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2014年11月2日 星期日

Multiple Intelligences (MI), Dale's Cone of Experience, Blooms' Taxonomy, and me

Multiple Intelligences (MI) and me
Result after taking Multiple Intelligences Quitz.
      Before I took the Multiple Intelligences (MI) test, I already knew I am visual/spatial kind of a guy, for I have strong sense of direction and space, and I recall things easily from actual scenes (pictures) I saw in the past.  What makes me that way is unknown but is probably because of the blood in my family, for my father and brother are all air force pilots.  Nonetheless, it still shocks me when I hit full scores (25 points) at visual/spatial aspect in Birmingham Grid for Learning.
      I am also good at interpersonal and intrapersonal parts of the grid (both hit 22 points).  Not only do I enjoy some quality down time by solitary learning, but also the fun and intelligent sparkles inspired by engaging group and social activities.  That probably explains why I chose Foreign Service as my career for last 12 years.
      Musical aspect ranks third (21 points) in my MI strength according to the grid, probably because I learned playing piano for 6 years before high school and quite enjoy the experience.  Although I get some mediocre scores (both 20 points) in Logical and Linguistic aspects of the grid, what really surprised me is that I only got 19 points at Kinesthetic aspect and the reason of that is yet to be discovered, because I thought I am quite good at “learning by doing” and “experiential learning” which also become part my belief in teaching.

Dale’s Cone of Experience:
Dale's Cone of Experience-Original
      Dale’s Cone of Experience really makes a lot of sense to me regarding the degree of abstraction on vehicle chosen for teaching and learning.  It seems to me that concrete and direct purposeful experiences are much better serving as effective and efficient means for teaching and learning than highly abstract text/verbal symbols.  Therefore, items listed on the higher tier of Dales’ Cone of Experience do not represent any superiority than items listed on the lower tier of the cone, because these items are distinguished by the degree of abstraction.



Blooms’ Taxonomy:
      Blooms’ Taxonomy, on the other hand, does depict a bottom-up cluster of lower to higher order thinking skills, which are widely accepted and used in modern educational scholars, experts, as well as practitioners, no matter in its original form of taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) or later revised form of taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating).  It is now very often the requirement for modern instructors to deliberately design their lesson plan so that learners could develop the ability of using Higher Order Thinking Skills (HOTS) such as applying, analyzing, evaluating, and creating.

The Universal Design for Learning (UDL):
      According to National Center of Universal Design for Learning, Universal Design for Learning (UDL) “is a set of principles for curriculum development that give all individuals equal opportunities to learn.  UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.”  It also comes with three principles to provide “multiple means of representation”, “multiple means of action and expression”, and “multiple means of engagement” to learners so that all individuals could obtain equal opportunities to learn.

Theory of my choice:
      My teaching strategy varies depending on the subject and content of the instruction.  Although I intend to keep my teaching strategy flexible, my goal is always to create an engaging and interesting learning environment featuring task-based and cooperative approaches, because I found students learn most not only when they engage the task with passion and interests, but also when they work together in team and communicate to share their thoughts and help each other in order to complete the task.  Therefore, I always remind myself to design tasks and activities that students could actively hands-on and involve in the task or project.  And it is logical to assume that experiential learning theory or constructivist theory should be my favorites among various learning theories.
However, the fact that there are so many competing learning theories nowadays makes the point there is no single learning theory so far that is absolutely true, accurate, persuasive or powerful enough to explain everything regarding the question of how people learn so as to exclude other theories and dominate the field.  It seems these competing learning theories are majorly different in their research focuses and scopes, yet none of them can provide a completely satisfactory explanation on how people really learn, otherwise there would not be the latest development of educational neuroscience at least to try to examine and explain how our brain really works in learning process.  Therefore, I do not believe there is one learning theory that best explains how people learn. 
Nonetheless, I do believe that, for modern instructors, it is important to examine various learning theories from a pragmatic point of view: knowing how to extract and accommodate useful elements of different learning theories to practical curriculum designing process so as to help students learn more effectively and efficiently. 
After some research, I really like the article “How People Learn: introduction to learning theories” developed by Linda Darling-Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso of Stanford University’s School of Education in December, 2001, on website:http://web.stanford.edu/class/ed269/hplintrochapter.pdf.  This article not only provided quite complete, concise and easy-to-understand description on the development of learning theories in human history, but also raised a very important point regarding learning theories and curriculum design:
“Today teachers utilize a variety of classroom practices that are based on all of these ideas about learning. Contemporary learning theory recognizes the role that both experience and reflection play in the development of ideas and skills. Researchers and practitioners appreciate that reinforcement and practice play a role in the development of skills, and so do cognitive intent, effort, and reasoning. They acknowledge the importance of developmental stages; they also recognize that development can also be encouraged through social interaction and the structuring of experiences within the learners’ zone of proximal development or readiness sphere. Modern learning theories incorporate the role of culture and other influences on experience in views of how people construct their understandings and develop their abilities. Contemporary theories also recognize that the content matters – the nature of the disciplines has much to do with how they are learned and best taught. In large part because of differences in underlying views of the purposes of education, debates continue about “best” teaching practices. There is greater appreciation of the fact that different strategies are useful for different kinds of learning. It is most productive to think of these issues in terms of what kind of learning is sought in what contexts and then deliberate about what strategies may be most appropriate for those goals.”
If only one theory to be chosen, I will go for the constructivist theory, although Dr. George E. Hein argued in 1991 in his “Constructivist Learning Theory”(http://www.exploratorium.edu/ifi/resources/constructivistlearning.html) that “there is nothing dramatically new in constructivism: the core ideas expressed by it have been clearly enunciated by John Dewey among others, but there is a new, widespread acceptance of this old set of ideas, and new research in cognitive psychology to support it.” 
For constructivism, a learning theory emerged over the past three decades and having tremendous impact on learning, is derived from cognitivism which, along with behaviorism, is considered as one of the most influential and popular perspectives in learning theories, constructivism does provide a larger scope and accommodation on research efforts to explain how people learn.
According to “Concept to Classroom: Constructivism as a Paradigm for Teaching and Learning” developed by Educational Broadcasting Corporation at website http://www.thirteen.org/edonline/concept2class/constructivism/, constructivism says that:
1.      People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. 
2.      In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
3.      Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.  You might look at it as a spiral. When they continuously reflect on their experiences, students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. One of the teacher's main roles becomes to encourage this learning and reflection process.  The teacher acts as a facilitator. 

References:

  1. Birmingham City Council (2014). BGfL Multiple Intelligences. Retrieved on October 31, 2014, from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
  2. CAST: About UDL. (n.d.). CAST: Center for Applied Special Technology. Retrieved October 31, 2014, from http://www.cast.org/udl/
  3. Constructivist Theory (J. Bruner). (n.d.). TIP: Theories. Retrieved October 31, 2014, from http://home.sprynet.com/~gkearsley/tip/bruner.html




2014年10月18日 星期六

Gaming, Mobile Learning, Augmented Reality, and Immersive Learning Environment in Teaching and Learning

     
       I was born and raised in an air force family.  My father is both a retired civil airlines pilot and retired air force fighter jet pilot.  My little brother still serves in air force as a F-16 fighter pilot.  I always wanted to become a pilot if I did not get near-sighted during junior high school years.  However, because of family tradition and influence, I am very interested in flying sort of things.  Therefore, not only do I enjoy flight simulation games and other virtual reality simulations, I also understand how important the virtual simulation, augmented reality and immersive learning environment are for effective and efficient professional training for all real-world airlines and air force pilots.
    
        To begin with, almost every pilot, no matter in civil airlines or air force, is required to complete flight simulator training programs on the ground before they can really fly the real jumbo jets or fighter jets.  Familiarization by simulator training can not only address flight safety concerns but also can effectively reduce the cost by training in real airplanes.  There are lots of very complicated PC games for flight simulation available in market with goals to "train" players how to fly a plane in a manner as real as possible.

   
       Furthermore, Head-Up-Display(HUD) (http://en.wikipedia.org/wiki/Head-up_display) equipped on military planes and civil airliner jets is actually an augmented reality device which provides pilot with the most current altitude and speed reading, artificial horizontal line, flight path indicator and other crucial flight information through a reflective glass panel mounted either on the front dashboard in cockpit or directly on pilot's helmet.  So the augmented reality equipment effectively enhances pilot's situation awareness. 
   
       As a matter of fact, gaming/simulation, augmented reality, and immersive training environment are commonly used for military training purposes by all services.  These technologies are also used for training law enforcement officers regarding how to engage potential armed suspects, training firefighters how to effective and safely put out a fire in different scenarios, as well as for medical surgery training purpose so doctors can practice the specific procedure of complex operation in virtual reality before they use it on real patient.  Some other simulation games/programs, like an epic simulation game "Civilization", are designed to train users (in other words, users will learn) how to efficiently allocate limited resources in governance. 
    
 


        Now, we can certainly utilize gaming, mobile learning, augmented reality and immersive environment for teaching and learning purpose.  According to experiential learning theory, "experiential learning is a cyclical process that capitalizes on the participants' experiences for acquisition of knowledge. This process involves setting goals, thinking, planning, experimentation, reflection, observation, and review. By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning.  Experiential learning theory "provides a holistic model of the learning process and a multilinear model of adult development" (Baker, Jensen, Kolb, 2002, p. 51). In other words, this is an inclusive model of adult learning that intends to explain the complexities of and differences between adult learners within a single framework. The focus of this theory is experience, which serves as the main driving force in learning, as knowledge is constructed through the transformative reflection on one's experience (Baker, Jensen, Kolb, 2002)." (Oxendine, Robinson, Willson, 2004)


The graphic above is a representation of the Experiential Learning Cycle, which includes the components of experience, critical reflection, abstract conceptualization, active experimentation, and more critical reflection. Real experiences help the individual learn advanced abstract concepts. The experiences might result in paths, which allow the individual to actively collect information to learn and become a member of the community of practice. Perhaps critical thinking and reflection may refine ideas or lead the individual to consider alternate possibilities. Each phase potentially leads to another and builds upon the former. By Frank LaBanca (2008).


        But what are the reasons and challenges of using these emerging technologies in education?  Here are some thoughts:

Reasons to use emerging technologies in teaching and learning:

Educational Benefits for teaching and learning:
·    Can be used with task-based teaching/learning techniques so as to relate learning/training to real-world situations and develop problem solving skills (Gee, 2012);
·    Effective study and evaluation tool in the classroom;
·    Assisting learners with different learning styles (Dieterle, Dede, Schrier, 2007);
·    Enhancing classroom reflections;
·    Facilitating classroom projects;
·    Can be used to diversify the types of learning activities students partake in (or a blended learning approach);
·    Can be a useful add-on tool for students with special needs like ADHD (Attention Deficit Hyperactivity Disorder);
·    Can be used as a ‘hook’ to re-engage disaffected youth;
·    Devices with emerging technologies used are often more lightweight than books and PCs.

Social and Economic Benefits:
·    Relatively inexpensive opportunities, as the cost of mobile devices are significantly less than PCs and laptops;
·    Multimedia content delivery and creation options;
·    Continuous and situated learning support;
·    Decrease in training costs;
·    Potentially a more engaging and rewarding learning experience.

Challenges of using emerging technologies in teaching and learning:

Technical challenges:
·    Emerging technologies are often not matured thus not fully utilized for educational purposes;
·    Low digital fluency of faculty;
·    Pleasant using experience required high speed bandwidth, CPU and graphical computing for smooth/fast streaming and graphical presentation;
·    Number of file/asset formats supported by a specific device;
·    Content security or copyright issue from authoring group;
·    Multiple standards, multiple screen sizes, multiple operating systems; Frequent changes in device models, technologies, functionality etc.;
·    Reworking existing E-Learning materials for mobile platforms;
·    Risk of sudden technology obsolescence.

Social and educational challenges:
·    “Digital Divide”: Accessibility and cost barriers for end users ; access to and use of the technology in developing countries;
·    Inappropriate use of mobile devices (cell phones) by students;
·    Competition from new models of education;
·    How to support learning across many contexts;
·    Developing an appropriate theory of learning for the mobile age with emerging technologies;
·    Tracking of results and proper use of this information;
·    Protection on personal and private information and content;
·    Disruption of students' personal and academic lives;
·    Risk of distraction.


Reference:

  1. Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 18, 2014, from http://epltt.coe.uga.edu/
  2. Baker, A., Jensen, P., & Kolb, D. (2002). Conversational learning: An experiential approach to knowledge creation. Westport, Conn.: Quorum Books.
  3. Gee, J. (2012). James Paul Gee on Learning with Video Games (YouTube). Retrieved October 18, 2014, from https://www.youtube.com/watch?v=JnEN2Sm4IIQ
  4. Dieterle, E., Dede, C., & Schrier, K. (2007). “Neomillennial” learning styles propagated
    by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. Retrieved October 18, 2014, from http://gseacademic.harvard.edu/~hdul/Dieterle-Dede-Schrier-NLS-2006.pdf


2014年10月12日 星期日

Reviews on Interesting WebQuests

       A WebQuest is ainquiry-oriented lesson format in which most or all the information that learners work with comes from the web.  It is that by using internet as the resource of information and knowledge, learners try to answer the questions, resolve the problem, or complete the assigned task.  WebQuest can be created using various programs, including a simple word processing document that includes links to websites.  Using Prezi, PowerPoint, Slideshare, Glogster, and Capzles as platform can certainly provide more interactive content for WebQuest.  

      WebQuest is designed to make learners use Higher Order Thinking Skills (HOTS): [Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating].  Generally speaking, WebQuest has 6 essential parts: Introduction, Task, Process, Resources, Evaluation, and Conclusion.  Per the statistics data provided in each WebQuest on Zunal.com, it seems Task and Process sections get more attentions from users than any other section in a WebQuest, maybe because these two sections contain the most important information in a WebQuest.  

      Here are three very interesting WebQuests I found on Zuna.coml:


The Life and Times of William Shakespeare!

(http://zunal.com/webquest.php?w=68364)

Evaluation: 6 points.

      This WebQuest is very informative and well-designed.  The site uses clearly labeled steps and sections and is visually appealing.  The instruction of assignment in the Webquest is easy to follow.  This WebQuest also require learners to use Higher Order Thinking Skills (HOTS) and group collaboration to address the assigned questions and task. This WebQuest is also ranked #1 in the "15 most favorited" list on Zunal.com.




















2014年10月4日 星期六

Web Tools/Apps Review

ABC Mouse: 15 points

        ABC Mouse is an amazing multi-platform(website and app) software which provides full online curriculum of reading, math, science, art & colors, as well as music for students of  preschool through kindergarten.  I found this software very well-made and use it for my 4-year-old and 2-year-old to have fun in learning, and my 8-month-old seems can't wait to play it too.

https://www.abcmouse.com/




Web Tools/Apps Review

LINE: 14 points

        LINE is an extremely hot multi-platform communication app in some Asian countries, which works like Skype and is totally free.  It is the huge collection of cute and colorful stickers you could use in text makes LINE so darn popular in Asia.  LINE is also new on list and ranked #95 in Jane Hart's "Top 100 Tools for Learning 2014" released on September 22, 2014.  LINE might need to used in combination with other applications in order to allow students for project creation but is an excellent platform for formative assessment and collaboration.

http://line.me/en/




Web Tools/Apps Review

Nearpod: 15 points

        Nearpod is a fabulous multi-platform website/app which enables instructors to engage students with interactive multimedia presentation and instructions, tests and surveys, responses and feedbacks, evaluations and assessments all in an real-time manner, offering more personalized guidance and interaction with students regardless their locations as long as they are connected to the internet.





        Instructors will be able to create or download interactive multimedia presentations that can be shared with students across their devices then track control their activities in real-time. Students will be able to use smart phones, tablet computers or any mobile device and PC/MAC to assess to the learning materials, interact and submit responses so the instructors can monitor and measure student results on an individual and aggregate basis.





http://www.nearpod.com/rocking-web/

http://www.slideshare.net/Yfandes/using-nearpod-to-create-interactive-lesson-plans

https://www.haikudeck.com/nearpod-in-the-classroom-an-educators-to-education-presentation-neBAJvG2L3

        Nearpod can be also used for distance learning, since students can join instructors’ Nearpod session from anywhere.  Nearpod is new on the list and ranked #56 in Jane Hart's "Top 100 Tools for Learning 2014" released on September 22, 2014.