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Transcript of Christina Preston International Doctorate in Education Faculty of Culture and Pedagogy Department of...
Christina PrestonInternational Doctorate in Education
Faculty of Culture and PedagogyDepartment of Learning, Curriculum and Culture
How do
multimodal concept maps
provide insights into teachers’ priorities in a digital
technologies CPD context?
Draft, 40,000 Ed.D. Professional study Chapter One
Research question and literature survey Chapter Two
The research design and toolsChapter Three
The control group: information transmission international computer-based trainingChapter Four
Cohort one: mentored constructive action-based research between England and South AfricaChapter Five
Cohort Two: social interactional practice-based research in England (that includes members of my CoP)Chapter Six
Conclusions that compare the results from the three cohorts (and includes the observations of the co-researchers who have published in this area).
Questions for your consideration
Your advice in this seminar ….
Background to the study
Appeal of the maps
Research questions
Data collection
Quantitative analysis by number
Qualitative analysis by word
Qualitative analysis by sign
Unexpected data
The role of the researcher
Recommendations to the researcher
Further research
Where to stop?
The background to the study
Despite the complexity of pedagogical practice, and indeed as a result of its interdependence
with the regulatory frameworks of the national community, there is very strong evidence that
innovation in pedagogy can be introduced rapidly if they are tied to changes in what is assessed.
B. Somekh (2007) Pedagogy and Learning with ICT Routledge Oxford p.42
My professional practice-based research Preston, C. (2004). Learning to use ICT in Classrooms: teachers' and trainers'
perspectives : an evaluation of the English NOF ICT teacher training programme
1999-2003. London, MirandaNet and the Teacher Training Agency
www.mirandanet.ac.uk/tta.
Preston, C. and J. Cuthell (2007 ). The Perspectives of Professional Educators' on
ICT CPD: Past, Present, Future. N. Pachler. London, NAACE, MirandaNet
Fellowship, WLE, Institute of Education, University of London.
Davis, N., C. Preston, et al. (2008 in press). ICT teacher training impacts multiple
ecologies: evidence from a national initiative. British Journal of Education
Technology (BJET).
Davis, N. E. (2008 in press). How may teacher learning be promoted for educational
renewal with IT? . International handbook of information technology in education. J.
Voogt and G. Knezek. Amsterdam, Kluwer Press.
Davis, N. E., C. Preston, et al. (2008 in press). Theoretical and evaluation
frameworks to inform technology-related professional development for teachers,
tested with evidence from a national study of ICT professional development for
teachers. British Educational Research Journal.
Impact2 (2002) BectaMavers, M., B. Somekh, et al. (2002). "Interpreting the externalised images of pupils' conceptions of ICT: methods for the analysis of concept maps." Computers and Education 38: pp 187-207.
Impact2 (2002) BectaMavers, M., B. Somekh, et al. (2002). "Interpreting the externalised images of pupils' conceptions of ICT: methods for the analysis of concept maps." Computers and Education 38: pp 187-207.
The appeal of MCM
‘Fascinating cultural artifacts’
Mavers 2002
Amy ECDL ICT skills course: Amy ECDL ICT skills course:Figure Two Before Figure Two AfterFirst map Amy CBT
Amy ECDL ICT skills course: Amy ECDL ICT skills course:Figure Two Before Figure Two After
Second map Amy CBT
First map : Tom CBT
Bill ECDL ICT skills course : Figure Three AfterSecond map : Tom CBT
The research questions
The research question
Can semiotic theory increase insights into teachers’ priorities as illustrated in MCM produced in the context of ICT CPD?
The three sub-questions are:
In which ways do MCM scoring techniques provide insights into teachers’ priorities about digital technologies?
In which ways does the labelling of nodes in MCM provide insights into teachers’ priorities about digital technologies?
In which ways does the analysis of sign-making in MCM provide insights into teachers’ priorities about digital technologies?
The themes emerging from the grounded research study, the
attendant literature and my practice
The varied ways in which teachers’ MCM design reflects the cognitive theory that underpins their CPD programme
How the interpretation of learning quality illustrated by the MCM is affected by the multiple roles of the researcher and the co-researchers
• 52 pairs of multimodal concept maps (MCM) (from international collection of 250)
• all map-makers were self-declared ‘advisors’ (teaching other teachers)
• all pairs collected at the beginning and end of a one year course in digital technologies
• same main question reworked from Impact2
How do computers impact on your personal and professional life?
• same procedures reworked from Impact2
20 minutes, pen and paper
Data collection 2003 -2006
Three cohorts Control group (CBT) x 18 ‘advisory’ teachers taking an international computer based training course (CBT) based on information transmission (selected from 100)
First cohort (MAR) x15 ‘advisory’ teachers working in one province in South Africa taking a MirandaNet mentored action research (MAR) CPD programme based on constructive learning (selected from 30)
Second cohort (SCoP)19 ‘advisory’ in England at the IOE taking a MirandaNet designed a scholarly community of practice CPD programme based on social interaction (selected from 25) Some were also members and co-researchers in the CoP, MirandaNet).
Data collection 2003 -2006
Tools for semiotic analysis of the MCM
Number : quantitative scores• connectivity scoring method from Impact2 showing cognitive activity
• new activity score presenting accumulation of concepts
Word: qualitative content analysis• Score sheet developed Impact2 headings that concentrated on basic computer concepts, concrete and abstract
• Transcript analysis that
- establishes learning processes adapted from Daly and Pachler (2007)
- establishes the map makers in SCoP as co-researchers
Word: qualitative content analysisSemiotic framework developed from the work of Jewitt, Kress, Mavers, Somekh, Van Leeuwen (with words included as one element of the analysis)
Theme one: the cognitive theory underpinning the three CPD programmes (Pachler 2005)
Information transmission: learning concepts to reproduce for a test
Constructive learning: mentored action based research
Social interaction: sharing practice based research in a CoP that continues beyond the end of a course with the intention of changing practice and policy
Theme two : the perspective of the researcher (Adler and Adler 1987)
Peripheral member researcher
Active member researcher
Complete member researcher / CoP co-researchers
Quantitative analysisby number
Quantitative Analysis Marton and Booth, (1997), Pearson and Somekh, (2000) & Marton, (1994)
Node - discrete item or set of items
Links - lines from one node to another
Connectivity - number of links
number of nodes
Impact2Method One
Quantitative analysisMarton 1994,Marton and Booth1997, Pearson and Somekh 2000, Mavers, Somekh, Rosterick 2002 (4,000 maps)
88 = 1:1 ratio
SCoP group: Table of connectivity and activity scores
FIRST MAP SECOND MAP FIRST MAP SECOND MAP FIRST MAP SECOND MAP FIRST MAP SECOND MAP FIRST MAP SECOND MAP FIRST MAP SECOND MAP FIRST MAP SECOND MAP1 ID001 Tim 20 36 13 12 1.54 3.00 0 5 0 1 2 2 2 82 ID002 Bernice 31 56 24 42 1.29 1.33 7 11 3 0 2 4 12 153 ID003 Dennis 19 18 20 22 0.95 0.82 3 8 2 1 0 2 5 114 ID004 David 27 52 38 67 0.71 0.78 5 9 0 0 3 2 8 115 ID005 Larry 17 7 22 20 0.77 0.35 6 4 1 0 0 1 7 56 ID006 Kevin 6 18 14 16 0.43 1.13 3 10 3 0 2 5 8 157 ID007 Pippa 57 36 44 40 1.30 0.90 9 16 0 0 3 3 12 198 ID008 Alex 18 9 23 15 0.78 0.60 5 9 0 1 2 3 7 139 ID009 Mark 64 39 46 39 1.39 1.00 10 15 0 0 3 5 13 2010 ID010 Richard 26 51 26 46 1.00 1.11 3 6 3 2 2 1 8 911 ID011 Mel 5 12 6 10 0.83 1.20 3 4 2 1 2 1 7 612 ID012 Paul 28 22 26 21 1.08 1.05 6 12 2 4 1 5 9 2113 ID013 Martin 24 24 24 32 1.00 0.75 10 4 2 4 5 3 17 1114 ID014 Neil 69 29 59 26 1.17 1.12 12 8 2 0 5 4 19 1215 ID015 Malcolm 37 34 39 24 0.95 1.42 7 14 1 4 3 4 11 2216 ID016 Kate 11 29 12 27 0.92 1.07 7 14 2 2 3 2 12 18
AVERAGE 28.69 29.50 27.25 28.69 1.01 1.10 6.00 9.31 1.44 1.25 2.38 2.94 9.81 13.50
ACTIVITY SCOREID NAME
LINKS NODES SCORE SPHERE OF THINKING SPHERE OF THINKING ZONES OF USE
0.00
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SCORE FIRST MAP
SCORE SECOND MAP
Figure 5.2.b. Chart of ScoP connectivity scores
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Series2
Figure 5.2.c. Chart of ScoP activity scores
ECDL ACTIVITY SCORE CHART
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100012001400160018002000220024002600280030003200340036003800400042004400460048005000520054005600580060006200
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STUDENT ID
SCORE
ECDL ACTIVITY SCORE1ST MAP
ECDL ACTIVITY SCORE2ND MAP
TAR ACTIVITY SCORE CHART
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001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016STUDENT ID
SCORE
TAR ACITIVITY SCORE1ST MAP
TAR ACTIVITY SCORE2ND MAP
Significant differencesbetween the cohorts in cognitive activity
2 cohorts of x20 teachers who had
good IT skills
Draft charts
Neil’s first map
Second map Neil
…Talking about mess… no drawings, there are absolutely no drawings on this because I tend to concentrate on maps for developing linguistic skills. I’ve been doing mapping for a very long time and teaching the children how to map so it
becomes almost second nature,…
Neil: long term member of MirandaNet and expert practice based research mapper
From Bloom’s perspective, my first map is overcomplicated, difficult to read and inadequate in categorising the concepts to prove higher order thinking. In the second map, therefore, I have consciously used the affordances of digital mapping to refine and categorise my ideas to illustrate higher order thinking.
Tentative conclusions about MCMInteresting results for groups if you are working as a peripheral researcher (PMR) but only tells you about qualitity of connections not quality
But inconsistent when individual scores are considered….
Professional peripheral researchers may still want to adapt scoring techniques to follow patterns of behaviour in one parameter….
But for classroom practice based researchers the numbers too small, techniques too time-consuming…
Although discussions about the scores between the learners might be profitable….they will require triangulation with other methods
If relying on scores it seems necessary to teach mapping first, like Novak, and explain how the formulas are being used. Impact2 side-stepped this issue by interviewing the map makers…
Qualitative analysis
Word
Impact 2Method Two
Qualitative analysis
Signs and words
Spheres of Thinking
Uses of computers Abstract thoughts about computers
Zones of Use
Score sheet establishing frequency of concepts across a group
START FINISH START FINISH START FINISH START FINISH START FINISH START FINISH START FINISHCOMPUTER SYSTEMS COMPUTER SYSTEMS PUBLISHING/ PUBLISHING/
& NETWORKS & NETWORKS CORRESPONDENCE CORRESPONDENCE
Computer x 4 Computer x 6 Search the Net x 1 0
Networks of communicating Professional x 2
Networks of communicating Professional x 1
Preparation of lessons x 1 0 0 PC games x 1
Music x 2 Music x 2
Stimulating new thoughts x 1 0
0 Smart board x 2 Websites x 3 Websites x 1 Communication x 5Communication x 3 Printing of lessons x 1 0 0 Playstation x 1 0 Personal Music x 1
0 Programmes - maths x 1 Internet x 6 Internet x 8 E-mail x 10 E-mail x 10Scanning of lessons x 1 0 Sport x 1 Sport x 2 0 Entertainment x 1 0
Stimulating innovative ideas x 1
0 ICT suite x 2 0 Broadband x 3 Texting x 1 Texting x 3 Reports x 1 0 Online gambling x 1 0 0 Records x 1 Improving standards x 1 0Multimedia x 2 multimedia x 1 The Web x 3 The Web x 4 Forum x 4 Forum x 3 0 Greeting cards x 2 0 Betting clubs x 1 0 TV x 1 Maths reader x 1 Maths/reader x 1
0 Laptop x 3 Surf Net x 1 0 0 Satellite x 1 0 History project x 2 0 Hobbies x1 0 Radio x 1 GTC course x 1 GTC course x 1
0 IWB x 1 Intranet x 1 0 0 Messenger x 2 0Lesson curriculum x 1 0 Box games x 1 0 Sound x 1 CPD x 2 CPD x 3
0 Desktop x 1 Downloads x 1 0 Discussion x 4 Discussion x 4 0School newspaper x 1 Games x 1 Games x 1 0 Self development x 1
PC x 1 PC x 1 Ideas x 1 Ideas x 2 Chat x 2 Chat x 1 0 Scripts x 1 Gaming x 1 0 0Professional development x 1
0Interactive white board x 2 Info x 3 Info x 5 0 Net meeting x 2 0 Notes on meeting x 1 GNVQ x 1 0
0 Network x 4 Information x 2 Information x 2 0 Social interaction x 2 0 Journal x 1 Applied GCSE x 1 0Hardware x 1 0 Research x 3 Research x 4 0 ejournal x 3 E-learning x 2 E-learning x 3Software x 3 0 Resources x 3 Resources x 2 Chatrooms x1 0 Word processing x 1 Distance learning x 1 0
0 Whiteboard x 1 Searches x 3 0 Faxes x 1 0 Publishing x 1 0 0 Digital course x 10 Wireless network TTA Project x 1 0 0 Facilitating learning x 20 Wireless x 1 PowerPoint x 1 0 0 T + L x 1
0 Scanner x 1 0PowerPoint presentation x 1 0 SATs x 1
0 GTCE x 1 Records x 1 0 0 M.Ed course online x 1Storage systems x1 0
Communication assessment x 1 0 0 Learning Group x 1
0 CD-Roms x 1 Tasks x 1 0Photoalbums x 1 0
0 Paperwork x 1Excel modelling x 1 0Word x 1 0
W/sheet documents x 1 0
0Resources text visual x1
Research Project x 1 00 Creating Resources
12 29 31 32 30 32 13 12 4 8 2 8 9 17
LEARNING LEARNING
Bars 1 and 2 Bars 3 and 4 Bars 5 and 6 Bars 7 and 8 Bars 9 and 10 Bars 11 and 12 Bars 13 and 14
INFORMATION GAMES SOUND SOUNDINFORMATION COMMUNICATION COMMUNICATION GAMES
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Series1
The SCoP group content analysis
Greatest gain Greatest gain
Results: the same analysis of the signs?Daly and Pachler
2007CBT MCM MAR MCM SCoP MCM
& transcripts &collaborative map
cognition abstract and concrete concept decrease
‘learning’ becomes ‘work’
significant increase in abstract and concrete concepts
significant increase in abstract, concrete and scholarly concepts
autobiography despondency and stress about tests
decrease in humour
great hopes of the potential of computers in learning
concentration on the processes and emotions associated with learning
knowledge construction
(constructivism)
Limited - majority of scores drop
Knowledge construction by individuals and the group
meta-learning none (An increase in the use of verbs of doing)
Evidence at the start as well as at the end. Some significant higher order thinking.
Community
(social interaction)
20% comment on communicating socially ; none professionally
Hopes of local, national and global connections envisaged
Professional community links a strong feature of the second maps
WordsTentative conclusions
A researchers find what they are looking for!
CPD programme content
Concrete and abstract concepts related to what is known. Very useful for needs analysis. Surprising what was known before the course started. Also indicated different nature of cohorts that were superficially ‘advisors’.
The cognitive theory underpinning the CPD programme
Daly and Pachler (2007) - social interaction with teachers (MTeach)
Manifest and latent concepts about learning process are valued
in words for the tutor.
cognition
autobiography
knowledge construction (constructivism)
meta-learning
community (social interaction)
Signs(with words as one semiotic unit)
The framework criteriaInformation Transmission
Concepts: graphic and words
Modalities
Materiality of Meaning
Dimensionality
Constructive learning process (autobiography)
Compositional elements and their interrelations
Narratives
Affectual and ludic qualities
Dynamics
Social interaction process
Representations and interaction between the map maker, audience/viewer (and co-researcher)
SignsTentative conclusions
Fascinating opportunity for researchers, tutors, practice-based researchers, and co-researchers
• to view a snapshot of a learner’s priorities at one point in time • to deduce how those priorities might merge with those of the tutor• to increase skills in organising and communicating concepts• to benefit those who are digitally literate• to offer an innovative means of assessment of and for learning• to act as a scaffold in conversations with and between learners about learning progress over a period of time• to act as a scaffold for promoting social interaction
Suggestions for researchers:• decide to teach mapping first, or not• develop data collection procedures about graphics, digital maps, collaborative maps and remotely web maps• avoid scoring……
Adjusting the semiotic framework?
Information Transmission
Concepts: graphics and words
Modalities
Materiality of Meaning
Dimensionality
Constructivism (autobiography)
Compositional elements and their interrelations
Narratives
Affectual and ludic qualities
Dynamics
Social interaction (add Daly and Pachler elements)Representations and interaction between the map maker, audience/viewer (and co-researcher)
Dynamics?
Compositional elements and their interrelations?
N.B. Only one collaborative map by accident and one digital map
Adding to the framework for semiotic analysis in terms of constructive learning and social interaction?
?Daly and Pachler
2007CBT MCM MAR MCM SCoP MCM
& transcripts &collaborative map
cognition abstract and concrete concept decrease
‘learning’ becomes ‘work’
significant increase in abstract and concrete concepts
significant increase in abstract, concrete and scholarly concepts
autobiography despondency and stress about tests
decrease in humour
great hopes of the potential of computers in learning
concentration on the processes and emotions associated with learning
knowledge construction
(constructivism)
Limited - majority of scores drop
Knowledge construction by individuals and the group
meta-learning none (An increase in the use of verbs of doing)
Evidence at the start as well as at the end. Some significant higher order thinking.
Community
(social interaction)
20% comment on communicating socially ; none professionally
Hopes of local, national and global connections envisaged
Professional community links a strong feature of the second maps
Adding to the framework for semiotic analysis?
Constructive learning and social interaction
Somekh and Pearson (2003-2006) - PERLS - with young learners
A theory of transformatory learning mediated by context
Learning creatively
Learning as an active citizen (not quite community)
Engaging powerfully with new ideas
Reflecting on own learning
Social interaction and learning
The unexpected…..
The unexpected…..
The pain of learning….
Malcolm : anxiety and concern
Malcolm : the ‘fun’ narrative%urse:Figure Nine Before
Malcolm: Right well one of the immediate things I see of mine is that last
time there were, I think, concerns and question marks as to what’s going to
happen in the future, seem to figure more … the diagram is much bigger
its got more things on it,…I seem to have developed more ideas on what e-
learning might be. They’re questions still but they’re not necessarily
concerns. My one concern within the evaluation, is in the forum so I’ve got
that on my new diagram here, but words like fun and how I’m going to use
it at school and my increasing use of the internet shows that using all this
stuff in various aspects in my lif e has increased. It doesn’t mean that I
know anymore about what I’m doing but it seems to be that I’ve got some
idea of how it might fit in with these other aspects of education.
A. So the concerns that you had here haven’t mapped across into this
second map. Have they dissipated, or you’ve come to terms with that?
The unexpected…..
The power of collaborative theory development
Malcolm and other co-researchers: a scholarly contribution to e-learning theoryen After
The unexpected…..
A practitioner and an academic journal volume about MCM
Who are the researchers? Who are the learners?
CBT : Peripheral member researcher only
Evaluated a course designed, taught and tested by three different groups
MAR: Active member researcher only
Involved for the duration of the CPD as a member of a MN team: designer, tutor of tutors, mentor of action research, evaluator and researcher
SCoP : Complete member researcher
During CPD as a member of a MN team: designer, tutor of tutors, mentor of action research, marker, evaluator and researcher.
But….
Involved course members as map makers and co-researchers who provided evidence from a valuable perspective
One group develop a MCM to explain e-learning theory based on their practice based evidence
Beyond duration Involved in MirandaNet Fellowship MCM working parties and
publications that have influenced me
Further research work
Further development of
analysis criteria to explore evidence of learning processes
the uses of the MCM for assessment for learning for individuals and groups
the value of collaborative and digital mapping
the potential for internal and external assessment
I’d like to do my thesis as a digital concept map