Matt’s Notes
Welcome to the backend of a Minneapolis Punk-themed twopeat of the EnT! In this instance, Doug & I are talking about guidance in education… of the clear variety!
Please click below as per your interests!
67 minutes and 27 seconds… OF YOUR LIFE!! #ednontech
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In keeping with the modus operandi of the previous notes, I’ll return to some readings from the chronological beginning of my inbox which is… *squints* late December… which feels like a pretty long time ago given my own highly specific personal circumstances which I will refrain from speaking to further!
Shall we call this a Minnesota two-fister?
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Bloom’s Taxonomy Revisited (Oregon State University)
In the recent and ongoing deluge of generative AI teaching aids, prescriptions, and reports it is increasingly difficult to separate the wheat from the chaff.
What I like about this graphic is that it provides a series of general-purpose AI applications for each level of the Taxonomy… as well as recommendations for how course elements should be treated in light of AI usage!
As we’ve discussed on the show previously… a lot of effort and energy goes into distilling concepts and information into seemingly simple text and images. This resource achieves that goal… and then some!
Designing Postdigital Futures: Which Designs? Whose Futures? (Postdigital Science and Education)
This article came across my LinkedIn feed via Mark Brown… Ireland’s first Chair in Digital Learning and Director of the National Observatory for Digital Education (NODE).
Macgilchrist and colleagues ask some provocative questions! I am highly compelled by this notion of “designing futures”… not only because this hints at Learning Design… which is near and dear to my heart… but that there is also some emancipatory suggestion in the article’s premise… which we are always seeking more of here on the EnT!
The aim of the paper is, according to the authors:
Exploring these old and new narratives, this commentary suggests that practitioners, researchers, and others impacted by sociotechnical systems need to design futures and think about how to design futures that matter to them; otherwise, they (we) hand over design decisions to dominant actors.
Macgilchrist et al, 2023, p. 14
To put it plainly: this paper is more than worth your time!
Here is the bibliographic reference for your perusal!
Macgilchrist, F., Allert, H., Cerratto Pargman, T. et al. Designing Postdigital Futures: Which Designs? Whose Futures?. Postdigit Sci Educ 6, 13–24 (2024). https://doi.org/10.1007/s42438-022-00389-y
The Effects of COVID-19 on Higher-Education Teaching Practices (Power et al)
Also via LinkedIn, this highly necessary necessary account of “how the transition to teaching online impacted technological and pedagogical practice among 35 teaching faculty at two Canadian universities” (Power et al, 2023).
I will put it out there that Dr. Power and I both worked at what was then the College of the North Atlantic’s Qatar project (CNA-Q) over the same period of time… late 00’s and early ’10’s… and I believe Rob was there somewhat before and also somewhat after I left Doha for Oshawa, Ontario… where I had the chance to meet and work with Dr. Kay during my period as Faculty Development Officer at what is now Ontario Tech University…
That being said, Drs Power, Kay, and their colleague(s) have provided one of the most readable accounts of COVID and post-COVID teaching practices that I’ve yet to encounter!
Here is the presumably correctly-formatted APA reference!
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 38(2).
7 Things You Should Know About Generative AI (Educause)
I’m resolving for the remainder of 2024 to do my best to limit the amount of time and energy I spend on “how to… with AI”-type articles and resources… but given that this is from Educause, it is definitely worth exploring!
Prepared by a veritable panel of American educators, this would be an excellent starting point for the person who knows little-to-nothing about generative AI!
A couple of quotes jumped out at me! While not original within the growing list of AI prescriptions per se, these are some of the better formulations of these principles that I’ve encountered!
AI operates by making predictions about the next item in a series. When generative AI is writing a paragraph, for example, it constructs sentences by predicting each next word in succession. Over time, with lots of practice and lots of data, the system gets better at making predictions.
2. How Does It Work?
The mismatch in the pace of technological development and the readiness of our social, ethical, and legal frameworks raises concerns about the responsible use of generative AI. It necessitates the development of robust guidelines, policies, and ethical considerations to ensure that this technology is harnessed for the greater good while minimizing potential risks.
5. What Are the Downsides?
A Guided Tour of The Lawrence Arms (Alternative Press)
This is a case where my academic / professional life overlaps with my life as “middle-aged punk”!
Two years ago I had only vaguely heard of TLA… since then I’ve purchased nearly all of their records on vinyl… and have listened to their digital discography for many, many weeks as per my Apple Music Replay from last year…
To the extent that punk is, largely, a DIY enterprise… this aligns, I like to think, with the constructivist and/or constructionist approaches to teaching and learning vis-à-vis technology that we advocate for on this podcast! Furthermore, I’ve been a punk music fan since age 14… whereas I didn’t get started as a post-secondary / adult learning educator person until I was 29 years old!
TLA are, among many many other things, one of the most literate (or is that ill literate? Or literarily ill?) bands of the genre. The lyrics are always squarely by and for the underdog… which, again, aligns with my philosophy as an educator… and with my life experience within and outside my career generally…
As such, I’ll do you the immense solid of sharing more of their music here… and a nifty overview from Alternative Press about what makes TLA tick! You’re welcome!
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Doug’s Notes
Clear guidance in education
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We speak of being informed, being told, being taught, being shown, or being given to understand.
Glaser, R. (1961). Learning and the Technology of Instruction. Audio Visual Communication Review, 42-56.
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explicit instruction has been identified as a key component of current education initiatives such as response to intervention
Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140-148.
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Applied Faculty Student Evaluation Scale for Music Majors (AFSESMM)
Instructional skill
- His/her explanations are clear and concise
- His/her method of teaching gives the student insight into teaching as well as performing
- He/she is flexible, and the instruction begins at the student’s own level of proficiency
- He/she is unable to diagnose technical problems
- He/she is able to correct technical difficulties
Communication
- Is clear and to the point
- He/she provides easy to follow instructions
- Takes things step by step
- His/her instructions are clear
- Provides specific lessons and techniques to practice each week
Abeles, H., Goffi, J., & Levasseur, S. (2021). The components of effective applied instruction. Visions of Research in Music Education, 16(3), 15.
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“zelfsturing” has been the subject of much discussion. It is defined as the ability in self-management that students will need in the future and is a characteristic of learning processes in which students have a relatively large input and responsibility.
Voskamp, A., Kuiper, E., & Volman, M. (2022). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools. Educational Studies, 48(6), 772-789.
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Word of the Podcast
Clarity
Phrase of the Podcast
Randomly pedantic scrutiny
Question of the Podcast
How can we assure educators are providing clear guidance to students?
But the time seems far away
Folding clothes in a folding closet
Folding money in a resume #ednontech
We are CLEARLY delighted you joined us today!! Until next time…
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