MOTIVATIONS GRID: Once they are thinking attributes and capabilities, teachers then need to constantly revisit motivation. Asking themselves “Why am I doing this again?” That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed. It is so well presented by Dan Pink in the TEDtalk “The Puzzle of Motivation” Thinking through the grid of Autonomy Mastery and Purpose and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Consistently asking the question, “How does the learning environment and activity experience I am building give the learner autonomy, mastery and purpose?” Asking that question and adapting what you do could change everything.
  3. THE BLOOMS GRID: The Blooms Taxonomy is really a way of helping teachers design learning objectives that achieve higher order thinking. You start by thinking “cognitive domain categories”. You start with “remembering and understanding” that’s the easiest category to serve with objectives but produces the least effective objectives in achieving transformation. When supporting academics, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating where higher order thinking takes place. This is the “By the time you finish this workshop/seminar/lesson you should be able to. . . ” type of thinking. With the emergence of the importance of social constructivism i.e. research showing the effectiveness of student centric and activity based learning, those learning objectives need to be mapped clearly to activities. So a better question is “By the time you finish this workshop/seminar/lesson you should be able to <choose and action verb> BY <then choose an activity or outcome>. Now you are ready for technology enhancement.
  4. THE TECHNOLOGY ENHANCEMENT GRID: With learning objectives and outcomes sorted, now think about technology aka apps. How can this serve your pedagogy? You can choose any app or technology you like, the wheel only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time – is there a better tool for the job of enhancing my defined pedagogy?
  5. THE SAMR GRID: Now is the time to think about how to apply this powerful
    Sievemodel. For more information on SAMR  visit this Queensland Govt. Schools Classrooms Connections website. You need answers to such questions as “How are you going to use the technologies you have chosen”?  Take each of your activities and think through how you will use the technology for each task. Ask yourself “Does this activity just substitute i.e. students could easily achieve tasks without this chosen technology, or can I augment or modify the tasks  to improve the activity and increase engagement”? Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of redefinition. Is there any task you can build into the activity that without the technology would not be possible? You can tell when you are successful with this, as there is bound to be one student who will comment “Hey that is cool!”

Please take the Padagogy Wheel out for a spin every day you are teaching and use it.  Then share your experiences especially your best practice … your colleagues will benefit from your collaboration, appreciate it and together we can build transformational outcomes and help students become excellent practitioners and graduates.

Allan

 

Posted in Activity Centred Learning, Graduate Attributes, Padagogy Wheel, SAMR Model, Using iPads in L&T, Values Based Education | Tagged , , , , , , , , , , | 13 Comments