ZML Didaktik / Innovative Learning Scenarios

Posts Tagged ‘reflection

In the Content Strategy program my students create a portfolio, write approximately once a month a post and share it openly in the web. Provoked by discussions with my students, especially with the COS17 students, I want to make my intentions why reflect openly clearer. Read the rest of this entry »

In the weeks after my last post I continued reading Schön’s books „Reflective Practitioner“ (1) and “Educating the Reflective Practitioner” (2). This week we will discuss his ideas in the ZML Journal Club and I want to get a better understanding of what I have read.
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Reading Schön’s book “Reflective Practitioner” is a great pleasure for me. In this post I will focus on the preface and Part I: Professional Knowledge and Reflection-in-Action (p. 3-69) Read the rest of this entry »

This week is a rather hard one for myself. The semester has started now, face-to-face and virtual student groups on slack, twitter, moodle, canvas, zoom, hangout and in the classroom (!) are fighting for my attention. I’m preparing a presentation which I have to deliver in about 5 hours … and I’m learning in two MOOCs. So – what better to do than to carry out an activity in the bizmooc Learning with MOOCs for professional development.

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As initiator of the cope14 mooc and in my actual role as moderator I’m thinking about the motivations of the learners. Actually we are in week 4 which is the most challenging week with a lot of materials and assignments. In this week there are not so many learners actively posting contributions and it is easier to analyze fewer persons. Nevertheless my feelings about the learners were developing during the former weeks as well.

Self-motivated learners with lust for learning

There are learners who want to learn about the topics of cope14, they are curios about the content and they immerge in their learning processes. I suspect that these leaners are older than 30 or 40 years. Observing them I perceive that some of them have already had experiences with MOOCs but others are newbies. I admire their energy for learning. A part of them comes from abroad and all profit from the openness of cope14.

Semi self-motivated learners who bond with their teachers

There are students in our MOOC who got invited to cope14 by their teachers which are not their business teachers. And in some cases business is not a part of their study degree at all. I love to read their comments, they are funny learners who are open to new and challenging topics and they try to understand what’s going on in a special week. They seem to be satisfied with the insights they gain in their learning processes. (these students are coming from our university as well as from other universities).

In their attitude they are similar to the self-motivated learners with lust for learning. And … in some of their postings I got the impression that their bond with their teachers helped them to enter cope14 with an open mind and to overcome the challenges of learning in our MOOC.

Externally-motivated demotivated leaners

Furthermore there are learners who didn’t succeed or do not want to understand the principles of learning in cope14. (During the preparation phase I discussed the cope14 MOOC with many teachers and asked them to include it as part of a regular class and to allow freedom of learning for their students). Many of these learners are business students and were invited by their business teachers. My first hypothesis is that the open approach of cope14 is very different from the day to day experiences as business students or business teachers.  My second hypotheses is that the dialogue and negotiation between teachers and students about learning in cope14 failed as well as the briefing process between teachers and cope14 initiators.

I expected some of the business students to love the openness of cope14, the materials and questions, the videos and the efforts their teachers invested into preparation of the weeks. In week 4 I cannot detect any of these students which is rather strange.

Of course these are my preliminary findings based on my observations and feelings and my leaners’ lists. After the end of cope14 we will evaluate all the material we gained during our MOOC experiment in more detail.

As I was trying to answer the comments to my last post additional ideas emerged so I will summarize my answers to your comments in this post.

Apostolos K wrote: I generally try to do this (reflect) a week or two after a MOOC ends.

As the Change MOOC lasts so many weeks (I remember that I was happy about this long period during the first 12 or 15 weeks) I need some “time out” for reflection. And I never could start to participate in a new MOOC parallel to the Change MOOC (in contrast to some of my Change MOOC fellows).

Of course I’m seduced by the Connectivism and Connective Knowledge 2012 MOOC, but I believe that for my real MOOC experience I should focus on one MOOC and not hop in and hop off. I try to convince my students as well that they should stick to one tool (e.g. twitter) and explore its potential for at least 2 months before they “hop on” to the next nice tool.

George Siemens commented: I feel like I spend too much time taking in information and not enough time connecting it by spending time in reflection and critical thought.

It’s great to detect soul mates 🙂 Often I’m convinced that I don’t use today’s technology sufficiently and if I would organise my tools in a better way or discover the “ultra-tool”  I would understand in greater detail what’s happening in the MOOC. As George doubtlessly is using more and more advanced tools and nevertheless struggles with similar problems I return to my starting point: that learning, understanding, sensemaking don’t depend that much on technical tools.

I like Doris Reeves-Lipscomb comment a lot and I got some interesting insights. An exerpt of her comment:

… that a MOOC participant must have considerable tacit knowledge and tech skills and personal time management tools in order to participate fully in a MOOC…. Can ‘ordinary’ people ever catch up? …. Since the facilitator doesn’t seem to intervene in a MOOC to help participants succeed …

Like Doris I’m moderating online learning groups for several years. Until now I prepared a password-protected room with materials, questions, and room for my participants to discuss and reflect and contribute based on a social-constructivistic approach. The max number of participants was 15 and in spite of my support there were dropouts, persons who couldn’t become active in the virtual room.

Currently I’m establishing a network in Google+ (no password-protected room, about 60 participants, every day there is a different number of participants) and my training approach is less supportive than in previous trainings. I offer tasks and materials, and aggregate their content on a website, but I nearly do not provide individual support. I have the “feeling” that the training runs ok but I’m curios of the evaluation!

Jaap wrote: … your time for reflection and connecting to experiences was a subject of Geetha Narayanan session today.

Great! Just during my “time out” the most important questions are discussed! I will try to catch up on the session with Geetha Narayanan during the weekend.

Serenaturri writes

Come trasformare l’oceano di dati in conoscenza?  How to transform the ocean of data into knowledge? Come trasformare il medium digitale in un osservatorio che riflette l’ intelligenza collettiva? How to transform the digital medium into a observatory that reflects the collective intelligence? Come sfruttare questo nuovo mezzo per migliorare il processo di cognizione sociale e controllare lo sviluppo umano? How to exploit this new medium to improve the process of social cognition and how to control human development?

The problems in this process are l’opacità semantica, l’incompatibilità dei sistemi di classificazione e la frammentazione linguistica e culturale – the semantic opacity, the incompatibility of classification systems (in programming) and the linguistic and cultural fragmentation.

Jenny connected shares her impressions (in English 🙂 there were some postings in Portogues as well, but I didn’t read them…).

The focus of his book is the need for a symbolic medium and a new indexing system to replace current systems such as those based on the ways in which libraries organize information.

He writes that ‘the crowd’ is not stupid; it is essential to our collective intelligence and knowledge, but the individual’s role in collective, creative conversions is not forgotten or underplayed.

These topics are on the heart of my experiences in the Mooc as I try to organize myself, to keep an overview of all the activities, to swap languages (using Google translator sometimes – and it isn’t that bad). I’m looking for tools, which will help me in my efforts, I’m testing them – and I want to be open minded about frameworks which can support me. Nevertheless I’m sceptical that a programming language can do what I’m doing …. structuring, evaluating, skipping.