Developing Critical Thinkers

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Developing Critical Thinkers

Developing a Professional Field of Practice – Quote 2 of 5

The final quote I have chosen to reflect upon comes from the ‘Developing a Professional Field of Practice’ (item 2 of 5), is shown  in the graphic I created below (using the tool at Hetemeel.com).  The quote is from the course textbook (Merriam and Brockett, 2007, p. 255).

Critical Thinking

Objective:  This quote implies educators should [must] develop critical thinkers when involved in adult learning.  What caught my attention were these questions that came to my mind as I read the quote.  “Do I really know what critical thinking is?”  “Are all aspects of critical thinking desirable?”  Later in this post, I will discuss these questions and investigate conflicts regarding critical thinking.  First of all let us discuss this term.  Using the tool from Hetemeel.com, I created the graphic below with Dictionary.com which defines critical thinking as:

Dictionary Critical Thinking

 

The Urban Dictionary defines critical thinking as: “To be able to think outside of the box. To understand both sides of the argument fully, regardless of which side you [believe correct], to give you a full perspective of the whole dispute, hence enabling intelligent thinking.”  Based on the above definitions, it appears that critical thinking is a desirable attribute to learn, not only for yourself but also to help develop in others.

Reflective:  After reading the quote (Merriam and Brockett, 2007 p. 255) and with further research, I realized that most educators believe we should instruct adults in critical thinking skills.  The reason that I asked myself the question, “Do I really know what critical thinking is,” was based on conflicts in discussions I observed regarding faith verses skepticism, or believer verses atheist and agnostic.  There are numerous discussions about if there is a God or no God.  Some of these conversations have been quite emotional.  After reflecting on some of the dialogues I have been exposed to on this subject, I have concluded that sometimes an individual’s own personal biases (including my own) can overtake a discussion.  These deliberations become filled with intense emotion and begin to show critical thinking may no longer be a part of the process.

Interpretive:  The Foundation for Critical Thinking (FCT) is supported by a number of University consortiums.  The FCT promotes essential change in education and society through the cultivation of fair-minded critical thinking.  The term “fair-minded” is what jumped out at me.  I have sensed that some people criticize believers (like me) because they feel we do not use critical thinking skills.  They assume critical thinkers cannot believe in God, so if believers are really critical thinkers then something is wrong.  They think so highly of the process of critical thinking and since they themselves do not believe, they conclude believers are not using the skills properly.  I disagree with their assumption.   My belief and thought process about God is based on personal experiences that are clear, rational, fair-minded and informed by evidence.

I did not believe in God.  I thought I was a product of evolution and was responsible to live out my life as best I could.  It is very hard for human beings to offer unconditional love.  I came across a group of people at the University of British Columbia (UBC), who seemed to have a genuine love for people.  They told me the source of their love came from Jesus.  I did not believe them, but wanted to find out what it really was about them that I found so compelling.  Eventually, I tried an experiment that I did not tell anyone else about.  If God existed then maybe he would communicate with us.  Words attributed to him said, “You will seek me and find me; when you seek me with all your heart,” (Jeremiah 29:13 Revised Standard Version). At the time I was pretty hard hearted, however late one night I talked to God.  Even though I felt silly reaching out to a God I did not believe existed, I really did seek with all my heart.  Nothing happened.  The experiment was finished and I concluded “There is no God”!  As it turns out this was not the end of the story.  Twenty four hours later, God answered in a supernatural way, even when I was no longer looking for him.   He grabbed my attention while I was watching TV.  It felt like a surge of electrical energy knocking me down in a university dorm room.  Three huge surges jolted me three times in less than a minute.  About twenty minutes later I found out that two of the people from the Christian group were praying for me, at the exact same moment, that God would show me he was alive.  I knew these people were praying for me because of their body language and one of them was still seated with a Bible on his lap.  There was no medical explanations for the surges.  There did not appear to be any new electrical equipment in the near vicinity.  I considered the fact that I was not looking for God at the time, so I was not using my mind to create something that did not really happen.  Looking at all of this evidence I concluded “God is alive”.  Since that day I have seen hundreds of demonstrations of his love, answers to prayer and even some creative miracles effecting people right before my eyes.  All of these experiences are evidence to me, in understanding that God and the supernatural exist.

Decisional:  At the beginning of this journal entry, I asked two questions; “Do I really know what critical thinking is?”  “Are all aspects of critical thinking desirable?”   I now understand through definitions and examples what critical thinking is.  I need to pay special attention to the aspect of being fair-mined, to counteract my own biases, when critical thinking skills are being exercised.  I have concluded that all aspects of critical thinking are desirable, especially with regard to being open-minded.  I will use John Bean’s 2011 book called, “Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom” for inspiration on activities and exercises to help my learners to develop critical thinking skills.  I plan to look for new critical thinking resources every few months for my future classes and workshops.  I have decided I will join many of my fellow educators, who are committed to help develop critical thinking skills in adult learners.

 

References

Bean, J. C., (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco, CA: Jossey-Bass.

Dictionary.com online dictionary. (2014). Retrieved April 18, 2014 from http://dictionary.reference.com/browse/critical+thinking

Foundation for Critical Thinking. (2014). Retrieved April 19, 2014 from http://www.criticalthinking.org/pages/our-mission/599

Merriam, S. B., & Brockett, R. G. (2007). The Profession and Practice of Adult Education: An Introduction. San Francisco, CA: Jossey-Bass.

Urbandictionary.com online dictionary. (2014). Retrieved April 19, 2014 from http://www.urbandictionary.com/define.php?term=Critical%20Thinking

 

 

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Without the “Doing” – Analysis is Disempowered

In my March 20, post titled Technical Issues, I mentioned the free WordPress theme I choose, does not seem to support APA format.   To check APA compliance please activate this link: APA Format Without the Doing Analysis is Disempowered final

Without the “Doing” Analysis is Disempowered

Developing a Professional Field of Practice – Quote 1 of 5

The third quote I have chosen to reflect upon comes from the ‘Developing a Professional Field of Practice’ (item 1 of 5), is shown  in the graphic I created below (using the tool at Hetemeel.com).  The quote is from the course textbook (Merriam and Brockett, 2007, p. 253).

Without the doing Einstein

Objective:  This quote discusses the core of having a field of professional practice. Without “doing” there is no point to analysing what “could be”.  The thing that caught my attention was the lack of power in reflecting on ideas without taking action.  Researchers Merriam and Brockett (2007, p. 253) define praxis as “the interaction of reflection and action.  Merriam-Webster’s dictionary defines praxis as “exercise or practice of an art, science, or skill; practical application of a theory”.  Educators need to both reflect and exercise action.  Otherwise, there will be no positive impact in our sphere of influence, for lasting change of any consequence or significance.

Reflective:  After reading the quote (Merriam and Brockett, 2007 p. 253) and upon doing further research, I realized that a key role of educators, is to put things into practice for ourselves. Then we can assist adult learners in developing skills to help reach their individual goals and create an environment to assist social change in our world.  Reflection and analysis are symbiotic with action.  We should not just reflect without doing anything about our thoughts, and we do not want to take action without thinking (except in an emergency like a fire (automatic action to get out).   As we continue to move back and forth through these elements, they will have an impact on us for the next steps in our progress.

Interpretive:  So much of my life has been influenced by “action and reflection”.  In my teenage years I determined I would keep learning beyond high school and began saving money to pay for my first year at university.  If I did not reflect, I would not have taken the step to get a job and earn the money to attend post-secondary education.  I had already determined that I did not want to go into debt to attend school and I was not going to get any significant financial help from family and friends.  Finances could have prevented me from accomplishing my dream to attain the level of education I felt I needed to succeed in life.  When I read the quote (Merriam and Brockett, 2007, p. 253), my “Aha” moment was to realize that I needed both action and reflection to succeed.  Early in life, I added a third element to the mix.  That element was to eliminate the word “try”.  Before we were married in 1977, I discussed with my fiancée that we were not going to ‘try” to be married.  We would “do” marriage.  Breaking up was not an option.  Interestingly this same idea surfaced in the “Star Wars” movie released later the same year.  Yoda the master teacher of the Jedi knights said, “Try not.  Do, or do not. There is no try”.  This idea has led to many accomplishments and created huge impact in all areas of my life.  Educators may not always be able to provide each student with the resolve to have a “do” attitude, however introducing the concept along with action and reflection will contribute to better learning.

Decisional:  This quote emphasises the need for educators to understand how reflection and action work together.  I am aware that the combination of education theory, philosophy, and developing a professional field of practice on their own are useless.  Syracuse University has a manual (n.d.) on their website for faculty subtitled “Creating an Action Plan”.   This resource(n.d.) says:

Instead of asking, “What am I going to do in each class session?” focus on, “What are students going to do?” Identify topics that lend themselves to classroom activities and select one or more instructional methods for each class session: lectures, small group discussions, independent work, simulations, debates, case studies, role playing, demonstrations, experiential learning activities, instructional technologies, collaborative learning work, etc. (p.18)

I will use this resource and others like it to help prepare student activities where they will be doing more than just listening and reflecting. I will use practical examples from this and other University guidelines to create adult learner exercises that must be coupled with action.  These action plans can be further enhanced with the notion of using the phrase “I will” verses “I will try”.  Nike’s “just do it” attitude has already done much to inspire many generations of students.  I plan to develop course materials and activities that strike a balance between theory and action.  I will use this idea of balance to influence my students to consider, reflect, analyse and especially to take action, to lead them to choose more productive paths in their journey of learning and of life.

References

Lucas, G. (Producer), & Lucas, G. (Director). (1977). Star Wars [Motion picture]. United States: 20th Century Fox.  Retrieved April 15, 2014 from https://www.youtube.com/watch?v=5Ptuzx_aHkM

Merriam, S. B., & Brockett, R. G. (2007). The Profession and Practice of Adult Education: An Introduction. San Francisco, CA: Jossey-Bass.

Merriam-Webster’s online dictionary. (2014). Retrieved April 15, 2014 from http://www.merriam-webster.com/dictionary/praxis

Syracuse University. (n.d.).Student Ratings of Teaching Effectiveness: Creating an Action Plan p.18,Syracuse, NY: OIRASyracuse University, Retrieved April 15, 2014 from https://oira.syr.edu/_private/pdf/Action.pdf

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Know About Adult Learners

In my March 20, post titled Technical Issues, I mentioned the free WordPress theme I choose, does not seem to support APA format.   To check APA compliance please activate this link: APA Format – Know About Adult Learners – final

Know About Adult Learners

The Organization and Delivery of Adult Education – Quote 1 of 5

The second quote that I have chosen to reflect upon is (Merriam and Brockett, 2007, p. 146) from the The Organization and Delivery of Adult Education (item 1 of 5).  See the graphic with the quote that I created below.

Learn more about adult learners

Objective:  This quote discusses how understanding adult development can help educators structure learning experiences that will create better responses from the learners.  This understanding helps instructors engage students because their different experience and backgrounds can be used to change how course concepts are taught for maximum impact.  What caught my attention was how knowing more about the learners can help predict how they may respond and allow trainers to have customized next step(s) ready to progress them to the next level.

Reflective:  After reading the quote (Merriam and Brockett, 2007, p. 146) and then doing further research, I realized that learning analytics, educational data mining and intelligent on line learning systems, can play a huge role in assisting adult educators understand learners better.  I will need to continue to research these areas because my understanding is only at the rudimentary stage.  “Learning Analytics” (Siemens 2010) uses learner-produced data, and analysis models to discover information and social connections for predicting and advising an individual’s learning.  The International Educational Data Mining Society defines the term “Educational Data Mining” a discipline concerned with developing methods for exploring the unique types of data that come from educational settings.  Using those methods helps educators better understand students, and the settings which they learn in.  Intelligent online systems (like Khan Academy) can provide immediate and customized instruction or feedback to learners based on their personal responses.  I will continue to review these resources every few months to insure that I stay current with new developments in these fields.

Interpretive:  From an early age, I have been fascinated with technology and how it can improve our lives and our productivity.  When I read the quote (Merriam and Brockett, 2007, p. 146) I had an “Aha” moment.  I realized that if I have a better understanding of students’ education, work experience, gender and cultural differences, I could adjust course content that could help them reach their own specific training goals.  I also realized I could not acquire this information on my own.  I would need to use analytics, data mining, assessment and other tools because the task of understanding each individual learner is gargantuan.  Educators may not always be able to provide each student with the one-on-one time needed to truly flourish.  However, the tools mentioned can provide educators with key insights proven to increase better learning outcomes and student satisfaction.  I will continue to research the existing tools as they mature in scope and capability to know how they can help me and my students improve learning.   I also plan to do a search for new emerging tools like this, every two months.  This is necessary because many new resources will be developed and utilize best of breed tools to maximize learning outcomes.  It is important to keep searching better tools, since resources are constantly changing and we want to maximize learning the best way possible for each individual.

Decisional:  This quote emphasises the need for educators to understand the individual learner’s needs, so we can construct positive learning environments.  I need to be aware what hot buttons are relevant for each person to respond to the course material in the best way.  I plan to use Consulting Resource Group International (CRG) assessment tools (similar to Myers-Briggs) to assist me in determining my clients learning and teaching styles.  I will use CRG resources to develop class discussions, examples and projects that are able to stimulate the individual styles and interests, so the opportunity to learn is greatly enhanced.  Moving forward in my role as an adult educator, I will use analytics, data mining, assessments, intelligent online systems and similar tools to help my students achieve the best outcomes.

References

Consulting Resource Group International (n.d.).  Learning Style Indicator.  Retrieved April 8, 2014 from http://www.crgleader.com/products/assessments/learning-style-indicator.html

Consulting Resource Group International (n.d.).  Instructional Style Indicator.  Retrieved April 8, 2014 from http://www.crgleader.com/assessments/instructional-style-indicator.html

EducationalDataMining.org (2014). Retrieved April 10, 2014 from http://www.educationaldatamining.org/

Khan Academy (2014). Retrieved April 10, 2014 from http://www.khanacademy.org/about

Merriam, S. B., & Brockett, R. G. (2007). The Profession and Practice of Adult Education. San Francisco, CA: Jossey-Bass.

Siemens, G., (2010). “What Are Learning Analytics?” Elearnspace. Retrieved April 10, 2014 from http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/

 

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Learn to Learn

In my March 20, post titled Technical Issues, I mentioned the free WordPress theme I choose, does not seem to support APA format.   To check APA compliance please activate this link  APA Format – Learn to Learn

Learn to Learn – Avoid Obsolescence

Foundations of Adult Education – Quote 4 of 5

For this reflection assignment I have selected my first quote (Merriam and Brockett, 2007, p. 84) see the graphic below, from the Foundations of Adult Education (item 4 of 5). Learn to Learn cell phone

Objective:  The above quote has two separate ideas.  The first is the goal of “all” educational institutions to “learn to learn” (prepare for lifelong learning).  The second point is content (facts) become obsolete extremely quickly in today’s world.  The quote caught my attention because it reinforces what I have been learning throughout this course. Technology has accelerated knowledge at an alarming rate.  Educators must “learn to learn” to provide adult learners with the tools they need to achieve the personal goals they have targeted for themselves.

Reflective:  When I reflected on this quote further, I realized that it is important for me at the start of a new course or workshop to investigate if there is any new information which should be incorporated into the training.  After deeper contemplation, I noticed some of the tools we use to help plan for future change, can still catch us by surprise.  For example in my post of March 12, 2014 about “flipped classrooms (FC’s)”, I mentioned I was very intrigued by the NMC 2014 report.  Previous annual reports from this watch dog group did not even alert us about FC’s and suddenly this new teaching method was at the top of their list of impending trends.

Interpretive:  Educational institutions need to be forward thinking.  They need to be an example for educators and learners about the idea of “learn to learn”.  Fink (2003) summarized Dolence and Norris’ 1995 report on Transforming Higher Education in the information age as follows: “Society and individual learners now have different needs, both in terms of what people need to learn and how they can and should learn.”  Educational institutions need to learn to adjust to new learning methods and tools.  At the same time they must also balance individual learners’ needs with Gardiner’s (1994) list of “critical competencies” for citizens and workers from leaders in business, industry and government: • personal responsibility, • ability to act in principled, ethical fashion, • skill in oral and written communication, critical thinking and problem-solving, • interpersonal and team skills, • respect for people different from oneself, • ability to change, and desire for lifelong learning. A key insight I realized after reading and researching the original quote (Merriam and Brockett, 2007 p84), was it is important to strike a balance.  If instruction involves just facts from five or ten years ago (without validating accuracy) our learners receive a lopsided education with obsolete information.  Educational institutions need to “learn to learn” to avoid obsolescence and at the same time insure that the learners develop the “critical competencies” for a balanced education. Train Mind to Think Albert Einstein

Decisional:  After reading and researching this quote further, I realized I must be a catalyst for change.  I need to be an example as an instructor/trainer and constantly update my own skills, and the tools I use.  The information I am pointing my clients to must remain relevant and up to date.  I also have a responsibility to include the “critical competencies” as part of the training for my clients.  I am better equipped now to address the idea of “learn to learn” and assist my clients to hone the skills they need to avoid obsolete content.

References

Fink, L.D., 2003, Creating Significant learning Experiences: An Integrated Approach to Designing College Courses.  Jossey-Bass Publishers, San Francisco, CA, 295 p.

Gardiner, L., 1994, Redesigning Higher Education: Producing Dramatic Gains in Student learning. ASHE-ERIC  Higher Education Report 7, Washington D.C., George Washington University. Johnson,  L., Adams,  Becker, S., Estrada, V., Freeman, A. (2014).

NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.  Retrieved March 12, 2014 from  http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf

Merriam, S. B., & Brockett, R. G. (2007). The Profession and Practice of Adult Education. San Francisco, CA: Jossey-Bass.

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Technical Issues

My first post on Jan 8, 2014, was up and running in about 10 minutes.  I was happy to see basic information up so quickly.  After a few weeks I went back to the site and saw I had a comment from a family member and a classmate.

I decided to make the site more professional looking and better organized for the task at hand.  I changed WordPress themes.  A short while later my front page picture changed suddenly.  I looked up how to change the code to get it back.  After spending an inordinate amount of time I “realized” all of the code information was not applicable to my free site at WordPress.  Coding is only available you own your domain site (may get that later).  I finally fixed the wrong picture issue with a WordPress free site menu option.

My next issue was my “About” page (sourced from my Gravatar Profile).  It was showing up in the wrong places in my new theme and was also too long.  I had to go back to Gravatar and shorten the profile, and then use the free tools in WordPress to position it to better locations.

As much as possible, I tried to use a direct link to resources and articles in my posts.  Sometimes this wasn’t possible.  There were resources that could only be accessed while logged in through a student ID to EBSCO.  In some cases, I could download the file as a pdf and upload to the site, however some of the material had no option to be downloaded.

Our assignment asked us to use APA format wherever possible.  Unfortunately, the free WordPress theme I chose, does not seem to support APA.  I tried indenting paragraphs and copying (with text in Times New Roman 12 point, double spaced), and  each time it reverted back to the default text style.  I will investigate this issue further before choosing a theme next time.

On my first Skype calls, I made the same mistake twice.  I had my headphone ear buds still plugged into the computer jack, from listening to audio files.  When I started the Skype calls, I could not hear my colleagues, because I needed to unplug the ear buds.

I have learned a tremendous amount about using WordPress and Skype. I feel much better prepared to use this technology going forward with my next projects.

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Reflections on our Web-conferences

I found the cartoon (see link) that my web-conference colleague Joel posted regarding UDL, very thought provoking.   It is so clear that the “class” of animals using their own natural abilities, will not all achieve the goal to “climb the  tree” without some extra tools to get there.

In our Skype Web Conference on March 3, 2014, I enjoyed benefiting from Joel’s knowledge and expertise regarding disabled students.  Joel introduced me to Universal Design for Learning (UDL) and its historical roots which came from Differentiated Instruction (DI).  These were new terms to me and both cover the concept of accommodating people with disabilities or specific challenges in the adult learning environment.  It was obvious in our web conference that Joel has a passion for reaching out to people with disabilities and wants to use what ever tools could help them have phenomenal success in their journey to learn.  This maps well to my own goal to help individuals use the best tools to achieve the maximum benefit to each individual learner.

Joel explained, Universal Design for Learning (UDL) is an educational practice that provides flexibility in the ways information is presented.  This reduces barriers in instruction, provides appropriate support and challenges for all students, including those with disabilities or who are limited in English proficiency.  Differentiated instruction (DI) and assessment is a framework for effective teaching that involves providing different students with other avenues to learning.  DI develops teaching materials and assessment measures so that students within a classroom can learn effectively, regardless of differences in ability.  Joel provided me with the Center for Applied Special Technology CAST Website and the UDL Center Website both of which have fascinating examples of how to use technology and adjust or shift learning materials to accommodate ALL students of varying abilities.

Joel also discussed an example of how two dsylexic learners in the UK achieved success using PebblePad technology (offers scaffolds for creating reflective records of learning,
achievement and aspiration).  The learners were able to create E-Portfolios and were active participants in the learning process with their professors.  I paused to reflect how these two students (like the elephants from the cartoon) could be equipped with scaffolding (steps) to help them reach the top of the tree.  In effect, the learners and professors were all participating together as researchers, instructors, facilitators, analysts and content creators.

In the March 3rd, web-conference I learned, “The American No Child Left Behind  Act” (NCLB, 2002) has been a catalyst to both UDL and DI increasing in prominence in North America.   Joel pointed out that because of different financial and staff attitudes UDL and DI has been slow to be implemented in the post secondary learning environment.  However I have no doubt that Joel’s passion and determination  will drive him to achieve his stated goal to explore these ideas further and  help expand the reach of UDL with his peers in adult learning.

I found that being involved in Web-conferences with Joel was a tremendous help to me.  We were both interested in seeing technology used to help students with varying abilities achieve success in  learning and understanding themselves better.  The change in technology and it’s effects on adult education to help personalize learning is accelerating at a startling rate. The concepts we discussed together reinforce the idea we all need to continue to be “Life Long Learners”.  These concepts also show how the role of instructor and student becomes blurred as both groups can be seen as researchers, instructors, facilitators, analysts and content creators.  It is interesting to note that both Joel and I were involved with all of these roles.  We used technology to teach each other during our web conferences and also to post reflections on both websites.

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Education Trend – Data Driven Learning Analytics and Assessment

Learning Analytics words

As a trainer and consultant it is extremely satisfying to realize that learners fully understand an idea.  It is a magical moment when their eyes light up and they start to leapfrog forward, digesting whole concepts, one after another.  As they input their own personal data into the assessment tools, they start to see patterns and can analyze  themselves and others in a new light.

We are on the verge of an exciting new development in this field.  Personality Style, Learning Style, and Career Planning assessments from the 1950’s to the 1990’s polled people on various elements on printed forms to use the data to build a more successful life.  Then in the mid 1990’s, with the use of the internet, the assessment tools could poll on line (see linked example) and give individuals their results almost instantaneously with greater ability to compare with others responses.  Now in 2014, with the use of Data-Driven Learning Analytics educators can combined the previous assessment data with student interaction in online education tools to create a more integrated and customized learning environment.

Learning Analytics 101

Check out this amazing info-graphic by Wlodarczyk (2013)  titled Learning Analytics 101,  which answers questions about data-driven learning analytics and assessment.    What can it do?  This process can predict future student performance; it can intervene when students are struggling, to provide unique feedback tailored to their answers;  and it can personalize the learning process for each and every student.  Data driven Learning analytics challenges the traditional “efficient learners hypothesis” that states “all students begin at equal levels and progress similarly”.

This chart also gives a strong visual of where the data comes from, how it is interrelated and fed to a dashboard.  This dashboard can be used by faculty, teachers, administrators and researchers to improve the granularity and value of the data to help improve the learning environment of the individual learners.

The bottom of this info-graphic explains that with this data, educators in the future will continually shift their role between instructor, facilitator and analyst.  Benefits of using student data learning analytics are that they:

  • can help educators identify students who are initially slow but surge ahead later
  • can be customized to student’s needs, allowing students to get a better, faster picture of their performance
  • help every student in a course answer every question, insuring they interact with all course material.
  • can identify common wrong answers and create custom responses crafted to help address specifics of each particular wrong answer
  • allow for online peer grading and self-grading – educators can monitor correlations between current vs. past performance and teacher vs. peer/self-grading

This site’s post of March 13 discussed “Flipped Classroom”.   Khan Academy and other instructional websites are constantly analyzing the student data to create improved video examples to help the individual learners understand the concepts.  They also have developed sections for the coach, teacher or parent to have unprecedented visibility into what their students are learning.  This allows them to focus on specific concepts to reinforce the ideas that may need additional attention.  Again this reemphasizes the role of the educator as an instructor, facilitator and analyst.

I am excited about “Data Driven Learning Analytics and Assessment”.  I am committed to using these tools to help students be successful in overcoming obstacles (hurdles) on their own unique learning path.  I am also committed to assisting other adult educators on how using this technology can assist them in their learning environments.

 

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