Classroom Discourse in Scholar

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From the course by University of Illinois at Urbana-Champaign

Ubiquitous Learning and Instructional Technologies

1 rating

University of Illinois at Urbana-Champaign

Ubiquitous Learning and Instructional Technologies

1 rating

This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usability and accessibility, and critical analysis of the benefits of technologies in education.

From the lesson

Course Orientation

With presentations by leading researchers on technology innovation at the University of Illinois, this learning module explores the future of learning in an environment of ubiquitous technology-mediated communication. Bill Cope pushes the boundaries of possibility with his five propositions about the future of learning. Cris Mayo explores the gendered aspects of technology and ways in which we can critically engage with technologies in education. H Chad Lane explores the dynamics of technology-mediated learning in games and museums. Maya Israel introduces the challenges and opportunities of teaching computer science.

Pushing the Boundaries of Possibility1:58

The Old School5:26

The Not-So-New School2:56

The New School2:56

Introducing the Scholar Environment4:58

Classroom Discourse in Scholar5:17

Classroom Discourse Transformed9:43

Meet the Instructors

Dr William Cope
Professor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
Professor
College of Education

Now if I go now to a community, I'm going to go to just one community and this

particular community we're looking at here is an engineering course at the University

of Illinois with which I've been involved as we're doing a research project there.

And the professor in this course is Jenny Amos.

The other people listed there are various teaching assistants, research assistants.

In fact, it's a pretty small class.

There are only nine members in this particular class.

But the interesting thing is about, this is about time and space that I'm talking,

is that two of the students are actually in Sierra Leone in Africa.

And this course is about technology innovation where

there are limited resources in medicine.

So medical innovation or technology innovation for

medicine in places where there are limited resources.

Now all of these items in the activity stream did come up of our big activity

stream along with a zillion other things.

But this is a filtered down version just of the activity happening

in this activity, in this particular community.

And as you can see it's an infinite scroll in the same way that Facebook and

Twitter have infinite scrolls.

Now one thing that's different about this is, is we allow you to filter activity

which of course Facebook and Twitter are never going to allow.

Because they're going to decide what they want to sell to you, and

they're going to decide what gets prioritized in your feed.

I am going to go into one of the updates now inside this course, engineering 298.

And this is an update made by the professor on Sustainable Design.

And you can see here, she's put in some text.

She's also has put some audio in line.

>> Seen technologies for global health purposes.

>> What she's done is she's chunked it up into small pieces, a minute here.

>> As has been mentioned many times.

>> Two minutes there, a diagram here, some illustrations, some points, and so on.

And in fact this is the 21st century version of a lecture,

it's not just a video like the flip classroom.

It's a combination of media which are put together, which includes,

little fragments which are part of a lecture, includes ticks,

might include an article to read and so on.

But most importantly, it's not just telling, it's beginning a dialogue, okay?

And this is the beginning of the students responses to that dialogue.

Every single student responds.

And they start talking to each other, see @Alison, @David.

And this is classical, and by the way, if I want to join the conversation, I

just go add a comment, add a comment down the bottom and that goes into the string.

So this is classical classroom discourse.

But the interesting thing is, It doesn't matter that the students are not together,

they could all be together.

So if you've got 100 students in a lecture theater,

they could all be talking in this space live, and talking to each other live, and

talking to each other much more effectively I might say,

than simply turning to the person beside them and talking to them.

It could be live and it could be in the same space, but

also it doesn't have to be.

So in this case, it's something that happened overnight, and

there were student in Sierra Leone who were able to join into this space.

But the important thing is that whether it's live or not, it's very different from

classroom discourse in ways that I'm going to describe and analyze in a moment.

But also there is no difference between the form of discourse whether its

in person at the same time or at a distance and asynchronous.

To give you an example of one other kind of activity in this space,

this is the kind of space that also gives students an opportunity

to be the textbook themselves, to make contributions,

to be knowledge producers and not just consume the content, and

react to the content given to them by the professor.

So for example in this week, all the students had to talk about one particular

type of disease and possible responses to that disease.

In this case this particular student was talking about cholera and

diarrhea diseases, and this was their post.

So they were actually creating content, sourcing that content.

So their knowledge was not just based on their opinion,

it's actually building really substantial content, knowledge and sourcing it.

And then the other students are responding to it.

So what we've done here is we've really reconfigured the student as a knowledge

producer.

Again, whether this is happening with a real live classroom, in real time,

or whether it's happening asynchronously with people not in the same space,

the architecture makes no difference.

And in both cases,

I would argue it's a superior architecture to classical conversation.

Now I'm not trying to say that classical conversation should go way,

it's going to be there.

But there are many great advantages in this form of discourse which I'm

going to talk about now.

But my main point really, is it blurs the boundaries which were the classical

boundaries, the confinements of time and space in the classical classroom.

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