Roz HussinInstructional Design Technology Specialist,Office of Online & Distance Education (ODE),University of Nebraska-Lincoln (UNL), USA

Allison HuntLearning & Collaborative Technologies Support Specialist Information Technology Systems (ITS), UNL

TEAMTiered E-portfolio Apprenticeship

Model

Nebraska Distance Learning AssociationNDLA Spring Conference March 6-7, 2014Holiday Inn Hotel, Lincoln, Nebraska

Stefan SchmidEducational Technologist and Coordinator Management Studies, Akademie Bayern, Germany

1Introduction + Overview

2Instructional

Design

4Ongoing efforts +

Q&A

3Learning Process

TEAMTiered E-portfolio Apprenticeship

Model

2:15 pm 2:20 pm 2:45 pm 3:15 pm3:05 pm

1Introduction + Overview

TEAMTiered E-portfolio Apprenticeship

Model

Apprenticeship Experiences

Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment; Online undergraduate course; Blended independent study graduate instructional technology course

Tiered Apprenticeship

PastEmergent model: Development + evolution from Face-to-Face model to blended/online

Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment; Online undergraduate course; Blended independent study graduate instructional technology course

Tiered Apprenticeship

Issues Addressed:

• Students have limited access to real-life hands-on industry exposure and experience during their course of study

• Industry practitioners have limited opportunities to contribute or share expertise in academic settings

• Existing available human resources and academic delivery mechanisms are traditionally siloed and underutilized

1990’s: SMS – Short Messaging Service coaching team of interns/apprentices2012+: G+PLN – Google+ collaboration with Professional Learning Network

1970’s: F2F – Face to face apprenticeship with professor/engineer (father)1980’s: F2F – Face to face apprenticeship/internship with architect (employer)

Tiered E-portfolio Apprenticeship Model

Apprenticeship Experiences

T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E )

tas

k e

xe

cu

tio

n i n te rp e rso n a l re l a t i o n sh i p

person A as

instructor

Barriers Aptitude, attitude,

hierarchy, personality, age, race,

religion

person B as

learner

giving instruction

receiving learning

On-Job performance

by learner

Learn

ing o

utp

ut

T e B L E c o m m u n i c a t i o n

ASK4HeLP intervention

ASK4HeLP(Hussin, 2004)

Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols

2Instructional

Design

TEAMTiered E-portfolio Apprenticeship

Model

Coaching Metacognition; Socratic Method; Jigsaw Prblem Based Learning; Nurturing Heutagogy; Rhizomatic Osmosis Learning; Community as Curriculum; Web Literacies; Redefining MOOC 2.O - Mobilizing Open Ongoing Connectivist Communities Online

Pedagogy + Strategy

teaching

Arranging conditions to bring about learning as planned; changing the frequency of actions on a relatively permanent basis given a set of conditions.

(Eshleman, 2001)

defi

nit

ion

Refers to the acquisition of knowledge, skills, and attitudes as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills.

(Wikipedia, 2006)

defi

nit

ion

training

A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. Informal relationships develop naturally between mentor and mentee, while formal mentoring refers to assigned relationships, often associated with organizational programs.

(Wikipedia, 2006)

ringment

defi

nit

ion

Encompasses supervising, observing, and testing activities and appropriately reporting to responsible individuals; Providing an ongoing verification of progress toward achievement of objectives and goals; A frequent or continuous process of checking that codes are consistently being complied with. (CCC, 2005)

defi

nit

ion

m ringnit

Sophisticated form of teaching which

awarenessthe learner’s

achingc

deepengagement

venturing fearlessly into sensitive & dangerous subjectsachingc

thinking about thinkingone of the highest levels of learningability to examine one's own thinking processes and strategies; to consciously reflect and act on the resulting metacognitive knowledge to modify those processes and strategies; a metacognitive learner is in control of his learning process and his future learning. (Flavell,1976)

metacognition

achingc

systemic achingc

Focuses on improving the effectiveness and survivability of a human system: usually a couple, group, family, team or community. A systemic coach assesses a system's functioning (systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers between system members to enable resourceful communication on all aspects of the system.

(Wikipedia, 2006)

(Vygotsky, 1978)

Jigsaw MethodRelay MethodJ.I.T.Method (Just-In-Time)

Social

Learning

(Vygotsky, 1978)

ZPDZone of Proximal Development

Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.htmlGarnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.

AndragogyPedagogy

Heutagogy(Self-Determined

Learning)

(Self-Directed Learning)

(Engaged Learning)

smosislearning

When immersed in a saturated context, absorption naturally occurs (Dutrochet,1847) When immersed in a context which is saturated with learning opportunities, learners instinctively

“absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004)

Rhizomaticlearning

(Cormier, 2008)

ConnectivismCommunity as

Curriculum

Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010) ● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students (Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012)

”“

Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/

Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657

Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/

Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htmPappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0

Rhizomaticlearning

(Cormier, 2008)

Apprenticeship Model applied in context of Rhizomatic Learning and Community as Curriculum(Cormier, 2008)

Designing a new online Undergraduate Course

Apprenticeship credit hours via independent study blended Graduate Course

Internship credit tuition

remission

Pilot involved four-way collaboration between the faculty of a graduate course, a graduate student, the faculty of an undergraduate course, and an instructional designer. The outcomes included a ready-to-deploy online course design, employment-ready eportfolio and blended professional development on-job training for the various stakeholders.

Tiered E-portfolio Apprenticeship Model

ReadingwRitingaRithmetic

John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei=IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false

by Sir William Curtis (1795)

3R’s

Respond (in context)

Reach (out to others)

Reiterate (to improve)

Reflect (on learning)

Research (for content)

5R’s

CultivatingCore Connectivist Competencies

Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc

3Learning Process

TEAMTiered E-portfolio Apprenticeship

Model

Experiential learning; Hands-on experimentation; Metacognitive Reflection and evaluation of own learning; Motivation and Sustainability

Authenticity

ApplicabilityPracticality; Real-life scenario; Deliverable KPI’s and product out put expectations; Cost and time effectiveness of HR manpower resources

7/6/2013 Allison contacts the Roz for the first time, asking for help/guidance in the career path of an IDTS7/13/2013 Roz returns the email, scoping level of interest7/20/2013 Roz begins to interview Allison (unbeknownst to Allison) for the apprentice position (personality)7/23/2013 Begins a Word Press to capture journal entries/reflections7/27/2013 interview continues, now assessment of skills8/3/2013 The apprenticeship evolves into an Independent Study for credit8/10/2013 Allison meets with her advisor to discuss the details8/17/2013 registers for the Indep Study8/20/2013 Techedge2013 Conference - Allison assists Roz with presentation logistics (global PLN participation)8/24/2013 slowly begins to become familiar with working environment of an IDTS8/31/2013 Allison tries to gain learning structure but very quickly realizes that this arrangement is a “learn-as-

you-go” reflecting an apprenticeship or job rather than a structured course with a pre-set calendar9/7/2013 First assignment: provide technical assistance to a faculty member setting up the hardware and

software of a classroom where a synchronous course is being taught.9/14/2013 meet w/faculty regularly on Monday nights during class to assist9/21/2013 Second assignment: assist a faculty member with blended course where students record screen

capture mini-lectures within a group; Allison ‘s role was managing these videos and assessing technology issues

9/28/2013 begin regular communication with new faculty member, helping establish a process with technological systems in course

10/5/2013 continue to assist both faculty members and meet w/Roz on a regular weekly basis10/12/2013 Third assignment: Introduction to the course redesign (material and players)10/19/2013 begin restructure of course on paper10/26/2013 apply restructure to course on Blackboard11/2/2013 continue to assist both faculty members while re-desiging course in Blackboard11/9/2013 begin to document work in portfolio and gather digital artifacts11/16/2013 continue to assist both faculty members while re-desiging course in Blackboard11/23/2013 Feeling overwhelmed, i.e. the learning curve takes a steep climb up as I now gain a large

understanding of the work I am doing but realize that I have little time to complete it11/30/2013 work on portfolio12/7/2013 work on portfolio12/14/2013 Allison submits final portfolio to advisor for a grade12/21/2013 holiday break12/28/2013 holiday break1/4/2014 another sweep of the course redesign; fine-tune2/7/2014 Meeting to discuss further development2/14/2014 Melissa (2nd intern) joins the team2/28/2014 Meeting to discuss NDLA presentation3/4/2014 Melissa fully engages in course redevelopmentongoing

6 weeks

2 weeks

6 weeks

4 weeks

3 weeks

6 weeks

2 weeks

15

we

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all

S

em

es

te

r

Needs assessment

Orientation

Learning Curve

Immersion Learning

Production

Hopes, Dreams & Realitylearn the type of work IDTS’s do

learn what personality characteristics are beneficial

earn some type of credit for the work done

learned the politics behind relationships between IDTS’s and Faculty

perspective shaped to understand HOW to organize & structure a course not just how to do simple tasks with an ends meet; always seeing bigger picture

earned credit toward my Masters program

learned factors of persuasion and playing off my personality traits that benefit an IDTS position;

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Reflective learningthrough online blogginghttp://ahunt27.wordpress.com/

Prior Knowledge, Skills GainedKnown Hurdles:

Workload (FT Graduate student with two PT jobs)

Learning curve that went slowly at first then took a steep climb upwards; this meant that I had a lot to do at the end of the semester now that I understood more design work  

To This:

Ability to teach faculty applicable technology and knowing WHEN to teach and when to just “do;” knowledge and ability to set up hardware with new equipment; knowing HOW to deconstruct and structure a course for a redesign;

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From This:

Blackboard knowledge, Adobe product knowledge, problem-solving skills with technology, fluency of higher ed terminology & UNL-specific knowledge, aptitude to work alongside faculty members + experience

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Versal MoodleEdmodo

Experiential learning through guided experimentation : Learn to design and create real-life ready-to-use functional products – example IDTS video tutorial for faculty http://screencast-o-matic.com/watch/cIlob2nVEF

“7 minutes w/out producing any work… I stopped trying at 8:23

minutes”“It’s hard to say I don’t love it”

(minutes elapse)

“OK. I don’t love it”

Triggers, Catalysts, FuelTriggers:

B.A. in Psychology, questionable value in corporate world; established idea must gain skills in graduate career - The work of an IDTS involves not only the physical skills working with technology, but also a pedagogical understanding of teaching and learning.

Fuel:

Degree is ticket to new life, career, and home. Need to build tangible skills in graduate school; Apprenticeship model allows + requires student to hone specific skills directly related to field of interest.

■■ Catalyst:

Initial contact mix of desperation, humility, determination; Unemployed 8 weeks - hoping to gain work, internship, or network; determined to get job & resolute decision to sacrifice + work hard to earn degree by end of 2014 and to graduate with knowledge and skills that employers would find attractive.

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4Ongoing efforts +

Q&A

TEAMTiered E-portfolio Apprenticeship

Model

Reiteration of pilot; Evaluation + Refinement of process; Scalability, replicability, dependability

Further development

Q&AOpen Discussion

6 weeks

2 weeks

6 weeks

4 weeks

3 weeks

15 w

eeks

Sem

este

r

Needs assessment

Orientation

Learning Curve

Immersion Learning

Production15 w

eeks

Sem

este

r

Needs assessment

Orientation

Learning Curve

Immersion Learning

Production

15 w

eeks

Sem

este

r

Needs assessment

Orientation

Learning Curve

Immersion Learning

Production

Needs assessment

Orientation

Needs assessment

Orientation

TEAM reiteration

Tiered E-portfolio Apprenticeship Model

TOOLKITTeaching Open Online Literacies using Knowledge Integration Techniques

oocm 2.O

Mobilizing Open Ongoing Connectivist-Communities OnlineCommunity as Curriculum (Cormier, 2008)

Tiered E-portfolio Apprenticeship ModelGlobal industry

standards

TEAMTiered E-portfolio Apprenticeship

Model

Open discussion

http://go.unl.edu/NDLA2014

Roz Hussin rozhussin@unl.edu Allison Hunt ahunt@unl.edu

Q&A:

Resources:

Contact: