2012 8 GiE teachers pd
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Opening Keynote for Games in Education. Teacher's PD can be, and should be, rooted in their play spaces.
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2012 8 GiE teachers pd
- 1. PD as Play Seann Dikkers Ohio University The 21st Century Teaching Project
- 2. Learning for expert adults looks very similar to ways we are thinking about playful learning for youth.
- 5. Learning for expert adults looks very similar to ways we are thinking about playful learning for youth
- 6. Learning for expert adults looks very similar to ways we are thinking about playful learning for youth - playful
- 8. Doesn’t technology cause distractions?
- 9. Squire, K. & Dikkers, S. (2011). “Amplifications of Learning: Use of Mobile Media Devices Among Youth.” Convergence: The International Journal of Research into New Media Technologies
- 13. What ??!!?
- 14. Can we do PD this way too?
- 15. What can we learn from expert teacher life-narratives about relevant training and professional devlopment?
- 16. Participants “Some stories are better than others” -Dan McAdams (2009)
- 19. Participants Invited GLS TotY Other
- 20. Total Participants n=39 Participants Invited GLS TotY Other
- 22. Life-Narrative Accounts (LNA) From Dan McAdams, (1993 & 2011)
- 23. Life-Narrative Accounts (LNA) From Dan McAdams, (1993 & 2011) Phase 1 Context of Discovery
- 24. Life-Narrative Accounts (LNA) From Dan McAdams, (1993 & 2011) Phase 1 Phase 2 Context of Context of Discovery Justification
- 26. Life Narratives (2008) • Family • Growth in Early Years • Problems • Epiphanies & Turning Points • Progress
- 27. Life Narratives (2008) Trajectories of PD • Family • Growth in Early Years • Problems • Epiphanies & Turning Points • Progress
- 28. Life Narratives (2008) Trajectories of PD • Family • Beginnings • Growth in Early Years • Disposition and Transformation • Problems • Experience of PD • Epiphanies & Turning • Experience of ICT Points • Experience of • Progress Leadership *Refinements *Convergences
- 29. Desimone, 2011
- 30. PD New beliefs New Practice Desimone, 2011
- 31. “I feel that it's rather an unorthodox journey that I've had”
- 32. Disposition and Transformation PD New beliefs New Practice
- 33. Disposition and Transformation PD New beliefs New Practice Failure New beliefs PD New Practice
- 34. Disposition and Transformation PD New beliefs New Practice Failure New beliefs PD New Practice Existing beliefs PD New Practice
- 35. Disposition and Transformation PD New beliefs New Practice Failure New beliefs PD New Practice Existing beliefs PD New Practice Existing beliefs Alternative Models New Practice
- 36. Disposition and Transformation Growth Toward Growth Away Positive Progressive Predisposed Predisposition Predisposition Re-disposed External Realization Internal Realization
- 37. Disposition and Transformation ! Positive Progressive Internal External Predisposition Predisposition Realization Realization Narratives 4 8 14 13
- 38. Where are expert teachers calling relevant PD experiences?
- 39. Experience of PD
- 40. Experience of PD Institutional
- 41. Experience of PD Institutional
- 42. Experience of PD Institutional Personal
- 43. Experience of PD Institutional Personal
- 44. Experience of PD Institutional Personal
- 45. Institutional PD Personal PD
- 46. Relevance of ICT Resources
- 47. Relevance of ICT Resources Personal Digital
- 48. Digital experiences outweigh institutional experiences for expert teachers - and this is fairly new.
- 49. PD in-community
- 51. “I’m constantly worried that I’m going to break something.”
- 53. “Rather then reinvent the wheel there are already some teachers who are doing great things and so a lot of the sharing has been easier not just between teachers... but strangers.”
- 54. “...I got the idea from [students] and they kind of walked me through the steps.”
- 55. PD in-practice
- 57. I had the moment where I realized I was teaching the same way my teachers taught me in high school and I was bored then
- 59. I remember crashing and burning real bad on what I would consider traditional lectures.
- 61. “Yeah, I love failure. Failure is the only time I learn.”
- 62. Teachers are also predisposed and have internal transformations (based on failure).
- 63. PD in-game
- 65. “I began to play Everquest with one and then it began to grow”
- 66. “I count my guild in World of Warcraft as probably one of my top professional development venues.
- 67. My twitter and ISTE and my Second Life... are probably my strongest (PD)...”
- 68. “I don’t know how I taught without it. It’s an amazing tool.”
- 69. “It blew my mind. It was a pivotal turning point in my life.”
- 70. Gaming & online communities are generative for adult learning.
- 72. Adults learn effectively by playing games, with others, learning to fail and carrying over exciting learning experiences to their classrooms.
- 73. What next?
- 74. Thank you Seann Dikkers Ohio University The 21st Century Teaching Project
Hinweis der Redaktion
- Thank you to both advisors.\n\nThank you to GLS group and the inspiration...\n\nGOAL: To gather expert perspectives on where the work was weakest and what I should target in future work. \n \n\n\n\n
- \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- \n
- Dr. Julie Nicolson & Priya Mariana Shimpi\nthe ability to “escape reality,” enhanced problem-solving, expansion of their minds, development of friendships and intimacy in relationships, greater pride in their accomplishments, connection to valued memories of important people and experiences in their past, feelings of joy and a loss of a sense of time, and deeper self-understanding.\n
- What are the experiences we should invest time and energy into developing? \n\n“We seem to be stuck … arguing over which factory-age solutions we should try without fully understanding the implications of the context we are in and the new functions we need education to perform.” \n –Trace Pickering (2012) systems design and development consultant in Iowa. \n\nExpert - Strong history of expert studies in teaching - for good reason. \n - but, obviously these are exceptions - no ‘findings’ are more than discussion starters. \n
- Study with Kurt. \n
- So we found others...\n
- What are the experiences we should invest time and energy into developing? \n\n“We seem to be stuck … arguing over which factory-age solutions we should try without fully understanding the implications of the context we are in and the new functions we need education to perform.” \n –Trace Pickering (2012) systems design and development consultant in Iowa. \n\nExpert - Strong history of expert studies in teaching - for good reason. \n - but, obviously these are exceptions - no ‘findings’ are more than discussion starters. \n
- What can we learn when we have adults play?\n
- \n
- \n
- What are the experiences we should invest time and energy into developing? \n\n“We seem to be stuck … arguing over which factory-age solutions we should try without fully understanding the implications of the context we are in and the new functions we need education to perform.” \n –Trace Pickering (2012) systems design and development consultant in Iowa. \n\nExpert - Strong history of expert studies in teaching - for good reason. \n - but, obviously these are exceptions - no ‘findings’ are more than discussion starters. \n
- Selection has to matter. \nThey have to represent the types of practitioners that we are interested in:\nNeed to be using “21st Century Tools” to transform their classrooms.\nNeed to be recognized outside of this study -- Awards with a vetting process. “Best of the best”\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
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- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n
- 6=Pub/Recognition, 4=NWP Profiles, 1=AMF winner, 7=ING 2010, 6=ING 2011, 4=PAEMST 2010, 14=PAEMST 2011, 47=toty\n\n\n
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- People tend to narrative both positive and negative events in their lives, these correlate to different types of challenges within context - as participants see them. \n\nSelf-exploration of life narratives is a maturing process.\n\nThis study identifies what this exemplary group of teachers define as “relevant”. \n\n\n
- personality and life-span developmental psychology\nOk, so this is a methodology primarily used for identity construction... psychology. \nI liked it for it’s capacity to grab narrative as data across cases, but recognize the limits of using it for another purpose. \n\n
- personality and life-span developmental psychology\nOk, so this is a methodology primarily used for identity construction... psychology. \nI liked it for it’s capacity to grab narrative as data across cases, but recognize the limits of using it for another purpose. \n\n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n\nMcAdams (2008) “Personal Narratives and the Life Story, \nFamily, Growth in Early years, Problems, Epiphanies/Turning Points, Progress - Counter narratives. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \nFrom an outsiders view, this is easily seen as the only way to have affect.\nBut... it isn’t the way the most effective teachers operate. \n
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- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Same technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Relevance of an activity was sorted according to how teachers perceived the narrative. \n\nMy goal was to capture their perception of relevant/positive narratives.\n\nThese are “stories about...” or narratives, not tallies. \n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Framing these areas... Institutional, Personal, Digital.\n\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n“Conditioned” \nInstitutional = designed experiences that are primarily organized by the institution.\n
- Could just be a reflection of how it has always been... \nDifferences between expert teachers and the rest...\n\nResponsibility for professional growth is primarily on the teacher and the teacher’s time. \n\nMimi Ito’s “Hanging out” “Messing around” and “Geeking out” Idea generation largely coming out during these first two times.\n
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- Again: for expert teachers...\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
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- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n\nHumility\n
- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n
- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n
- \n
- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n
- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n
- Student guidance... overcomes “techie”\n\nLearning online, networks, forums... Overcomes “failure”\n
- Again: for expert teachers...\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Adults learn while playing games. =) Awesome!\n
- Teachers are not self-defined as techies, ICT was usually contextualized as a transformative attribute.\n Teachers not defining self as “techie”\nIndication that the tech itself, without formal application is successfully outperforming traditional designed PD in terms of relevance for expert teachers.\nAnd games...\nSimple to complex tools being used... \n\n\n
- Experience of PD\n
- Experience of PD\n
- Expeirence of ICT\n
- Teachers are not self-defined as techies, ICT was usually contextualized as a transformative attribute.\n Teachers not defining self as “techie”\nIndication that the tech itself, without formal application is successfully outperforming traditional designed PD in terms of relevance for expert teachers.\nAnd games...\nSimple to complex tools being used... \n\n\n
- Again: for expert teachers...\nSame technology that facilitates Massive Data Warehousing, (Populations of people), Efficiency of scale...\nIs fueling persona-tech too. \nStart with what people are doing and how they are socially constructing the tech. \n
- Wrap up.\nThen they go win awards. \nThen students say “thank you”. \n
- Wrap up. \n
- Thank you to both advisors.\n\nThank you to GLS group and the inspiration...\n\nGOAL: To gather expert perspectives on where the work was weakest and what I should target in future work. \n \n\n\n\n