Making It "Real"

Prescriptive Design Vs. Participatory Design (Constructivist)
This is an easy one for me, partly because of my background, and partly from seeing it in action. I have always been a proponent of Action/Activity/Project based learning. Didn’t know it had a theoretical name such as “constructivism”, I only knew that it worked. But our task is to compare and contrast, so I will begin there.
I will compare to the ADDIE model, one I would have once found pertinent. It is much like strategic planning involving analysis, where you find your target audience and analyze their needs; then design around that research. Next development, putting all the elements of the plan (or curriculum) together to form a cohesive whole. Then implementation where you put it to work, or deliver the instruction. Lastly, test and evaluate. Check the results, see if it works.
This aspect of strategic planning does work. It is a tried and true method of accomplishment. I am sure it works in traditional education as well, and has worked for generations. After all, it is based on knowledge, research and analysis.
Then I learned about project based learning. Working with the previous director of Digital Media Arts in Sedona, I adopted his methodology of giving the students the tools, then setting them about a project, where they would use those tools. Having to use tools, balanced with theory and philosophy “brings home” the learning process. Working on a project that is “real-life,” vs. a textbook exercise forces the learner to see (and use) the learning in a “real” context. One that has “genuine” implications in work and life.
This was not new to me. I am trained in “Applied” anthropology. This is not working with “stones & bones,” nor “exotic” people. Instead it is working with contemporary people to solve modern problems. The idea is to use anthropological theory and training to bring about societal change. Taken a step farther, participatory action research is a component of “Action” anthropology. It has become a significant methodology for intervention, development and change within communities.
Not long ago, I encountered a group of humanities students in a program seated within Depth Psychology. I taught a course in Ecological Stewardship and another in Environmental Economics. Tough courses for students of mythology and the inner psyche. They resented me and the class. Yet, when they realized there was such a thing as “applied” psychology and even “applied” humanities, they began to see the value. Several of them are doing “real” projects and teaching workshops that embody the things they learned in that course. Well… I learned a lot from them as well.
Working in Digital Media, using the tools of technology, I find that projects become more pertinent than ever. I have taught many workshops in Digital Storytelling. Such stories are learning projects in themselves. Doing such a story helps a person in their understanding of self, improves their writing skills, teaches skills such as photo manipulation, video editing, sound production, and more. Students and participants work on an authentic project, taking home a DVD at the end of the day. And that can go farther. Stories from workshops have been used in the Verde River negotiations, one helped in getting Page Springs Road designated as a scenic byway, and in protection of endangered species. At the YA Nation, we use our stories to teach the youth about their elders and of cultural ways.
So, at the end of the day, I think that project embody all the components of the ADDIE model. Any project, digital or handmade incorporates analysis (audience, need, content analysis), design (goals and objectives, content, strategy, interface design), development (authoring, media creating, processing), implementation (promotion, distribution, reporting) and evaluation. What may be lacking in the ADDIE approach are methods to engage, to promote interest. Working with bona fide projects, enthusiasm is built in.

Do's & Don'ts, Rules vs. Opportunities

Weblogg-ed – Our Textbook Author’s Blog
Well, maybe I didn’t dig deep enough, because I got stopped at his very first page: Don’t, Don’t, Don’t vs. Do, Do, Do. I have always been troubled by the secrecy and tightfistedness of institutional networking systems. When I once took a networking course, I realized what it was all about: POWER and CONTROL. Because computers give tools for “security” the rulers of the network are compelled to use them.
But reading his blog made me reflect. My first shock, was teaching a beginning computer class. ITS wanted to remove the games from all computers, especially employees. What better ‘mouse practice’ is there than Solitaire. Then, back to the early days at Sedona Center. As the new lab administrator, I constantly had battles regarding the openness of the network and our ability to use it creatively. In the end, we did win concessions and Sedona remains a “bit” less controlled than the rest of the YC network.
And today, working in a different institutional environment, I find things locked up tighter than ever. True, in the Yavapai-Apache Nation’s networking system there are many things that should be secured, but the limitations affect how I may do my work, which involves research, image acquisition from museums, and many more things. If I were to develop online language learning systems, I would likely not be able to implement them. An image database system, developed painstakingly over the last five years, might not be available to tribal members in our library.
I did dig deeper into our authors blog. Again and again I found notes on filters blocking computers, not only students, but instructors. Google docs blocked, You Tube, blocked, Google images blocked (September, 08). Then others in 2006, 2007. It does seem the institutions are not learning.
Who are learning is us… the instructors. After all we are here, exploring. Ruth fought long and hard to get Second Life approved. And think of the battles we lose. Apple Corp. has fought for technology freedom (hmm a new buzzword here?) for many years. They develop the tools for creativity. They open their arms (and heart) to innovative instruction. They encourage the use of technology in all ways for education. And they often put their money where their mouth is. As an Apple Distinguished Educator, this week I received over $2000. Of software for my own use, of course for educational development.
Want to connect with Apple? Visit http://edcommunity.apple.com/ali/. To see what ADEs are doing, visit the link to “Apple Distinguished Educators Showcase” on the lower right menu bar. But with all these advantages, Apple’s favorite teachers still face the institutional mindset and fight their individual battles alone.
And then, what has this to do with a new pedagogy? Well, everything. How can we change with the times and along with the technology unless the pedagogy shifts along with us and it. We are living in a time when change is the “ideal.” We elected a new President because he promised change. Yet, overall, people are afraid of change. “Not in my backyard” is a pervasive stance, even in education. What if I am wrong? Will there be jobs out there for me if I fail? So our educational systems must change… and must take the risks. What have we to lose?

Forgot One...

I Knew I was forgetting one of "my rules" of teaching philosophy. Thanks for reminding me. I believe that learning should be project based, that is learning that is directly usable. If students accomplish something that is "real" and will be "useful" for them beyond the learning process, then they will get far more out of it.

Teaching Philosophy

Teaching Philosophy –

Not sure how to express myself here. Like so many community college instructors, I come from my discipline background, and not from an educational one. But, as expressed in my introduction, I am a “Jack of all Trades”: anthropologist, artist, archivist, environmental steward, community involvement. Worse yet, I am addicted to all of those things.

So my philosophy adheres less of the “rules of pedagogy” as it does to “my own rules.” Let’s see if I can express them.

Open and Accessible – There are many ways this can occur… or not occur. By accessible, I mean that every student has the opportunity. This may mean accessibility to a computer, or it may mean getting help when they need it, or it may mean that we design our courses for ultimate understanding. Moreover, I think it means that WE, the instructors, are accessible. I try to be there for them, answering any and all questions, checking email frequently, willing to meet with them, and so on. It also means that my attitude is open and accessible. That I do it willingly and happily. That I work at providing a friendly demeanor from start to finish.

Relationship – In line with my ideas of demeanor, I find myself building relationships with my students. For me, an online course provides a broader opportunity for that relationship. I am closer with my online students than I ever was with F2F classes. Sometimes this is a little scary, I hear about domestic violence, illness, and other problems. Other times it is vastly rewarding, and we stay in contact for a long time. This is one reason for building the Ning site. Thus my students can share the experience for long after the class is over. Have to work harder on that one.

Enriching and Uplifting – Well, its easy with Photoshop, less so with anthropology, and was really difficult with my environmental stewardship course. Photoshop is inspiring, and almost all of my students complete the course, and do great work. Anthropology, and any academic course, especially a required one, it’s more difficult. I found that online discussion groups really worked and we learned a lot from each other. Blogs would be the same. My toughest experience was with the environmental course. The students came to it kicking and screaming. It was added to their curriculum and they were forced to take it, something deviating from their chosen coursework. But the discussions and the required tasks really opened a new area of thought for them. In the end… they loved the experience.

Fun – Most of all, it should be fun. Photoshop is fun. Ruth, Todd and Thatcher know how to make a class fun. This may be one of my highest requirements of myself for my teaching philosophy.

How Sick is This?

Hello yourself.