EDUC5313 - Week 3 - Triple E Framework

This week, we are asked to evaluate one "E" from Liz Kolb's Triple E Framework. I've chosen the second "E" - enhancement. Kolb shares that "Many content-area experts agree that technology should move beyond engaging students in learning and actually change the learning experience so that it is improved over traditional methods" (2017, p.56). Price and Kirkwood defined three types of improvements: operational, quantitative, and qualitative (Kolb, 2017). Operational improvements provide better access or more flexibility. Quantitative improvements provide measurable changes to things like test scores or time on task. Qualitative improvements may help students dive deeper into the content or may promote more reflection.

"The Triple E Framework defines enhancement as technology adding value to students' traditional understanding of learning goals through scaffolds or other supports" (Kolb, 2017, p.57). This means students will make more connections with the content, will understand the concepts better/easier, and will be able to show their learning in ways not possible without technology. Technology that supports these factors would support student evaluation of the content and tool, would allow for differentiation and individualization, would allow feedback to be easily and quickly shared.

Students interacting with peers and their teacher while completing a task would support this "E". While collaborating, peers could be discussing the assignment while the teacher provides feedback for modifications. Having feedback available in multiple formats would further support this "E". Much feedback is written or typed, but technology can allow audio/video feedback from a teacher or peer and teachers can even screencast feedback for more direct help or could share a link to a tutorial for a boilerplate approach to feedback. Students could receive instruction customized for their reading level or language even. (I help newcomer students become familiar with how to translate whole pages/documents into their native language so they understand the content while they're acquiring a new language.) There are also many types of software available that make it easy for anyone to make music or art with limited skill.

An example of a lesson that would qualify as "Enhanced" would be like the example Kolb gives in Scenario 9:

A fourth-grade teacher is using Google Hangouts to virtually host author Judy Blume conducting a book club discussion of her book Tales of a Fourth Grade Nothing. The students ask Judy questions and listen to her share ideas about writing the novel (2017, p.81).

An example of a lesson that would not qualify as "Enhanced" would be like the example Kolb gives in Scenario 10: "An 11th-grade science teacher is taking pictures of a class field trip to the chemistry museum and cutting them into a movie to show parents and students" (2017, p.82).

Integrating "Enhancement"

I love the idea of having a Skype session with an expert. However, while I would love to have a scientist Skype in to chat with my students, I would need them to be available for at least five different classes throughout the day - and that's asking a lot. I may see about having an expert answer questions that the students develop, and record their answers so I can show all of my classes their responses though. We could have follow-up questions answered via email or in a backchannel forum that we could access asynchronously and be able to refer back to later.

Students would perform their research - either solo or with a small team - based on the organism they select. They will be given ample time to research (2-3 days), compile evidence (1-2 days), develop a plan (2-3 days), and compose a presentation (1-2 days) - for a total of about 2 weeks, including presentation time. Their presentation will need to be digital so they can add it to their online portfolio and can share it with their classmates, and the world, for feedback.

This project meets content standards for Texas Science in grades 7 and 8, for organisms and the environment - 7.13 & 8.11 (TEKS, 2017). This project meets TEKS 7.13 by having students look at responses of organisms to internal and external stimuli. TEKS 7.14 could also be considered if the reason for endangerment pertains to genetic factors. This project meets TEKS 8.11 by having students consider the interdependence of organisms and how humans impact the environment and organisms living within it, in both short-term and long-term scenarios.

Connecting to How People Learn II

Enhancing learning requires connecting with others around us. The National Academies of Sciences, Engineering, and Medicine (NASEM) share that humans are designed to be interdependent upon one another (2018). Without other human interaction, our development is stunted/delayed/abnormal. This effect can be lessened with social interactions later in life and has a greater recovery with earlier social interactions (NASEM, 2018). The Enhancement aspect of the Triple E Framework allows for more connections and interaction to take place, even if remotely. Making connections is critical because humans don't retain information for which they don't hold an emotional connection (NASEM, 2018). This makes me wonder what emotional connections I have to certain memories that I don't really feel "connected" to.

Working with others can yield solutions that one person may have never developed if comparison and collaboration weren't available. There are many crowd-sourced platforms out there that allow the everyday person to contribute to various endeavors. One mentioned by NASEM (2018) is "Foldit" - a protein folding game that allows users/contributors to try and fold a protein model as tightly as possible. This collaboration has allow some very unique solutions to be found for problems that have long been attempted. Another I used to participate in was one where you could look at images of outer space and work on identifying stars, planets, and other orbiting bodies - trying to find and categorize new objects captured on camera. (I tried to find this again, but I guess it was shut down. It was over a decade ago that I contributed to this and I can't even remember what it was actually called.)

Social interactions can also directly contribute to learning because humans are capable of learning through observation (NASEM, 2018). We can watch others and determine what is appropriate behavior or if we should attempt an action. We learn injunctive norms, what we should do, from our "elders" and we learn descriptive norms, how we should act with our peers, from our peers (NASEM, 2018). Interacting with others enhances our learning capabilities by broadening our field of focus to include "soft-skills" that let us better relate to and communicate with those around us.

Ultimately, our learning is enhanced by interactions with others - whether direct or with the help of technology. With the help of technology, we can connect with more people and organizations and can find more information directly related to what our goal is. Being able to do more because of technology we have access to is certainly an enhancement to our learning and sharing of knowledge.

References

EDUC 5313 - Week 2 - Authentic Intellectual Work

This week, our Learning Technologies course asks us to describe and discuss Authentic Intellectual Work:

Authentic Intellectual Work (AIW) is purposeful. It's not busy-work that only teaches a concept, but instead is work that can put to use to actually complete a task or solve a problem. To me, this is what project-based-learning (PBL) should be. Traditional instruction has students learning concepts and practicing finding answers to problems that we already know the answers to. AIW and PBL are what students get to experience when they find, or are presented with a problem that they must develop a solution for - that we don't know the "correct" answer to yet. Students get to use their prior knowledge and research they perform to guide their solutions. They get to collaborate with others on the same problem so they can see multiple viewpoints and potential solution ideas to consider. Not only do they get to solve a REAL problem, but they get to socialize and collaborate on the solution with other students and professionals as they work.

Newman, King, & Charmichael (2007) describe Authentic Intellectual Work as having three major characteristics: Construction of Knowledge, Disciplined Inquiry, and Value Beyond School. Disciplined Inquiry resonates with me because I feel it contributes to the Construction of Knowledge and Value Beyond School. Disciplined Inquiry includes using what you already know and information you find to develop and communicate a solution to a problem. As more information is found and incorporated into the solution, the knowledge base is improved. If the problem truly is a real-world problem, the solution that is communicated has value beyond school.

In a study conducted by the Center on Organization and Restructuring of Schools (CORS) from 1990 to 1995, Newman et al, (2007) note that the use of Authentic Pedagogy increased math and social studies performance by 30 percentile points. In another study conducted in 1997 demonstrated a 30 to 56 percentile increase in test scores when Authentic Pedagogy was employed (Newman et al, 2007). Newman et al, (2007) noted gains regardless of gender, race, ethnicity, or socio-economic status. They also note the achievement gap between high and low socio-economic status students was decreased when authentic instruction was employed. Their major takeaway that really resonated with me was "the more teachers expect from students, the better the students' performance" (Newman, et al, 2007, p. 26).

I've always tried to have high expectations from all students - likely the result of teaching at Cornerstone Academy (CSA) for ten years. Jill Wright, our principal during my time at CSA, believed strongly that all children can achieve at high levels. We taught an all Pre-AP curriculum to ALL students - Special Education, 504, "regular", and Gifted & Talented (GT) students. Most of our GT students were on an accelerated track, but all students received instruction through projects that had very high expectations. After being away from CSA for four years, I feel I may have forgotten to maintain that higher level of expectation. This week's readings were a good reminder for me as we enter a new school year.

Authentic Intellectual Work in my Classroom

I hope to implement my CSA-level expectations more regularly in my classes, but especially in an upcoming project this year. This fall, my students will research various endangered species to determine what has caused them to have a decline in population. Students will select a specific species to focus their research on and they will attempt to find/develop solutions that may help increase the population of their selected species. After they develop their potential solution, they will share their ideas with their class and will post their solution to their digital portfolio. With their solutions posted digitally, their ideas will be available for others to view and potentially implement.

I hope to convince them to focus on local species so they may be able to implement their solutions. Rule notes that "science instruction should involve authentic tasks that address real-world problems encountered by scientists, allowing students to investigate problems in their own lives and communities (2006, p. 3)." However, with any project of this nature, having a choice is important. If it is their choice, they will be more likely to remain engaged and really put their heart into the research for a solution.

Throughout this project, students will use their district-provided Chromebooks to perform their research and will collaborate with other students on campus to develop solutions. The National Educational Technology Plan (NETP) wants all learners to "have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, and ethical participants in our globally connected society" (NETP, 2017). I feel that AIW and the expectations of the NETP merge nicely in this project. This project allows peer interaction, encourages persistence to develop a workable solution to a difficult challenge, includes sharing solutions on a digital platform so others may see and contribute to the solution, is a real-world challenge, has value beyond the classroom, and provides digital accommodations for students with learning challenges. Our campus has one of the highest populations of English Language Learners and also has one of the highest percentages of students that qualify for free and reduced-price meals. We are very fortunate in our district to have these resources available for all of our students!

References