Consulting Project - The New Professional Development Program for the Urvi School

Note: This school and situation are both fictitious.

New PD Program for the Urvi School from urvi on Vimeo.

Introduction

According to Hase & Kenyon (2000),

Education has traditionally been seen as a pedagogic relationship between the teacher and the learner. It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught. In the past thirty years or so there has been quite a revolution in education through research into how people learn, and resulting from that, further work on how teaching could and should be provided. (p.2)

Hase and Kenyon (2000) identify that effective learning occurs when through a learning-centered model. As the consultants for this organization, we aim to develop a professional development (PD) program for teachers modeled on three learning theories: social constructivism, heutagogy and connectivism. This program is outlined below using the ADDIE model for instructional design.

Current State

The Urvi School is an independent grade 3 to grade 8 elementary/junior school. The 17 teachers and 5 staff members of the school are lead by a principal and vice principal. The curriculum coordinator of the school manages the structure and development of the PD system for the teachers. The current PD structure consists of three primary components:

• in-school PD events in the form of guest speakers and workshops (whole school sessions)
• in-school internal PD (teachers visiting each other’s classes, PD messages during staff meetings)
• outside of school PD events based usually subject based which teachers sign up for independently

The in-school events take place three times a year: in August before school beings, in January before term two begins and in June when school has ended. Teachers are generally not guided or instructed on which outside of school events they should enroll in but are required to attend at least one during the year. At the beginning of the school year, the theme of the PD events is given to the teachers by the curriculum coordinator; however, the workshops/guest speaker events frequently deviate from the theme. The PD messages during staff meetings occur approximately every two weeks and include an activity that is to be completed outside the staff meeting (e.g. fill out brainstorm for PBL activities for staff bulletin board). Teachers are required to visit each other’s classes once a term.

The current structure does provide a number of opportunities for PD. The challenges with this structure is that teachers are not given ownership over their PD, self directed learning is not being encouraged, there exists no formal tool for collaboration and dialogue between teachers and teachers are not given choices or structure in the format or content of the PD activities.

ADDIE Instructional Design Model for the Learning Program

Analysis

The learning outcomes imposed by the school’s administrators (principal, vice principal and curriculum coordinator) contain three components:

• Teachers will receive whole school PD in order to collectively learn the school’s vision and direction
• Teachers will choose their outside of school PD sessions based on their own teaching subjects
• Teachers will visit their colleague’s classes in order to learn from each other and possibly align teaching strategies

The scope and structure of the new proposed PD program is based on a leaner-centered model. This PD structure aims to be continuous throughout the year and as well as appeals to the needs/direction of the school and teachers. The school contains the various budgetary and technological tools to implement this program. The program will need to be assessed throughout the year in order to determine the effectiveness for the learners.

Design

This learning program was developed based on the triad interaction of teachers, facilitators and the PD program within a digital environment. The triad relationship was adapted from Borko (2004). Figure 1 below illustrates the framework used in this learning program.

Figure 1. Framework depicting the triad relationship, theories and type of activities involved in the new PD program.

Teachers as Learners

In this program, teachers are defined as the learners (Borko, 2004). Although all teacher-learners will be expected to participate in this PD program, its effectiveness for each teacher is dependent on their internal locus of control, their ability to be intrinsically motivated and a positive attitude towards their facilitators, colleagues, PD program and digital technologies. They must also be willing to interact, communicate, collaborate and share work with individuals and the environment in their personal learning network (PLN) and communities of practice (CoP) (Dabbagh, 2007).

Facilitator

The facilitator(s) within this program can be a number of individuals ranging from administrators, teacher-experts, theorists, workshop leaders and guest speakers. The facilitator’s role is to guide the “teachers as they construct knowledge and practices” during PD opportunities (Borko, 2004, p.4).

PD Program

The activities, learning opportunities, instructional objectives and instructional strategies within this PD program are rooted in three theories: heutagogy, connectivism and social constructivism.

Heutagogy emphasizes the development of individual’s capabilities within an environment of self-directed learning, knowledge sharing, intuition and reflection. The heutagogical approach to learning can be effectively conducted using online and digital technology mediums (Hase & Kenyon, 2000).   

Connectivism is a process of learning in which the environment can shift, change and is not necessarily within the control of the individual. It focuses on connecting information, determining important and unimportant information, and recognizing new information which changes decisions (Siemens, 2004). Connectivism states that: “ (i) Knowledge rests in networks, (ii) Knowledge may reside in nonhuman appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up‐todate knowledge) is the intent of all connectivist learning activities” (Siemens, 2006, as cited in McLoughlin, 2008, p.2).

Social constructivism emphasizes that learners “create meaning through their interactions with each other and with the environment they live in” (Kim, 2001, p.3). Knowledge and meaning are constructed as a product of social and cultural experiences. Thus, “meaningful learning occurs when individuals are engaged in social activities” (Kim, 2001, p.3). Social constructivists posit that effective instructional models should include collaboration and interaction among learners and members of the community (Kim, 2001).    

Today's Daily Papert

I received today's Daily Papert (copied below) and am perceptually amazed as to how relevant, meaningful, applicable and current Papert's thoughts are on education and technology. This was written in 1975 but holds great merit today.

We describe four major milestones in our development:

1.    In the late sixties we recognized that while computers have tremendous potential for use in education, the technology of that time was marginally effective and too expensive. We consequently adopted a strategy of preparing for a future which has now arrived


2.    For the first half of the present decade we withdrew into an “ivory tower” and developed methods for using a technology which seemed futuristic to most of our colleagues engaged more directly in the day-to-day struggle to introduce computers into schools.


3.    We are now standing at the third milestone. We recognize that the new technology has matured even slightly faster than we anticipated and will diffuse into schools during the next five years. We are almost alone among workers on educational technology to have concentrated on the intellectual content of how the new generation of computer technology can be used. We have to prove to the world that the methods we have developed are feasible, accessible to schools, cost effective and educationally meaningful. An experiment and demonstration to this purpose is the pivotal theme of this proposal


4.    The fourth milestone will be large-scale dissemination. While this is logically contingent on the success of our proposed evaluative experiments, we argue that it would be foolish not to prepare materials for dissemination in parallel with conducting the experiments. Reasons for this include:

a.    The experiment itself will be more convincing if it uses teaching materials which could in principle be disseminated “as is.”


b.    Time is of the essence. New technologies will diffuse into the schools and in the absence of available well-tried methods, untried ones will become established. And if this happens society will have to pay for one more expensive case of that bind which paradoxically places the major cost of innovation in the undoing of the old rather than the construction of the new.

Papert, S. (1975-76) An Evaluative Study of Modern Technology in Education.
Versions of this piece were published as “MIT Artificial Intelligence Laboratory Memo No. 371,” (June, 1976), and as “LOGO Memo No. 26.” This piece was based on a proposal to the National Science Foundation (NSF) submitted in 1975.

(Copied from The Daily Papert email April 20, 2011)

The Atom as a Theoretical Framework for Online Learning

Written by U Shah and R Snider


The Atom as a Theoretical Framework for Online Learning - The Black Eyed Peas from urvi on Vimeo.



Introduction

The viable online learning environment of rapid and constant change must be live, authentic, nurturing and flexible.  In this molecular framework the learner, facilitator and curriculum interact in a multiplicity of relationships to enable the learner to construct personal learning, to realize their learning goals and to establish and refine skills to help the individual and the collective solve the issues of the 21^st century.

Four Theories

Social constructivism

Social constructivism emphasizes that learners “create meaning through their interactions with each other and with the environment they live in” (Kim, 2001, p.3). Knowledge and meaning are constructed as a product of social and cultural experiences. Thus, “meaningful learning occurs when individuals are engaged in social activities” (Kim, 2001, p.3). Vygotsky (1978) posits that learning is negotiated and constructed through the social interactions affecting thought and language. 

Constructionism

Constructionism is a learning theory that posits that learning occurs as “building knowledge structures through progressive internationalize of actions” and the “learner is consciously engaged in constructing a public entity” (Papert & Harel 1991, p.1). The learner internalizes information (cognition) and demonstrates learning through external construction (constructing outside of their mind). Ideas are formed and transformed through construction which demonstrates learning. 

Heutagogy

According to Hase, (2000) heutagogy is the concept of truly self-determined learning. It encourages the development of the individual’s capabilities, within an environment of knowledge sharing, intuition and reflection. This approach emphasizes the human connection, self worth, capability, a system environment-interface, learning as opposed to teaching (Hase, 2000). 

Connectivism

Connectivism is a process of learning in which the environment can shift and change and is not necessarily within the control of the individual. It focuses on connecting information, determining important and unimportant information, and recognizing new information which changes decisions (Siemens, 2004). Connectivism proposes that knowledge rests in networks, resides in nonhuman applications, and learning is enabled by the currency of the technologies (Siemens, 2006, as cited in McLoughlin, 2008).

Online Learning Environment

The online learning environment is defined by Ally (2004) as:

the use of the internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience. p.17

Online learning models combine knowledge networks and communities of practice in both asynchronously and synchronously to meet the needs, learning outcomes and goals of the learner (Dabbagh, 2007). A personal learning environment is defined as “a single user’s e-learning system that provides access to a variety of learning resources” (van Harmelen, 2006, p.1). PLEs are “the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter‐connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc” (McElvaney & Berge, 2009, p.7). PLEs connect to personal learning networks (PLN) and personal web technologies (PWT). A personal learning network (PLN) is defined as an assemblage of components which influence construction of knowledge, collaboration and learning. Learners can build their online PLNs by networking with peers, friends, colleagues and professors etc. using Web 2.0 technologies. Online learning environments consist of PWTs and PLNs within PLEs which allow users to connect and expand their knowledge through external resources through human and non-human resources.

Media and Everyday Life by David Gauntlett

Social Media | Adult Learners | Digital Age

The table below from Baird & Fisher (2006) describes Malcom Knowles five learning assumptions of adult learners. Based on these assumptions, we can draw conclusions on how learning (formal or informal) through social media in the digital age can benefit adult learners.

Self-concept	As a person matures, his self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
Experience	As a person matures, she accumulates a growing reservoir of experience that becomes an increasing resource for learning. Information that has little “conceptual overlap” with what is already known is acquired slowly.
Readiness to learn	As a person matures, his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
Orientation to learning	As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.
Motivation to learn	As a person matures, the motivation to learn is internal; protecting one’s self-concept and/or self-esteem are strong motivators to acquire new information.

Social media is a form of media that allows for humans to create relationships and build trust in an online platform (Safko, 2010). Social media sites encourage the idea of produsage (production and usage), community based sharing and personalization (Kiviniem & Kurkela, n.d., McLoughlin, 2008). This means that users can collaboratively produce content and view content made by others. Whole communities can be involved in content production through collaborative efforts, sharing information/knowledge on online social media sites. Social media can be used in both informal and formal settings by both adults and youth (Kiviniem & Kurkela, n.d.). Learning through social media is a social constructivist form of learning and approach (McLoughlin, 2008). Communities of practice are formed on online social media sites when people that have similar interests aggregate. Participants within communities of practice can share their experiences, knowledge and information via online communities. They can be built in a formal setting but many form informally and evolve through social interaction. Virtual communities of practice (VCoP) is the term that describes online communities of practice. VCoP can support both formal and informal learning. Social media in formal educational settings encourages collaboration, communal knowledge construction and cooperation. Social media gives learners an opportunity to manage their learning environment and direct their learning. These communities can also help to connect people regardless of geography. Social media sites are self organized when users sign up for informal purposes. This connects to Knowles assumption that adult learners are self directed. Many of these VCoPs are created based on hobby interests and users gather to find information and experience from likeminded individuals. Safko (2010) identifies 15 different social media categories. We have taken 10 of these categories and briefly summarized them below.

Social Networking

Social networking sites allow people to communicate, share thoughts, ideas and experiences with others. This encourages connections with others, trust and allows individuals to learn from each other.

Publishing

Social media sites allow individuals to be published in a variety of methods. These include but are not limited to: blogs, wikis, text messaging, photo and video sharing.

Photo Sharing

Photo sharing social media websites such as Flickr, Picasa, Smugmug and Photoswarm allow users to upload and share their photos. Users share them with their community online and are thus networked and engaged in conversation.

Video/Audio

Social media sites such as YouTube and Soundcloud allow for music (or videos) to be uploaded that can be shared with the community. Video sharing allows for the use of audio and graphics which can appeal to many learning styles. Through video and audio, we can share a variety of experiences and knowledge with our community. This is also a form of creative expression.

Microblogging

Social media websites such as Twitter and Yammer allow for short spurts of communication and correspondence. Users can type short bits of information onto these sites that can be shared with the respective community.

Livecasting

Livecasting sites such as uStream’n allow for users to broadcast video live.

Virtual Worlds

Virtual worlds such as Second Life can be used to meet online and can be a tool for collaboration or dialogue.

Productivity Applications

Productivity applications such as Google Docs or Dropbox allow for peers to share work, documents and manage events. Users can use these tools to work collaboratively.

Aggregators

Aggregator sites such as iGoogle can help users organize and aggregate all their information on one page. This page can contain nuggets of information from their favourite blogs, web pages, news, photos and videos.

RSS

RSS stands for really simple syndication. RSS feed notifies users of new content on their favourite sites. RSS feed can be aggregated from blogs, webs pages etc.

Androgogy is based in self directed learning and it is important for instructors to know the background and prior experiences of the learners. Adult learners are interested in learning material that is relevant and applicable to their lives, work or hobbies. Vygotsky states that cognitive development reaches full potential when the learner is social interacting and engaged (Baird & Fisher, 2006). Social learning theory emphasizes that the best behaviours related to learning are when learners interact with people and the online environment (Tu, 2000). This is a key component of connecting adult education to learning using social media. Social media sites can be used to guide and mediate learning while the learner has control of their learning. In addition, social learning environments can increase and vary the variety of skills of a community through collaboration. It is important for educators or instructors to ensure that the use of social media must be effectively connected to the course’s learning outcomes and curriculum (Baird & Fisher, 2006). Educators must also be able to train learners within online communities in order for collaborative learning to be effective (Tu, 2000). “Self directed learning communities” can provide learners with a community of engaged individuals, a platform to receive feedback and encouragement as well as an area to collaborate/gather a network of information (Baird & Fisher, 2006). If feedback and timely responses are not provided within the social online environment, students can feel detached and can result in less interaction (Tu, 2000).   

References

Baird, D.E. & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5-32.

Kiviniem, K. & Kurkela, L. (n.d.) The Role of Social Media in Informal and Formal Learning. School of Vocational Teacher Education, School of Engineering, 1-6. 

McLoughlin, C.(2008). Mapping the digital terrain: New Media and social software as catalysts for pedagogical change. Ascilite Melbourne, 641-652.

Safko, L. (2010). The Social Media Bible: Tactics, Tools, and Strategies for Business Success, 2nd Edition. New Jersey: Wiley.

Tu, C. (2000). On-line learning migration: from social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23, 27-37.

Google | IKEA | 3D Printing

Introduction

It has been eye opening and illuminating to read and discuss organizational culture, climate and design in the past few weeks. I am beginning to connect various components of organizational theory to create a big picture to develop my understanding of organizations in general. In addition, I have been able to look at organizations through a variety of lenses in order to critically analyze their structure, design or culture. In this synthesis paper, I examine Google’s and IKEA’s organizational culture and analyze the implications of 3D printing on organizations. Tapscott & Williams (2010) “…believe that the world has reached a critical turning point: reboot all the old models, approaches and structures or risk institutional paralysis or even collapse” (p. 10). The trends that are seen within these organizations and new technologies demonstrate changes in organizational paradigms.  

Google

Hoy (1990) states that “the climate of an organization may roughly be conceived as the “personality” of the organization (i.e., climate is to organization as personality is to individual)” (p.151). This struck me as a significant metaphor to describe the importance of climate in an organization. This metaphor can help explain why we have brand loyalty in the same way that we get along with individuals whose personalities we like. A personality determines whether we are attracted to an individual, and in the same regard the climate of an organization can make a positive impact on how a product or service is perceived by its consumers.

Google’s founders Larry Page and Sergey Brin developed five lessons of wisdom that represent Google’s culture.

1.       “Don’t sell your soul to the highest bidder” (Hellriegel & Slocum, 2007, p.417)

2.       “Create a culture of risk taking” (all employees are allocated 20% of their time at Google to work on personal projects) (Hellriegel & Slocum, 2007, p.417)

3.       “It’s all about the product”(Hellriegel & Slocum, 2007, p.417)

4.       “Don’t get greedy” (Hellriegel & Slocum, 2007, p.417)

5.       “Keep your employees motivated and satisfied” (Hellriegel & Slocum, 2007, p.417)

By implementing these lessons, the founders created an organization that was very different from the mechanistic model of organizational structure. These lessons in turn create a climate of transparency, collaboration, openness, sharing of data and intellectual property. These organizational traits are described in Macrowikinomics as organizations move away from hierarchical designs to more organic designs (Tapscott & Williams, 2010). In terms of organizational design, Google’s approach seems to be one of contingency design which allows for flexibility and change (McCaskey, 1974). I have related the idea of contingency design to that of individual learning styles of students. By using contingency design, an organization can create a unique structure to meet its needs in the same way that individual learning styles are unique ways of learning for each individual.       

IKEA

The February 26^th - March 4^th edition of the Economist stated that IKEA’s cooperate culture is based on thrift (The Economist Blood and Oil, 2011). This is interesting to note as organizational culture is defined as underlying values and assumptions (Dension, 1996). My first thought was: is thrift either an underlying value or assumption? I initially thought that thrift cannot be used to describe an organizational culture because Barney (1986) states that an organizations core values can improve employee morale and quality of work life. After re-reading Schein’s article I realized that thrift is certainly the basis for the organizations culture but not necessarily the component that affects employee morale or quality of work life. There must be other determinates and factors that influence morale and quality of work life; however, the idea of creating a culture based on thrift is at the core of IKEA’S underlying values and assumptions. IKEA has developed trendy, easy to assemble, easy to transport and most importantly inexpensive furniture. Their goal is to provide people with trendy furniture at a low cost (The Economist Blood and Oil, 2011). Based on the two quotations below, I have come to realize how organizational culture can develop based on the founder’s initial ideas and principles.

Gordon (1991) states that organizational culture can be seen as “…the assumptions and values pertinent to issues of managing and competing for organizational survival and prosperity (i.e., the values relevant to running the business)” (p. 397).

Schein (1983) states that:

Organizational culture, then, is the pattern of basic assumptions that a given group has invented, discovered, or developing in learning to cope with its problems of external adaptation and internal integration – a pattern of assumptions that has worked well enough to be considered valid and therefore to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. (p. 14)

These statements show that thrift could be used to describe an organization's culture since it is one of the key factors in making IKEA profitable and highly successful. It is an underlying corporate value and in combination with other organizational culture determinates, it forms the overall organizational culture. The founder of IKEA, Ingvar Kamprad, based the idea of low cost trendy furniture on the lifestyle of a poor region in Sweden (The Economist Blood and Oil, 2011). He developed the company’s cultural paradigm and vision based on this principle and used it to develop a product. He proposed a solution to a problem: to create trendy and inexpensive furniture, we need to be thrifty (Schein, 1983). Also, thrift could be seen to describe a subculture within IKEA resounding within the design/production units of the company. We understand that organizations can have subcultures within their subunits; however, the overall culture is based in an underlying organizational assumption (Gordon, 1991). This analysis of IKEA’s corporate culture based in thrift shows that organizational culture is complex and intricate.  

3D Printing and Organizational Structure/Design

“Just as nobody could have predicted the impact of the steam engine in 1750-or the printing press in 1450, or the transistor in 1950-it is impossible to foresee the long-term impact of 3D printing” (The Economist Print me a Stradivarius, 2011, p.11). 3D printing is a form of manufacturing products through the process of additive manufacturing as opposed to subtractive manufacturing. 3D printers print 3D objects but instead of using ink they can use a variety of materials which deposit layer after layer on the printers surface to create the object. This technology creates a paradigm shift in the manufacturing process and the way industries are organized. “In the old paradigm, there were clear roles and responsibilities. In the new world of wikinomics, the lines between sectors and institutions are blurring” (Tapscott & Williams, 2010, p.19). Instead of outsourcing and paying other companies to create a product, organizations can design and print their own products dependent on their demands. This form of manufacturing also promotes collaboration through open source designs and encourages innovation (The Economist Print me a Stradivarius, 2011).

Tapscott & Williams state that:

Collaborative communities not only transcend the boundaries of time and space, they can reach across the usual disciplinary and organizational silos that inhibit cooperation, learning and progress. In doing all these things, mass collaboration provides an attractive alternative to the hierarchical, command-and-control management systems that are failing many of our key institutions. (p.19)

In terms of organizational structure, organizations and industries can become decentralized as companies will not need to rely on factories to produce their products. This form of manufacturing eliminates the need for job specialization as only a few individuals are needed to design and print the product. Individual companies that rely on factories to produce their products would need to re-design their organizational structure to incorporate the idea of self-designing and producing products. The impact of this technology could eliminate the need of factories and mass production entirely and thus could create great changes in the structure and direction of the economy.

Conclusion

As we move from the industrial age to the knowledge age, it is evident that developing an organization’s design and structure is a complex task (Hinrichs, 2009). New technologies such as 3D printing will change the manufacturing industry’s structure as well as change job specialization and centralized in businesses. Companies such as Google and IKEA have demonstrated that by creating unique organizational cultures, they can harness the power of innovation and become leading successful companies in their industries. By examining these companies and new technologies, we can see changes and shifts in organizational theory that reflect the trends of collaboration, innovation and decentralization (Tapscott & Williams, 2010).

References

Print me a Stradivarius. (2011, February 12^th – February 18^th). The Economist Print me a Stradivarius, 398(8720), 11. 

The secret of IKEA’s success. (2011, February 26^th – March 4^th). The Economist Blood and Oil, 398(8722), 67-68. 

Barney, J.B. (1986). Organizational Culture: Can It Be a Source of Sustained Competitive Advantage?. The Academy of Management Review, 11(3), 656-665.

Dension, D.R. (1996). What is the difference between organizational culture and organizational climate? A native’s point of view on a decade of paradigm wars. Academy of Management Review, 21(3), 619-654.

Gordon, G.G. (1991). Determinants of Organizational Culture. The Academy of Management Review, 16(2), 396-415.

Hellriegel, D., & Slocum, J.W. (2007). Organizational Behaviour Eleventh Edition. Ohio: Thomson South-Western.

Hinrichs, G. (2009). Organic Organizational Design. OD Practitioner, 41(4), 4-11.

Hoy, W.K. (1990). Organizational Climate and Culture: A Conceptual Analysis of the School Workplace. Journal of Educational and Psychological Consultation, 1(2), 149-168.

McCaskey, M. B. (1974). An Introduction to Organizational Design. California  Management Review,17(2), 13-21

Schein, E.H. (1983). The Role of the Founder in Creating Organizational Culture. Organizational Dynamics, 12(1), 13-28 .

Tapscott D., & Williams, A.D. (2010). Macrowikinomics Rebooting Business and the World. Toronto: Penguin Group.

PowerPoint Presentation on "Social Media in the Digital Age"

shah_jagoe_presentation

The Role of Social Media in Informal and Formal Learning

This concept maps provides a review of the article "The Role of Social Media in Informal and Formal Learning".

EDUC5405 - What was the most poignant part of the paper for you and why? If you have a quote or an example, please post it as a comment to this blog post. Thanks!

Technology as Media

The follow excerpt is from Educational Technology: Media for Inquiry, Communication, Construction and Expression by B.C. Bruce and J.A. Levin.


"In addition, we wanted to emphasize the mediative aspect of technologies. That is, we view the effects of technologies as operating to a large extent through the ways that they alter the environments for thinking, communicating, and acting in the world. Thus, they provide new media for learning, in the sense that one might say land provided new media for creatures to evolve. This view of media encompasses, but extends, the familiar idea of media as a place to put information. Today, interactive, multimedia technology provides us with a new way to draw upon children's natural impulses. These new media hold an abundance of materials including text, voice, music, graphics, photos, animation, and video. But they provide more than abundance. Bringing all these media together means that we can vastly expand the range of learning experiences, opening up the social and natural worlds. Students can explore the relations among ideas and thus experience a more connected form of learning. Perhaps most importantly, these new media are interactive, and conducive to active, engaged learning. Students can choose what to see and do, and they have media to record and extend what they learn. Learning is thus driven by the individual needs and interests of the learner."


This paragraph portrays technology as a tool for creativity and to inspire life long learning. It is emphasizing what Dewey posits in that educators need to encourage the impulses children have in order to encourage constructive thought and knowledge development. The "educational challenge is to nurture these impulses for life long learning" (Bruce, B.C. et al., 1997).

Organizational Theory | Structures | Learning

Introduction

Throughout the past five weeks of class, I have developed an understanding of the historical context of organizational theory, some of the research/theorists associated with various organizational theories and the evolution of organizational structures. The variety of organizational structures discussed in class and in chapter three of “Guide to Organization Design: Creating High-Performing and Adaptable Enterprises” peaked my interest in various models associated with organizations. As I was reading, I jotted down a few questions that came to mind. These included:

-          Is there an organizational structure called: collaborative structure?

-          What does 21^st century org theory look like?

-          What is organizational learning?

-          What is organizational creativity or innovation?

To address a few of these questions, I read four journal articles to develop my understanding which in turn caused me to develop more questions about organizations. This demonstrates that organizational theory is a dynamic and growing field.   

Question 1: What does 21^st century organizational theory look like?

“Organization theory studies the origin, structure, persistence, change, and disappearance of organizations, as well as the relations constructed among them and the impacts they have on individuals and the broader society. The basic imagery is of organizations as meaningfully bounded units responding to various pressures prompting adaptation or, failing that, selection” (David, G.F., McAdam, D., 2000).

David, G.F., et al. (2000) presents the definition above but explains that it is difficult to apply it to current organizational theory due to our current economy. The American economy is going through a “third industrial revolution” where the mass production paradigm in breaking down, traditional labour markets are breaking down and global markets are expanding considerably (David G.F., 2000). Traditional organization theory portrays organizations as entities with boundaries and centralized control. However, the current economy and markets demonstrate that organizations have networks and are malleable. A problem with organizational theory is that the terminology and ontology is based on Taylor’s scientific management model where organizations are closed entities where all steps of production were within the one entity. Two trends in the U.S. on organizational theory since the second war include shifts in the social structures of production and markets that are globally controlled. Thus, network production systems are a better way to describe organizational structure in the current century. This type of structure emphasis that organizations have fluid boundaries (David G.F., et al., 2000). Organizations change and are influenced by social movements. These social movements produce changes in organizational structure and theories (Rao, H., Morril C., and Zald, M.N., 2000). Looking at organizational structure through a networked structure will give theorists a better understanding of how social structures effect, change, influence and mold 21^st century organizations.  

Question 2: What does 21^st century organizational structure look like?

Organizational structures are beginning to be looked at more frequently in terms of social structures. This includes looking at how sociology (culture and politics) can influence and effect organizational structures. Rooted in culture are systems of power and leadership which can be reflected in organizational structures. A number of studies have shown how social movements can affect the organizational structure. This is an example of how factors outside the organization influence the its structure and thus defying Taylor’s scientific model of an organization as a closed entity. The aim of new structionalists is to breakdown the walls that divide the study of organization from sociology (Lounsbury, M., Ventresca, M., 2003).

Question 3: What is organizational learning?

I came across the term organizational learning during one of the readings and was intrigued by what it meant in the 21^st century. In addition, in another M.Ed. course, personal learning networks were discussed which provoked me to link organizational structures to personal learning networks. This idea was augmented while reading about network production systems and how personal learning networks influence organizational structures and learning.

I better understood the idea of organizational learning after reading “Patterns and structures of intra-organizational learning networks within a knowledge intensive organization” (Skerlavaj, M., Dimovski, V., Desouza K.C., 2010). Determining the structure of intra-organizational learning networks is difficult due to lack of data in the field. Organizational learning occurs when information is transformed into knowledge which in turn is processed into action. This propels behavioural and cognitive changes. This form of learning can happen at a variety of levels including individuals, groups and inter-organization based. There are two prominent perspectives on learning in organizations: the participation perspective and the acquisition perspective. The acquisition perspective claims that knowledge can be transferred from one individual to the next. The participation perspective claims that “learning is function of participation in communities of practice” meaning knowledge gained through other medium than instruction based methods (Skerlavaj, M., et al., 2010). The idea of network learning combines both aspects of the acquisition perspective and the participation perspective. This perspective posits that learning within an organization is relational and can be individual based. Network learning studies the collection of individuals within the network and how they interact, exchange information and act on information. Sociograms which are two-dimensional diagrams that show the relationships between units of individuals can be used to explain and demonstrate network learning.  

Conclusion

It is evident through these papers and from our class readings that organizational theories are created and developed by organizations; the theories cannot work on their own terms, limits and conditions. Thus, we need to develop new terminology and vocabulary to explain the organizational theories and structures within our current economy (David G.F., et al., 2000). Through class discussions, and readings, I have developed an appreciation for the vastness of organizational theory and structures. My original thoughts on organizational theory were based on a bureaucratic view of large, centralized organizations. However, my view is churning into a holistic image of the changing structures and theories that have evolved over time and continue to evolve to depict current organizations. Reading about newer and evolved organizational theories and structures is also developing my 21^st century model for the organization I’d like to develop for the final assignment.

References

David, G.F., McAdam, D. (2000). Corporations, Classes and Social Movements After Managerialism. Research in Organizational Behaviour , 22, p.195-238.

Lounsbury, M., Ventresca, M. (2003). The New Structionalism in Organizational Theory. Organization Articles, 10(3).

Rao, H., Morril, C., Zald, M.N. (2000). Power Plays: How Social Movements and Collective Action Create New Organizational Forms. Research in Organizational Behaviour, 22, p. 239-282.

Skerlavaj, M., Dimovski, V., Desouza K.C. (2010). Patterns and structures of intra-organizational learning networks within a knowledge intensive organization. Journal of Information Technology.

Summary of: The Computer in School: Tutor, Tool, Tutee

This concept map summaries the key points of the "The Computer in School: Tutor, Tool, Tutee" paper by Taylor, R.P., 1980

  

Summary of: Re-Examining Categories of Computer-Based Learning in Mathematics Education

This concept map summaries the key points of the "Re-Examining Categories of Computer-Based Learning in Mathematics Education" paper by Handal B. and Herrington, A., 2003 

Summary of: Educational Technology: Media for Inquiry, Communication, Construction and Expression

This concept map summaries the key points of the "Educational Technology: Media for Inquiry, Communication, Construction and Expression" paper by Bruce, B.C., Levin, J.A., 1997

Adult Learning Theory

Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators:

• "Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.

• Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.

• Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.

• Adult learners need direct, concrete experiences in which they apply the learning in real work.

• Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.

• Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.

• Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.

• Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.

• Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained." (pp. 36-37)

Source

Leadership and Technology - Week 2 Reflections

Leadership and Technology - Week 1 Reflections

Organizational Theory - Week 1 Reflections

My goal for this term is to create concept maps after every class. These maps will include my learning during class, readings and assignments. Here is my map from the first Organizational Theory class. 

More Schools Embracing iPad as Learning Tool

Very interesting article in the NYT regarding iPads and education.

An Analysis of Integrating Social Media in Curriculum - Part 3 Blogs

Application in curriculum

Blogs are a versatile online tool that can be used in any subject area. Educators can have students set up blogs as individuals, partners or groups on a specific topic, unit or entire course. For example, in English courses it can be used as a medium for journal entries or reflective entries on novels, class material or to improve general writing skills. In math it can be used as a reflective journal entry to explain the theories behind mathematical concepts or used as a discussion/solving area for problem solving questions. In science courses, it can be used as a lab journal that records lab reports with safety measures, observations, problem statements, results and conclusions. It can be used in art courses to discuss art history or to post various pieces of art to be analyzed or reflected upon. There are a number of differences between a blog and a hardcopy journal. First, a blog can be edited by a number of authors (if set up with multiple authors). Second, a blog is accessible to everyone or to no one (depending on settings and its purpose). Third, educators can access student blogs in an instant and can comment directly into the blog. This allows for instantaneous communication. Lastly, blogs can be accessible with a computer or smart mobile device.

Student's perspective

As a student, I use a blog to document my knowledge, learning and understanding of educational related material. I started my blog during this Master’s program. I use it to post my perspective on educational curriculum, leadership, theorists and to reflect on my learning in education. It is an effective way to record ideas, thoughts and reflections as well as to share material (e.g. videos and diagrams) with others. It also serves as a reminder that I aim to be a lifelong learner and that my posts reflect ongoing learning and thinking. Also, very recently I have set up a private blog for my Master’s project “Integrating Robotics into Curriculum” which is open to my host teacher and supervisors. It will help us to stay in regular communication about my project, proposal and any epiphanies anyone may have.

Challenges

There are a few challenges associated with blogging in an educational setting. The first is that it is tricky to assess students on blogs which are written in pairs or groups. Assessment criteria would need to be based on a group effort in those cases. Although, in cases where a blog is used as an instrument for raw thought, ideas and collaboration formal assessment may not be necessary. A related problem to assessment is the transparency of blogs. If blogs are made public within the class, all students have access to each other’s work. This could pose a problem in terms of plagiarism or inappropriate use of idea sharing. To address this issue, it would be wise for teachers to put in place a discussion to create structure and guidelines for appropriate blog use and have students create an agreement chart that can be signed. Lastly, similar to FB and Twitter, blogs pose the challenge of accessibility. Blogs can be only be accessed with a computer or mobile device with internet. These privileges may not be a reality for all students and thus educators must be aware of that if using blogs. 

One way to help understand and account for differences in digital literacy and text forms is differentiating between asynchronous or synchronous media forms (Merchant, 2007). Thus, this can help to determine effective assessment strategies. It also raises valuable questions including: should spelling/grammar be assessed if it’s synchronous? Who gets credit for asynchronous work? Are HOTS being displayed in asynchronous forms of media?