8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 1/32

Building Connected Learning for the Digital Age

Cyprien Lomas, Ph.D. and Ruben R. Puentedura, Ph.D.

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 2/32

Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition . Austin, Texas: The New Media Consortium.

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 3/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 4/32

Connected Learning

# Learning Principles

# Interest-Powered

# Driven by learner interests and passions

#  Academically Oriented

#

Focused on intellectual growth & openingof social, economic, political opportunities

# Peer Supported

# Based upon an underlying ecology of

peer participation, sharing, feedback 

# Design Principles

# Production-Centered

# Learners as makers and

# Openly Networked

#

 All learning settings – schcommunity – linked and

# Shared Purpose

# Cross-generational, cros

focus on common goals

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 5/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 6/32

Participatory Culture

! Forms:

# A "liations # Expressions 

# Collaborative Problem-solving 

# Circulations 

! New Literacies, Requiring New Skills:

# Play – Performance – Simulation – Appropriation – Multitasking – Distributed Cognition

Intelligence – Judgment – Transmedia Navigation – Networking – Negotiation 

! Associated Concerns:

# The Participation Gap 

# The Transparency Problem 

# The Ethics Challenge

H. Jenkins et al. – Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The MacArthur Foundation (2009)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 7/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 8/32Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition . Austin, Texas: The New Media Consortium.

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 9/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 10/32

Connected Learning

# Person in the street interview

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 11/32

Connected Learning

# How to make a streeter…

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 12/32

 The Road to Agile

# Brooks: The Mythical Man-Month (1975)# “The man-month is a fallacious and dangerous myth, for it implies that men and months are interchang

# “A small sharp team is best – as few minds as possible.”# “Plan to throw one away; you will, anyhow.”

# Alexander et al.: A Pattern Language (1977)# “Each pattern describes a problem which occurs over and over again in our environment, and then des

the solution to that problem, in such a way that you can use this solution a million times over, without e

way twice.”

# Gamma, Helm, Johnson, Vlissides: Design Patterns (1995)# Translates Alexander’s approach to design from architecture to programming.

# Beck: Extreme Programming Explained (1999)# Defines a programming methodology stressing:

# small teams, working (preferably) in a single room in pairs, with expert customer representatives on-s# short programming cycles, with emphasis on constant refactoring and usable code produced at the # stories jointly developed and negotiated by the customer and the team as the basis for development

# The Agile Software Development Manifesto (2001)# Comprises four values and twelve principles.

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 13/32

 Agile: Four Values

#  Agile Development Processes value:

# Individuals and interactions over

processes and tools;

# Working software over

comprehensive documentation;

# Customer collaboration over contract

negotiation;

# Responding to change over following

a plan.

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 14/32

 Agile Methodologies: Timelapse

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 15/32

 Agile Methodologies: Quick Research Pitch

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 16/32

Institutional Structures and Processes: Impact and Conseq

Mak

Institutional

Objectives

Customization

of Learning

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 17/32

Institutional Structures and Processes

# Global Resources Systems blogs

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 18/32

Institutional Structures and Processes

#  Videoscribe

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 19/32

Building Robust Frameworks to Evaluate and Assess New

# Design Evaluation Phase

# SAMR#  TPCK

# EdTech Quintet

#  Assessment Phase

# Formative Assessment Results# SOLO

# Facione’s Critical Thinking Taxonomy

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 20/32

Substitution

Tech acts as a direct tool substitute, with no

functional change

 Augmentation

Tech acts as a direct tool substitute, withfunctional improvement 

Modification

Tech allows for significant task redesign

Redefinition

Tech allows for the creation of new tasks,

 previously inconceivable

     E    n     h    a    n    c    e    m    e    n    t

Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 21/32

   P  e  d  a

  g   o  g   y   C   

o  n  t   e  n  t   

Technology

PK CK  

TK 

PCK 

TPK TCK  

TPCK 

Punya Mishra & Matthew J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge”. Teachers College Record, 108(6). (2006)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 22/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 23/32

 Applying Seymour Papert’s Four Expectations

# Expectation 1: suitably designed formative/summative assessment rubrics will show improvecompared to traditional instruction. 

# Expectation 2: students will show more instances of work at progressively higher levels of the

# Expectation 3: student work will demonstrate more – and more varied – critical thinking cogniparticularly in areas related to the examination of their own thinking processes. 

# Expectation 4: student daily life will reflect the introduction of the technology. This includes (b

directly observable aspects such as reduction in student attrition, increase in engagement withtheir community, and engagement with communities beyond their own.

S. Papert. An Evaluative Study of Modern Technology in Education. MIT Artificial Intelligence Laboratory Memo No. 371. (June, 1976)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 24/32

“Practice in a classroom is formative to the extent that evid

student achievement is elicited, interpreted, and used by te

learners, or their peers, to make decisions about the next s

instruction that are likely to be better, or better founded, th

decisions they would have taken in the absence of the evid

was elicited.”

Black and Wiliam: Defining Formative Assessment

Black, P. and Wiliam D. “Developing the theory of formative assessment.” Educational Assessment, Evaluation and Accountability . 21:5-31 (2009)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 25/32

 The SOLO Model

Levels derived from SOLO (Biggs & Collis – Structure of Observed Learning Outcome)

! Tier 1: List, Name, Memorize ( Unistructural  )

! Tier 2: Describe, Classify, Combine (  Multistructural  )

! Tier 3: Analyze, Explain, Integrate (  Relational  )

! Tier 4: Predict, Reflect, Theorize (  Extended Abstract  )

John Biggs - SOLO Taxonomy . Online at: http://www.johnbiggs.com.au/academic/solo-taxonomy/ 

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 26/32

Facione: Critical Thinking – Cognitive Skills and Subskills

Peter Facione, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction - Executive Summary . "The Delphi Report". American Philosophical Association, Committee on Pre-College Phi

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 27/32

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 28/32

Building Robust Frameworks to Evaluate and Assess New

# New practices for flipped classrooms

# games

# community-based learning assignments

# new ways of representing knowledge

# sketchnotes (Brad Ovenell-Carter)

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 29/32

Building Robust Frameworks to Evaluate and Assess New

#  The Flexible Learning Team

# instructor, technologist, post doctoral fellow

# assessments - frequent

# how was this assignment?

# clickers

# focus groups

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 30/32

Building Robust Frameworks to Evaluate and Assess New

# Self aware students

# “How do you feel?”

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 31/32

Connected Courses: Active Co-Learning in Higher Ed - Online at: http://connectedcourses.net

8/11/2019 Building Connected Learning for the Digital Age (242337993)

http://slidepdf.com/reader/full/building-connected-learning-for-the-digital-age-242337993 32/32

Email Contact Information

# Cyprien Lomas, Ph.D. – cyprien.lomas@ubc.ca 

# Twitter: @cyprien 

# Ruben R. Puentedura, Ph.D. – rubenrp@hippasus.com 

# Twitter: @rubenrp

 This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Licen