Tags: learning communities, learning theories, teacher beliefs, technology and education
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If we could equate teaching to learning, how would we account for the gaps in students’ achievements even though the students were taught by the same teacher and learnt in the same environment? If students could learn deeply by listening quietly to a teacher, would the traditional way of schooling be viable for our digital generation? Few people will deny the need to reconceptualise the notion of learning when digital media is shaping how learning is taking place in the classroom and beyond the confines of its walls. Learning sciences research is offering us lenses to understand the science of learning, knowledge construction, digital media, and principles of effective learning environments and the role of instruction.
What is Learning Sciences?
By learning sciences, we are not referring to how science is learnt. Rather, we are referring to an interdisciplinary field that investigates teaching and learning in various settings using theories and models from different fields such as cognitive science, educational psychology, instructional science, computer science and literacy studies. We are particularly interested in deep learning which is one of the scholarly inquiries in learning sciences. Like other learning scientists, we are interested in findings ways to understand and design innovative approaches to develop deep learning. By way of introducing learning sciences, we will present brief descriptions of some research areas in this field in the remaining parts of this blog.
What should Educators Know about Cognitive Architecture and Instructional Design?
A key research focus in the learning sciences is the design of learning environments that align with human cognitive architecture. Two key components of this architecture are working memory and long-term memory. Working memory can only process 2-4 elements of new information at one time (Cowan, 2001). Long term memory consists of schemas and has no known limitations.
Research on human cognition has generated a range of practical take-home messages for educators:
- In general, teachers should employ direct-guided instruction when introducing students to new learning materials. Guided instruction includes the heavy use of worked examples, particularly with well-structured problems, whereas unguided instruction requires students to adopt general problem-solving approaches such as trial and error and means-ends analyses which are heavily taxing on working memory.
- When students have developed a sufficient level of knowledge in a learning domain, teachers should not provide guided instruction. High knowledge learners have schemas in long term-memory to guide them when solving problems. However, when presented with external guidance by the teacher, these high knowledge learners are forced to mentally integrate the information provided by the teacher and cross-reference this with their own knowledge. This results in cognitive overload of working memory.
- Teachers should avoid situations which result in the redundancy effect. A common example is when a teacher uses a Powerpoint presentation and reads the text, word-for-word, from the slide. Such an approach causes cognitive overload because learners must attend to two streams of data which are conveying the same information.
- The spatial presentation of multiple sources of mutually-referring information can also lead to cognitive overload. For example, graphics and associated explanatory text are often placed separately from each other. Learners have to attend to both sources of information, because in isolation, neither source conveys the full information needed for the learner to problem solve. The cognitive resources required by learners to mentally integrate the separate sources of information are highly taxing on working memory. The solution is to physically integrate the two sources, thus reducing the search and match processes required by learners to understand the information presented.
Are Positive Learning Environments All about Developing ‘Feel Good’ Schools?
In our inquiry about the design of learning environments, we are also keen to examine the association between school environments and student’s wellbeing. Debates in this focus may conjure up outdated notions of teachers minimising scolding of students to preserve their self-esteem or schools saturated with posters reminding students that they are unique. There are educators who are incredulous of new curricula which invite both students and staff in schools to look at their emotional development. They most probably see it as far removed from the core business of schools and only contributing to ‘feel good schools’ which have little impact on important things in life.
Positive Learning Environments (PLE) are places of learning where the whole of person is engaged in an effort to contribute to the overall development of an individual and in turn his or her communities. The ‘positive’ is both an indication of the more traditional sense of pleasantness and safe, but also a mathematical concept of ‘addition’. It involves adding, contributing to an individual’s development. In PLE, knowledge of the factual traditional curricula of schools is intertwined with knowledge and development of the whole of self. This invariably includes an incorporation of affect in the everyday practice of schools. Affect, in this instance refers to not just the experience of feeling or emotion but also the physiological and cognitive (thinking) components of such experience. Although affect and knowledge acquisition have always been part of learning anything by anyone, it is fair to say that systematically talking about, intervening in and considering affect regulation, quality and development as part of schooling is a relatively new phenomena for schools to take on.
The detrimental impact of aversive affective states (e.g., anxiety) and school environments with components related to high affective dysregulation for students and staff (such as racism, bullying and violence) on learning and wellbeing are now well documented. However, the need for research and development of positive learning environments is not just about the removal of unpleasantness in schools. It is also about the gains which are made when affect regulation and development are also seen as the core business of schools alongside academic development. This research is exemplified by current efforts looking at social and emotional learning (SEL) in schools. SEL is defined as a process engaged in schools where all members of their communities apply themselves to the development and understanding of emotions with an understanding that “learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful” (CASEL, n.d.).
The economic and lifetime benefits of social emotional skills and schools’ unique position to develop them have also been acknowledged in a recent OECD report (see OECD, 2015). The report highlights and acknowledges the increases in access to education but recognises that social emotional skills are needed alongside academic/cognitive skills to foster lifetime success. It is through affect regulation (directly or as a mediator of other skills) that greater cooperation, task perseverance, and problem solving can be achieved by communities and individuals. Although current available evidence in relation to social emotional learning is growing and promising, there is still much to be discovered. What are the key skills our teachers need to engage in SEL? Are the effects of SEL universal? How do we best develop social emotional skills? For that matter, which skills do we develop? What are the best pedagogies that engage the whole of the child and how do we assist our school system to evolve from a system whose origins gave little credence to emotion to ones where knowledge and affect are treated as one.
Positive learning environments are more than just ‘feel good’ schools. They are active learning communities engaged in the education of the whole child for their and their communities benefit. They are complex communities with relationships, processes, and pedagogies directed at affect regulation and cognitive development practices. They are truly the 21st century schools.
Why Should We Study Teacher Beliefs?
In our inquiries into designing learning environments, we are not forgetting the importance of understanding teacher development and beliefs. Teachers develop a sophisticated amalgam of knowledge, beliefs, and skills to be effective in the classroom. In particular, teachers’ beliefs about teaching and learning can provide useful insights into their practice. Beliefs are “psychologically held understandings, premises, or propositions about the world that are felt to be true” (Richardson, 1996, p. 103). Teachers’ beliefs can be classified into views of the teacher’s role in the classroom, the students’ role in the classroom, how the students learn their subject area best, and how to make the subject matter comprehensible to others (Friedrichsen, van Driel, & Abell, 2011). These types of beliefs are often derived from prior K-12 school experiences. They are extremely robust and do not change easily (Jones & Carter, 2007).
Often, teachers are asked to implement new pedagogies in their classrooms that align with current reform efforts (e.g. inquiry-based approaches). Yet, teachers often experience considerable difficulty when implementing new pedagogies as they develop practical knowledge and perceptions of their school contexts. Practical knowledge and perceptions of context are then filtered through core beliefs about teaching and learning which can impact classroom practice. For example, consider a teacher who has just implemented an inquiry-based approach to instruction. After implementation, constraints may develop in the form of practical knowledge suggesting that students have considerable difficulty with the task. The teacher may also develop perceptions of his or her school being unsupportive of reform-based strategies. If the teacher also believes his or her role is to only transmit information to the students, this will likely cause him or her to abandon the strategies. Conversely, in the face of practical and contextual constraints, if the teacher believes it is his or her role to facilitate guided inquiry experiences so that students have some opportunity to wrestle with the concepts, he or she is likely to make modifications to his or her teaching and attempt the pedagogical strategies again (Sickel & Friedrichsen, 2015).
With the example above, we see that helping teachers elucidate and often confront their existing beliefs about teaching and learning is an important part of the teacher development process. A teacher with core beliefs that misalign with a teaching approach is a significant barrier to large-scale implementation. Understanding teacher learning provides important implications for designing teacher education and professional development programs which in turn help teachers enhance their students’ learning outcomes.
How has Digital Media Revolutionised the Way Students Learn?
Increasingly, learning sciences calls for an inquiry into students’ perspectives and the ways in which their literacies are accessed, used and lived in everyday practices, both inside and outside of school (Kim, Tan, & Bielaczyc, 2015). Existing learning sciences research shows an increasing interest in the emerging culture of learning in the virtual spaces. We sum up how students are self-directing themselves online using 5Cs of what they do in this emerging culture of participating online:
- Students are staying connected to their peers and interest-based groups to pursue passion-based learning.
- Often, these students are learning about a specific content or skill from mentors who may not necessarily be adults but have enough experience to share their knowledge with them.
- Students are displaying more ownership of their creative works or digital artefacts Using social media, they communicate their thoughts and “pass on” their works to solicit feedback and appreciation.
- They create networks to stay connected and communicate with people who share their interests and are keen on what they do.
- Learning becomes more distributive and social. Nonetheless, with the diverse backgrounds of people whom they interact with online, learning has evolved from simply group learning to collaborative learning where multiple perspectives of a focused issue are exchanged before a shared perspective is established.
- Conversations no doubt can include playful talks but have become more dialogic to facilitate deeper thinking in online interactions.
- Digital artefacts provide strong evidence of learning. When students interact with others online, learning has become more participatory. To learn from one another means there must be learning by doing.
- There are more bodies of research that show students are developing dispositions of experts as they learn by doing and intentionally cultivating thinking skills which classroom teachers are trying to develop in key content areas in the formal learning spaces.
- With learning becoming more distributive, collaborative and participatory, students are developing ways of managing their works and feedback online. Curation becomes part and parcel of what they do such as creating tags to organize their online artefacts.
- Students are looking for ways to exhibit and curate their current and past works using social media using Google Plus, Facebook or using apps to create their own websites.
In order to pursue our work in learning sciences, we have formed the LƩARN (Learning Sciences Affect Research Network) HDR cohort group. This is a group uniquely created for HDR students within the School of Education to embark on research related to the field of learning sciences. To build our student’s research capacity, we are conducting a series of workshops and forums in the second half of 2016. You are welcome to contact anyone of us for further information about this group and the research we do. We also welcome any comment and feedback from you regarding our research interests or activities in LEARN.
Researchers in LΣARN
|Dr Lee Chwee Beng
|Dr Aaron Sickel
|Dr Lynde Tan
|Dr Jose Hanham|
|Dr Roberto Parada
CASEL. (n.d.). Collaborative for academic, social and emotional learning. Retrieved from http://www.casel.org/social-and-emotional-learning/
Cowan, N. (2001). The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87–114.
Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376.
Kim, B., Tan, L. & Bielaczyc, K. (2015), Learner-generated designs in participatory culture: what they are and how they are shaping learning. Interactive Learning Environments, 23(5), 545 – 555.
OECD. (2015). Skills for Social Progress: The power of social and emotional skills. Retrieved from http://www.oecd-ilibrary.org/docserver/download/9615011e.pdf?expires=1461906844&id=id&accname=guest&checksum=B24ED59A273470F52724E55D6AA51152
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (pp. 102-119). New York, NY: Simon & Schuster Macmillan.
Sickel, A. J., & Friedrichsen, P. J. (2015). Beliefs, practical knowledge, and context: A longitudinal study of a beginning biology teacher’s 5E unit. School Science and Mathematics, 115(2), 75-87.
Tags: exemplary teachers, learning communities, technology and education
from Jane Hunter
This post is dedicated to my parents, Patrice and Noel, and to Anna who all had great passion for education and sadly passed away in 2014.
On the 5 March Sir Ken Robinson will give the first annual Anna Craft memorial lecture: Educating for creativity: From what is to what might be at Exeter University in the UK. It will be available on YouTube at a later date. Professor Craft passed away last year after a very brief battle with an aggressive cancer. She was 53. She and Sir Ken worked closely together for many years prior to his departure to the US and it is her seminal work in ‘possibility thinking and creativity’ (Craft, 2002; 2005; 2006; 2011a); 2011b); 2012) that leaves a significant intellectual legacy for education in schools. Groundbreaking studies – years ahead of their time.
Craft’s writing and scholarship formed the epiphany moment in my doctoral studies – that instant when all that I had read, the data from research, the years of teaching and thinking about the role of technology in learning in schools … it suddenly all made sense. Light bulb! Light bulb! Light bulb! I emailed Professor Craft at the time and she emailed me back – we planned to work together this year.
Teachers who forge ahead and integrate technology in the most highly creative, intellectual and imaginative ways view childhood and youth as empowered, not at risk, in digital landscapes. The notion of LifeWork became important in my research and “how creativity in children and young people must engage with the needs and rights of the inward, in the home and the personal, and with the outward, in work and in public life” (Craft, 2005, p.150). Craft (2005) provided an important and provocative lens quite early on, that on the one hand questioned the promotion of children’s creativity in schools, and yet on the other, there was a “parallel drive towards technicisation and bureaucratisation, which, had the effect of reducing creativity in the teaching profession” (p.10). Creativity and the role of the Arts in education is also a major pre-occupation in Robinson’s intellectual work; both scholars write, argue, research and promote ideas of possibility in teaching and learning in schools.
The name High Possibility Classrooms or HPC for a fresh model for contemporary teaching practice seemed a logical step towards the end of my research of four exemplary teachers’ knowledge of technology integration in the classrooms of 6-16 year olds in NSW public schools. The doctoral study is now the subject of a new book Technology Integration and High Possibility Classrooms: Building from TPACK; it was published by Routledge on March 9, 2015. See here to order a copy.
The warrant for the book stems from a need for robust theory drawn from research to underpin technology integration in learning in education contexts – Technological Pedagogical Content Knowledge or TPACK (Mishra & Koehler, 2006) is a well known theoretical framework, heavily researched and is highly respected in schools and in higher education – the HPC model for technology integration builds on the important work of TPACK. HPC has five conceptions – see Figure 1 and 22 themes of students learning processes and teaching strategies – see Figure 2.
Professor Punya Mishra has written the foreword in the book. He refers to the core of TPACK as directly relating to teacher creativity: “the framework acknowledges that teaching (particularly in novel, and technology-rich contexts) is complex, and requires both problem seeking and problem solving. The flexibility and range of knowledge that are necessary to integrate technology thoughtfully makes technology-savvy teaching an inherently creative act” (Hunter, 2015, p. xi).
Briefly, the first chapter in Technology Integration and High Possibility Classrooms: Building from TPACK examines global policy and education trends in technology integration in Australia, the USA and the UK. There is a critique of East Asian models of schooling and a picture of technology integration in schools in Singapore and South Korea is illustrated. Chapter 2 discusses other models for technology integration principally TPACK and there is a brief reference to SAMR (Puentedura, 2006). The view of HPC as action knowledge is proposed towards the end of this chapter.
The following four chapters (3-6) are the case studies from the research and readers come to understand the worlds of Gabby, Gina, Nina and Kitty: early years, primary or elementary, middle and high school classrooms. In January this year Education HQ commissioned a series of articles about the teachers in the HPC study and if you click on each of the links above you will see a quick offering from the classrooms to acquaint yourself with the kind of practices that I argue will shift teaching and learning in our schools.
In Chapter 7 the commonalities and differences in exemplary teachers’ knowledge of technology integration are assessed from the point of view of the research. In the final chapter the question of whether all schools can create High Possibility Classrooms is posited from an urgent need to re-tool the discipline of education (Furlong, 2013) using conceptions of theory, theory, creativity, public learning, and life preparation. Collectively, the HPC conceptions work in concert with the fifth conception, contextual accommodations to create action knowledge (AK). These outcomes occur through actions both at the level of practice, through policy considerations, out of ideas for professional development for teachers and future research in schools.
Each chapter in the book has an end section for professional conversation using a series of discussion pointers to guide professional learning in technology integration in teacher education whether that might be in-service or pre-service teachers. I trust it will be useful. The case studies in the book are timely and add to what we know about technology integration from exemplary teachers’ perspectives – see Figure 3. They are inspirational examples for all teachers, they are being mapped to the AITSL standards and more research to validate the HPC model in mainstream classrooms is currently being conducted in primary and high schools.
I will use Technology Integration and High Possibility Classrooms: Building from TPACK in my own teaching – in teacher education we have the dual imperative to know how to use technology/learning management systems/blended learning approaches and so on; however we also have to model the rich pedagogical practices that we want our future teachers to action in classrooms.
I look forward to continuing the conversation.
Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. London: Routledge.
Craft, A. (2002). Creativity in the early years: A lifewide foundation. London: Routledge.
Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Abingdon: Routledge.
Craft, A. (2006). Creativity and wisdom? Cambridge Journal of Education, 36(3), 336-350.
Craft, A. (2011a). Approaches to creativity in education in the United Kingdom. In J. Sefton-Green, P. Thomson, K. Jones, & L. Bresler, (Eds), The Routledge international handbook of creative learning. Abingdon: Routledge.
Craft, A. (2011b). Creativity and education futures: Learning in a digital age. Stoke on Trent: Trentham Books.
Craft, A. (2012). Childhood in a digital age: Creative challenges for educational futures. London Review of Education, 10 (2), 173-190. Retrieved from http://dx.doi.org/10.1080/14748460.2012.691282
Furlong, J. (2013). Education – An anatomy of the discipline. Abingdon, England: Routledge
Hunter, J. (2015). Technology Integration and High Possibility Classrooms: Building from TPACK. New York: Routledge.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Puentedura, R.R. (2006). Transformation, Technology, and Education. Retrieved from http://hippasus.com/resources/tte/
Dr Jane Hunter teaches in the School of Education and is a member of the Centre for Educational Research at the University of Western Sydney, Australia. She researches in the field of technology integration and learning, pedagogy, curriculum and teacher professional development.
A Pedagogy of the Streets November 19, 2013Posted by christinefjohnston in Directions in Education, Education and the Environment, Engaging Learning Environments.
Tags: democracy and education, education and transformation, learning communities
by David R Cole
When we exit the university or school and walk down a street we are still learning. Some of us may wander and stare at our mobile devices, musing at the latest posting on Facebook or the info-feed on Twitter. Others, perhaps more like myself, may look outwardly at the particular scene in which we find ourselves and try to take in the atmosphere of the ‘street situation’. You might be surprised to hear that on one such an occasion I was stopped in my pondering by a street performance, that has made its way into my thoughts as a professional educator and researcher, and I would like to share with you now. Many municipalities in the UK sponsor festival ‘street artist’ events, which are specifically designed to shake us out of our subjective shells and make us think about what is happening ‘in the moment’ and in reconciliation of our relationships with the streets. I had stumbled unwittingly into one such scenario, and was forced to reconsider many of my assumptions and beliefs out there, ‘on the streets’, away from the safety of controlled pedagogic action, assessment and institutional regulation.
Who is Jeremy Farquhar? This was the first question that I was made to confront. My cynical self could say that he is just another street performer, a character created for general amusement purposes. But if I permit myself to be moved more deeply, I could wonder how and why a clown should confront me on the street and simultaneously have knowledge of the workings of global capitalism. The truth is that if we are to be able to appreciate the ‘pedagogy of the streets’ we need to set aside the conditioning and anaesthetic of professional learnt knowledge and the networks that keep this knowledge in place. The edifice of our shared culture shields us against questioning the deeply held assumptions that ironically we want our students to be able to engage with and learn about. The clown said to us: “you are not watching T.V.”
Once I had let my guard down and allowed myself to engage with the ‘pedagogy of the streets’, I could ride with the ideas that were presented. For example: we communally commit war crimes in Afghanistan and Iraq by not questioning the continued use of force in those lands. One may counter, “well it is better there than here”. But is the war on terror really better if it is fought overseas? How and on what grounds can we make such a judgement? Jeremy Farquhar didn’t give me the answers; he just provoked the thought, and took away the comfort of living in a privileged country far from the battlefield for an instant. It turns out that Farquhar is a butler, who listens into the conversations of those in power without making any decisions or affecting a singular course of action. In short, Farquhar is a corridor, an ear, a portal to a place where the truths of our globally unequal society are understood and enacted.
We are all walking on a tightrope. On one side of the rope is the continued reliance on debt to make everything in our world work, and the so called inevitable “fiscal cliff” that the debt produces. On the other side of the rope are the consequences of the evolution of a ‘one world system’, and the mono-culturalism that this system ultimately entails, including environmental disaster, over-population, and the global mass movement of people away from places of shortage, war and conflict and in search of a ‘better life’. What is the possibility of resistance to falling off the rope? What can we do in the face of such negative, unwholesome and divided options? Farquhar transforms himself into a sadhu, a modern Gandhi figure, advocating non-violent revolution and the counteraction to the ‘politics of fear’. I let myself be transported to a place where a solution to the current predicaments was possible, where politicians did listen to the facts of environmental science, where the education system teaches wisdom in preference to personal efficiency and the fundamentals of fitting into ‘one world capitalism’. If there is hope today, it lies in ‘a pedagogy of the streets’ and communally thinking through the real conundrums that face us in a profound and deep manner, rather than the continued farce and cover-up of political life. Thank you Farquhar, whoever, and wherever you are…