Archive of ‘e-learning’ category

Academia communication in pandemic

https://www.edweek.org/ew/articles/2020/07/22/round-the-clock-communication-is-exhausting-teachers.html

Even before the pandemic, texting and school communication apps—like Remind or ClassDojo—had given students and families new ways to contact teachers 24/7. But teachers like Davis say that school closures have increased the pressure to be “always on” for students and parents, as remote instruction has blurred the boundaries between work life and home life.

Teachers want to be available to their students, to clarify their questions and calm their fears. But it’s also crucial that teachers set time aside for themselves, and that schools and districts respect—and even help create—these boundaries

Developing systems that protect teacher well-being should be a priority for schools in the fall, …, as the demands of remote learning aren’t likely to disappear.

An ‘Internal Battle’ Over Boundaries

administration set a policy that teachers didn’t have to respond to messages sent after 5 p.m. until the next day.

or

distributing responsibility. Grade-level teams could take turns having “on” hours

Conflicting logics of online higher education

Mariya P. Ivancheva, Rebecca Swartz, Neil P. Morris, Sukaina Walji, Bronwen J. Swinnerton, Taryn Coop & Laura Czerniewicz (2020) Conflicting logics of online higher education, British Journal of Sociology of Education, DOI: 10.1080/01425692.2020.1784707

https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F01425692.2020.1784707&area=0000000000000001

The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance.

Unbundling – the disaggregation of educational provision and its delivery, often via digital technologies

Luc Boltanski and Laurent Thévenot’s (2006) framework of different orders of justification, connecting them to the sociological literature on institutional logics

We suggest that more explicit and nuanced national and institutional policies need to be produced around unbundled provision, which are cognisant of emerging trends in and dangers to the evolution of unbundling at public universities.

Unbundling the traditional university ‘bundle’ affects not only property, services and facilities, but also administration, evaluation, issuing credentials and even teaching (Wallhaus 2000, 22). This process involves separating educational provision (e.g. degree programmes) into component parts (e.g. courses) for delivery by multiple stakeholders, often using digital approaches (Swinnerton et al. 2018). Universities can unbundle on their own, offering individual credit-bearing modules outside bounded disciplinary curricula, or in partnership with OPM providers, offering MOOCs or credit-bearing courses or programmes. Proponents of unbundling suggest that the disaggregation of television and music production and its re-aggregation as on-demand digital content like Netflix or Spotify could represent a template for universities (Craig 2015; McIntosh 2018).

The introduction of market logic into the sector happens even if higher education is a stratified positional pseudo-market with scarce excludible resources only available to groups with access to a few prestigious institutions; its outcomes and value are difficult to measure in purely economic terms

Under accelerated marketisation, Tomlinson (2018, 714 and 724) argues, higher education is reduced to the latter frame and measured in terms of income generation, employability, consumption and performativity. Building on this framework, and relating it to unbundling, we identify the emergence of two organisational logics of higher education: the logic of social relevance and the logic of capital.

Institutional logics are ‘supra-organizational patterns of activity by which individuals and organizations produce and reproduce their material subsistence … [and] symbolic systems, ways of ordering reality… rendering experience of time and space meaningful’ (Friedland and Alford 1991, 243). Unlike new institutionalism, which remained focused on processes of institutional isomorphism or the replacement of a static single logic by another, the institutional logics perspective offers a more dynamic multi-level view: a plurality of logics coexist in complex interrelations within organisational fields like higher education

hybrid in the fall of 2020

the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”

Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.

“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”

Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.

We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.

Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.

To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.

To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.

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more on hyflex in this IMS blog
http://blog.stcloudstate.edu/ims?s=hyflex

depersonalization of teaching

https://www.edsurge.com/news/2020-06-16-what-a-forgotten-instructional-fad-from-the-60s-reveals-about-teaching

Back in the 1960s, an experimental form of teaching made a big splash at colleges. It was called PSI, or the Personalized System of Instruction. https://en.wikipedia.org/wiki/Keller_Plan

http://www.nwlink.com/~donclark/hrd/history/psi.html

https://www.researchgate.net/publication/26468339_The_Personalized_System_of_Instruction_Review_and_Applications_to_Distance_Education

the case that colleges should do more to professionalize teaching, which might help reduce the number of fads that emerge. But he also acknowledges that there are risks. “If you start creating elaborate bureaucracies to measure and judge [teaching], might you actually depersonalize it? Might you take some of the charisma, idiosyncrasy and serendipity out of it?”

HyFlex model

“A well-designed HyFlex class, with effective alternative participation modes
that all lead to the same learning outcomes, can provide meaningful learning opportunities for all students.” Brian Beatty

https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model

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more on the HyFlex model in this IMS blog
http://blog.stcloudstate.edu/ims?s=hyflex

China AI and math

https://nationalinterest.org/feature/why-chinas-race-ai-dominance-depends-math-163809Why China’s Race For AI Dominance Depends On Math | Forget about “AI” itself: it’s all about the math, and America is failing to train enough citizens in the right kinds of mathematics to remain dominant. from r/technology

https://nationalinterest.org/feature/why-chinas-race-ai-dominance-depends-math-163809

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more on CHina in this IMS blog
http://blog.stcloudstate.edu/ims?s=china

ADDIE and SAM models

https://www.facebook.com/groups/onlinelearningcollective/permalink/603803423583693/

Corinne Hyde

Anyone in here teach instructional design that can recommend a textbook that teaches ADDIE or SAM but is inclusive and has an emphasis on instruction being culturally responsive or culturally sustaining?

Glenn Singley

https://community.articulate.com/articles/an-introduction-to-sam-for-instructional-designers

The ADDIE model of instructional design is probably the most well-known approach for crafting learning solutions. ADDIE stands for Analyze, Design, Development, Implement, and Evaluate. But ADDIE isn’t the only game in town these days. One popular alternative to ADDIE is SAM, which stands for Successive Approximation Model.

Created by Allen Interactions, SAM offers an instructional design approach consisting of repeated small steps, or iterations, that are intended to address some of the most common instructional design pain points, like meeting timelines, staying on budget, and collaborating with Subject Matter Experts

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more on ADDIE in this IMS blog
http://blog.stcloudstate.edu/ims?s=addie+model

http://blog.stcloudstate.edu/ims?s=SAMR

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