Forandring og forankring af innovative og motiverende it‐støttede og digital videomedierede undervisningsforløb, med fokus på de lærendes motivation Case: VUC Storstrøm, Global Classroom

Agenda

•  What is Global Classroom? •  The PhD-projekt •  Research method •  Findings •  Students •  Teachers •  Organisation

•  Teamdevelopment •  Teacher workshops •  Spring 2014

New model – full class

The Global Classroom concept

Experiences

”…you might feel a little bit outside when there is some cool discussion, and you can’t participate – then the sound doesn’t work - and then you’re just frustrated.”(student sitting at home).

”… It also gives some great opportunities if people have family, ... The fact that you still have the ability to follow [the teaching] at the video conference”

"They [the teachers]need to ask as if I was sitting in class, and then they should not feel, you know like.. this thing about that you feel a little like an alien once you get to say something, because then: ”Oh - was there a sound from out there?” - and then you become like, completely – ”oh then I don’t want to say anything”. But I don’t think that the way of teaching should be different from when I sit there [in class]."

VUC Storstrøm – HF Fulltime Course

•  VUC Storstrøm - Adult Learning Center •  2011 Campus-to-campus video streaming •  2012 Hybrid campus and videoconference model - new territory for adult

learning centers. •  HF - Higher Preparatory Examination Course (upper secondary general

education program) 2 years. •  Attendance required •  Starts bottom-up

•  Paper: How do students, teachers, and the organization experience a start-up-project applying video conferences between campus and home?

•  Focus on pedagogical innovativeness, collaborative and technological issues.

PhD-Projektets målsætning

•  Formålet med nærværende PhD projekt er: Gennem aktionsforskning og kvalitative analyser på virksomhedscasen VUC Storstrøm, at danne teori og udvikle retningslinjer for:

•  Problemformulering: Hvordan kan man skabe innovative metoder, praksisser og evaluerings-værktøjer ift. den fortsatte udvikling af anvendelse af IT i undervisningssammenhænge, primært indenfor digitalt medierede undervisningsformer, med et fokus på at kunne foretage kvalificerede valg i forhold til at skabe motiverende og kvalificeret læring for de studerende.

•  Der foretages et praksisnært studie af hvordan og med hvilke midler innovation og kompetenceudvikling kan forandre og forankre IT-baserede og digitalt videomedierede undervisningsforløb. Dette sker ved at undersøge undervisningens aktører enkeltvis og relationelt. Mere specifikt undersøges potentialer og barrierer i forhold til følgende:

Undersøgelsesområder

•  1) Uddannelsesorganisationens muligheder og ansvar ift. forandring og forankring af IT-baserede og digitalt videomedierede undervisningsforløb.

•  2) At udvikle et refleksivt, innovativt og kompetenceudviklende redskab til underviseren, så denne kan foretage kvalificerede og relevante valg af undervisningsteknologi samt gennemføre kvalificeret og relevant planlægning, udførelse og teoretiseren over egen undervisning i IT-baserede og digitalt videomedierede undervisningsforløb omfattende læringsdesign, relevante læringstyper og pædagogik i en professionsfaglig kontekst.

•  3) Effekten på elevens læring og motivation i forbindelse med at lære med og gennem IT, og hvorledes eleven evt. kan medvirke i den videre innovative inddragelse af IT i undervisningen.

•  Her tages udgangspunkt i at en innovativ implementering af IT i et undervisningsforløb sker i et samspil mellem forskellige aktører (organisationen, underviserne og eleverne), og i dette PhD-projekt skal innovation forstås indenfor rammen af læring på offentlige undervisningsinstitutioner. PhD-projektet foregår i tæt samarbejde med VUC Storstrøm og forskere fra ILD-lab på AAU med udgangspunkt i både nationale og internationale projekter.

Action research/DBR

Improve GC ? Method

•  Action research studies with a user-centered approach •  Focus of action research •  Students experience •  The continued development of the teachers’ educational designs •  Organizational issues related to the transition to the Global

Classroom Model •  Overall Research Objective for the PhD-study: “to investigate

the design of innovative methods, practices and evaluation tools in relation to the use of IT in Global Classroom settings, with a focus on how to enable teachers to create motivating and qualified learning design for the students”

Empirical data

Teams Student evaluation workshop – a qualitative workshop, 14 participants

February 2013

Meetings and ongoing conversation with project owners, management and (IT) pedagogical consultants

Spring 2013 -

Ongoing participation in ”Pedagogical udviklings-gruppe” at VUC

Spring 2013 -

Observations and semistructured interviews with teachers

Spring 2013

Informal conversation with teachers Spring 2013 - Course developed August 2013 8 Team workshops lasting 3 hours August-October 2013 Global Classroom workshop talk 24th of October 2013 Exams Team-workshops October-November 2013

The Students

•  Use of ICT in Global Classroom – inspires further •  Motivation contributes to learning •  Motivational elements •  Own choise of learning environment •  Shorter day – no transport •  Intermediate solutions •  Also •  Teachers use more innovative and motivating technology

The Students - Technological -pedagogical issues

•  Bottom-up approach – from scratch (Technology and pedagogy)

•  A traditional classroom? •  Noise, silence and delay •  Virtual “logistic problems”/communication – returning to class •  Procedures for technological help?

The Students – learning design

•  Teachers have different approaches •  Difference in attention – towards home-students •  Result: frustration •  Asks for strategy •  Develops workarounds

•  Students have different approaches! •  On-line access to learning material •  On-line assignments

The Students – rules and pedagogical innovation

•  Rules •  Have been developed bottom-up •  Could be developed further

•  Pedagogical innovation •  Working on the internet – Glogster •  No innovative visions – so far – traditional thinking

•  Mostly positive impressions conc. videoconference

The teachers

•  Not employed for on-line learning •  Short seminars and innovative workshops w. researchers •  Working without role models - frustrating •  Not resisting innovation in pedagogical practice •  but – we have to learn •  We are embedded in an educational culture •  Involves the entire organization

The teachers - Motivational elements

•  For now: mostly beneficial for students •  Have developed new ways of teaching •  Future: possibility for new innovations •  Also •  Now we are looking for innovation in teams •  That’s motivating

The teachers - Pedagogical-Technological issues

•  Start: A lot of trouble – now it’s better •  Cognitive demands •  Interruptions •  Many points of attention •  After class: very tired •  Too many media at play •  Chat – no thanks!

The teachers - Pedagogical-Technological issues

•  Facial decoding •  Cannot read facial expressions •  Easier to read faces in class - easier to act

•  Visual attendance •  “Disappears" from the screen •  80% attendance – how to interpret? •  Extra responsibility - additional point of focus

The teachers – rules and pedagogical innovation

•  Rules •  New rules on the basis of: •  Facial decoding and visual attendance

•  Pedagogical innovation •  Difficult to be innovative •  Doesn’t use pedagogical and academic possibilities lying in front

of them •  Attendance – how to interpret? •  Need for •  Work with IT learning tools •  Support for the process of innovation and for the development of

innovative thinking

The organizasion

•  Classical issues in the change processes: •  Project managers are ahead of the rest of the

organization •  Teachers lacked of insight into and influence on the

process •  Teachers: Frustration because of challenges in

technology, pedagogy, and the organizational setup •  Contrast to the project owners view

The organizasion - IT-pedagogical roles & organisational change

•  Tripartite role •  1) Visionary designers for future learning, •  2) Helping implementation process in cooperation with the

department managers and teachers •  3) Contributing to the evaluation and anchoring of the many IT-in-

education-initiatives •  Organizational challenges (de gør alt det her: støtter med

processer) •  The teachers – a kind of hostages? Innovation -implementation •  Asked to redefine their teaching role •  Demand for a new GC framework

Conclusion to first evaluations

•  Transition was challenging •  Still technical difficulties. •  Organization gained more consciousness of needed skills

in supporting innovative developments. •  Need for an enrollment culture •  Framework for “how we do Global Classroom at VUC”.

Conclusion to first evaluations

• The flexibility of Global Classroom is motivating • Often traditional teaching is ok - but the acquired changes

are difficult • High expectations to the communicative "flow” – but

difficulties • Difference in teachers and students views on active

participation. • More knowledge about which pedagogical and learning

design activities should be supported • Teachers: opportunity to practice new designs in safe-

zones

Further perspectives

•  Focus on: innovative IT-pedagogical elements - could provide new opportunities.

•  Play and gamification and bodily activation •  Learning games, students’ digital productions, role

playing, complex multimodal presentation forms etc. •  Next step research: implement activities with workshops

and design-based research approaches. •  Team- workshops – innovative pedagogical competence

development

Next step - teams

•  We need to be innovative!

Improvements – where and how?

•  Difficult to be innovative – IT – Global Classroom •  Difficult to distinguish the new needs •  The teachers feel a bit ”victimized” •  Difficult time-wise in daily life •  Lack of the needed knowledge •  Lack of methods to approach the problems

Why Teams ?

•  To bridge the gap: teachers vs. administrative organisation •  Let the teachers take ownership of the process •  To make an ”innovative tool” •  To have the possibility to use theory and reflection •  You learn more – knowledge sharing •  You can see each others strengths and weaknesses •  You can challenge each other – in a good way •  It is more fun

Team workshops - focus

•  Innovative learning designs - innovation •  Competence development model as action research •  Knowledge development and knowledge sharing

platform as action research - anchoring •  Exam - and where do we take it next?

Pedagogical professionalism

• K3 •  K2 •  K1

•  Erling Lars Dale

”How do we make good classdiscussions in Global Classroom”

”How do I activate the students at home in Global Classroom”

”How can I use a learning game in Global Classroom to motivate my students”

Team - start

•  Initial Findings •  Brainstorm •  Central places in the

interaction between students and teachers

•  We have our issues defined!

Pedagogical innovation Lotte Darsø 2001

Knowledge Knowledge detective

No-Knowledge Jester

Concepts Concept maker

Relations Gartner

Innovation Diamond

Leading the process

Examples of new learning designs

•  How do we enable good class discussions? •  How do we activate students at home? •  Can the learning design be more motivating and creative?

•  How do we enable good class discussions?

Examples of new learning designs

•  How do we enable good class discussions? •  Chat •  Rules •  Forum •  Glogster •  Google docs •  Writing/talking? •  Etc.

Examples of new learning designs

•  How do we activate students at home? •  Socrative •  Potential: ” I tested Socrative on a class, and the students

were quite excited, ... They liked that they could follow the voting process (I had chosen to make it anonymous), and it created a lot of debate and explanation across the room, where everyone either listened or talked - ABOUT THE TOPIC!! So the tool is at least good at activating all and they thought it was fun.”

DNA – learning game Student driven activity

Foreign teaching assistance

•  Meeting with teachers from an american School •  Sheridan Technical Center, Florida

Examples of new learning designs

•  Supporting technologies for work in Global Classroom •  Glogster •  Socrates •  Google drive •  Forum discussions •  Wiki’s

Dokumentation/Knowledge retention

Pedagogical professionalism - Innovative reflections in teams

• Prompt • Discussion • Reflection • Documentation – knowledge sharing

platform • New “assignment” – for next time

Potentials of this model

• Work with current problems • Creating a common language • Development and later refinement of the

Global Classroom model

Team development status?

•  Innovation is necessary in Global classroom •  Reflective teams can increase innovative learning designs •  Teamwork is very useful •  Motivating •  Generates many ideas •  Working on ”a good shape” •  Exams -

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

IT-pædagogisk tænketank for lærere - Model for refleksivt teamudviklingsarbejde i Global Classroom

The results of the research-project - in short

•  Student evaluation •  Motivating to be able to choose learning environment •  Wish for strategy for activation of the virtual students

•  Teacher interviews and observations •  Traditional teaching •  Difficulties in discussions – labs etc.

•  8 Team workshops •  Innovative pedagogy •  Reflection on own practise •  Team development model

NU – foråret 2014

•  Nu har jeg undersøgt ”rundt om Global Classsroom” –samt motivation hos lærerne

•  Næste – ledere skal lære konceptet at kende •  Hvordan ser det ud ift. OK – 13? •  Spørgeskemaer til elever om motivation

NU – foråret 2014

•  Nu: ”i Global Classroom” – samt motivation hos eleverne og lærerne

•  Lærings-spil design for lærere og elever i fællesskab •  Eleverne designer læringsspil til hinanden •  Et forsøg på at udvikle koncepter og derefter

implementere dem i spil •  - ”gerne lidt smarte apps” •  3-4 ugers forløb i marts