4. Mindful Technology Integration
Avoiding the lure of the
Considering the ends, not the means
Ensuring congruency between philosophy and action
Beliefs about technology consistent with beliefs about education
Ensuring technology Integration aligns with learning outcomes
Supports learning experiences that achieve learning outcomes
(Kanuaka, 2008)
7. What is a taxonomy?
A knowledge representation system organizing its component phenomena
(taxa) into categories (domains) that express and explain both affinity and
differentiation (i.e. change relationships) (Taxonomy (general), 2017)
When does a wolf become a
husky, and vice versa?
How are wolves and huskies
related? How are they alike?
What differentiates them?
8. Classification Systems
Relationships are typically expressed as either linear hierarchies
(conditional) or rhizomes (predication): (Taxonomy (general), 2017)
Hierarchical (parent-child relationship): Linnaean, cladistics… Bloom’s, SOLO
Rhizomal: folksonomy, soil taxonomy, navigational taxonomy, Colon
classification… Cone of Experience, media taxonomy
In library science: (Library classification, 2017)
Enumerative or hierarchical: Subjects divided alphabetically, or hierarchically
from general to specific, and ordinally listed (e.g. LCC, DDC)
Faceted or analytico-synthetic: Subjects divided into mutually exclusive
orthogonal components (e.g. Colon, Bliss, Cutter, UDC).
9. Taxonomies of EDUCATION (not LEARNING!)
In education, taxonomies express ways of matching types of learning
experiences with types of learning outcomes
Change relationships commonly expressed as linear progressions between
levels of complexity
Two general types:
Descriptive taxonomies support the diagnostic function
Prescriptive taxonomies support the remedial, corrective function
Fundamental character of a prescriptive theory or taxonomy: the power
to explain and predict
(Lasnik, 2011)
10. Taxonomies and Instructional Design
Design emerges out of the relationships amongst the taxa, and between these and the
domain in which they are encompassed
Few prescriptive taxonomies for DE and online learning
Different design for DE and online learning, stemming from different change in
relationships among the taxa influenced by technology and its unique affordances for
learning experiences + learning context(s)
Different design for 21st
century digital environments and developing associated skills
(Lasnik, 2011)
15. Where Bloom’s Taxonomy fails…
Instrumentalist approach & inherent dichotomies/divisions:
Purpose and structure of learning content & tasks vs. student’s learning experience
Knowledge is static & receptive vs. dynamic
Learning is receptive vs. active/emergent
Metacognition is about knowledge vs. self-regulation
Isolated concepts vs. connected/networked concepts
Simple vs complex systems approach
Excludes the role of discipline and context
Teaching-centred, not learner-centred
Learning is a cognitive process, isolated from important experiential aspects…
Focus on cognitive domain, isolated from affective and psychomotor domains
Surface vs. deep learning?
(Draper, 2106; Lasnik, 2011)
16. ACTIVEPASSIVE
Image source: Segers, R. (2013, March 9). Retrieved from http://4.bp.blogspot.com/-oQEq5RAsagE/UTsN2meGzTI/AAAAAAAABlc/_bculP0jNvI/s1600/Edgar+Dale+-+Cone+of+learning+3.png
18. Media Taxonomy
Learner-centric
Embeds metacognition
Deeper learning
Discipline-neutral
BUT…
Media-dependant
Context-dependant
Superficial explanation of interaction
Explains change relationships?
Predictive?
Image source: School of Information Science at Illinois. (n.d.). https://chip.web.ischool.illinois.edu/people/pubs/taxonomy/
(Burce & Levin, 1997; Lasnik, 2011)
19. Taxonomy of Creativity Phenomenon
Research (heurisitc)
Image source: Piórkowska, K. (2016). Retrieved from https://search.proquest.com/openview/5e797d465621034e6c9f9ab3b1b7d9b0/1?pq-origsite=gscholar&cbl=2035817
20. Williamson’s Taxonomy of Interaction (heuristic)
Learning and meaning-making from discovery
Imagesource:Williamson,B.(2015).Retrievedfromhttp://http://ejolts.net/files/Williamson8(2)_0.pdf
22. An aha! moment….
Laurillard’s Conversation Framework appears to integrate aspects of
consistent with Bloom’s Affective Domain
Repositioning the role of reflection, creativity, thinking, communication (writing,
composition, art)… including in assessment
WANTED: A taxonomy that…
Is context-neutral (accounts for DE, f2f, and local network contexts)
Is media-flexible; (philosophy-flexible)
Supports higher level, deep learning and metacognition
Supports students in developing all the skills needed to eventually become
a whole, self-directed learner (within a digitally connected environment)
Integrates independence and inter-dependence/ inter-relation
Accounts for the unique affordances technology can offer learning
25. Cartesian dualism:
Internal External… Private Public
Descartes’s mind-body dualism
Dichotomies: Internal vs. External spheres… Private vs. Public spheres
Technology moves from public to private/personal sphere
Public vs. private identifies, mediated by technology
Feminist critique: The telephone reinforced women’s isolation within the private sphere
In education:
Behavioist focus… Assessment based on observation of external behaviours as proxies
that may (or may not!) reflect learning that has occurred internally
Is the increasing focus on self-direction and autonomy in learning
reflective of a philosophical shift?
(Bertucio, 2017; Bijker, Hughes, & Pinch, 1984; Himank, 2015; Integration and Application Network, 2013; Public and private spheres in the digital age, 2017; Rakow, 1992)
26. Aristotle’s Phronesis and Praxis
PRACTICAL
DOING
PRACTICAL
WISDOM
Image source: EcoCheck Blog. (2013, August 29). Retrieved from http://ian.umces.edu/blog/2013/08/29/its-all-greek-to-me-the-terms-praxis-and-phronesis-in-environmental-philosophy/
27. Takeaways from Aristotle:
Independence + Inter-relatedness (interaction, networked learning)
Integration of: Internal & external domains… Private & public domains
Construction (learning by doing; learning through relationship)
Reason (learning through reflection*) --- contrasts with Cartesian dualism
Metacognition (includes self-assessment) --- contrasts with Cartesian dualism
Practical expression (external application/demonstration)
The concept of “essences”… relates to reason + knowledge of natural laws
*Heidegger also asserted the concept of private sphere for reflection and learning
28. Ancient Greece…. AND BEYOND!
Aristotelian-type logic is discernible within many non-Western philosophies
and worldviews:
Aboriginal Australian Peoples: forms; “part-of-one-in-the-other”
First Nations, Inuit, Métis
Yanomamo: reciprocity in ceremonial combat
Dobe !Kung
Eastern philosophies: Chi
Sufism
Judiaism
Christinaity (?)
Muslim
**Observations by Euro-Western male anthropologists
David H. Turner, Richard B. Lee and Napolean A. Chagnon
31. Connectivism
Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Nurturing and maintaining connections is needed to facilitate continual
learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist
learning activities.
Decision-making is itself a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to alterations
in the information climate affecting the decision.
(Siemens, 2005)
33. Questions…
What has your experience been with integrating technology and
pedagogy?
Have you experienced incongruency between your /philosophy/beliefs
about technology and your philosophy/beliefs about education?
If so, how could you resolve this incongruency? (Or, how did you avoid
this incongruency in the first place?)
Consider your own beliefs about technology and education. What
domains and taxa would you include in a taxonomy for DE that
aligns with your philosophical approaches? Why?
What about blended learning? Would your taxonomy be different?
Why or why not?
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