The Fifth Discipline Project

EDTC 625 Dr. ShamburgCharlene MasonAugust 20, 2014

Systems Thinking and Educational Technologies

The principles of systems thinking as outlined by Senge (Senge, 1990,2006) can

influence educational technology design in learning environments to produce a school that is truly a learning organization. This presentation compares elements of the five disciplines of learning to projects designed to foster a culture of learning in a school’s library media center.

Systems Thinking in EducationLearning is a core capacityAwareness or sensitivity to things around youProactive rather than reactiveLook for cause in patterns of behavior that

actuate change Mind shift from thinking of details to

understanding dynamics

Systems Thinking Universal Design for Learning (UDL)

Learning is a core capacity

Awareness or sensitivity to things around you

Proactive rather than reactive

Mind shift from thinking of details to understanding dynamics

Everyone can learn in UDL philosophy if barriers to learning are removed

UDL Project Fact or Fiction? has as a defining principle the provision of equal opportunities for each learner, modifying the systemic curriculum not the learner eliminates a one size fits all learning experience.

The project focuses on the dynamics of the learning process by providing multiple learning modalities in activities and assessments.

Systems Thinking Augmented Reality (AR)

Learning is a core capacityAwareness or sensitivity to

things around youMind shift from thinking of

details to understanding dynamics

AR in the library provides students with collaborative projects that change their roles from independent library users to interdependent consumers and producers of content.

Powerful activities like layering knowledge and organizing content help them understand the powerful idea of information literacy.

Systems Thinking

Flipped Learning

Proactive rather than reactive

Look for cause in patterns of behavior that actuate change

Mind shift from thinking of details to understanding dynamics

The catalog tutorials that were created enable students to see how information is organized in the library by examining the flow of operations.

The tutorials eliminate frustration of not finding information by examining the process to determine how it works not setting “blame”.

Personal Mastery in Education

Characterized by:Freedom of choiceQuest for continual

learningWhat would I like to be a part of creatingContinual clarification of what’s important to

usMaintain creative tension

Personal Mastery

UDL

Characterized by:Freedom of choiceWhat would I like to be a

part of creatingContinual clarification of

what’s important to usMaintain creative

tension

Fact or Fiction? Project assists learners in developing skills that would make them “experts” in examining text.

Multiple means of engagement are presented for the learner to choose from to build purpose and motivation.

Personal Mastery

AR

Characterized by:Freedom of choiceQuest for continual

learningWhat would I like to be a

part of creatingMaintains creative

tension

•AR projects of constructing virtual tours of the library, publishing stories with AR, and creating peer-reviewed book reviews provide students with an opportunity to figure out what it is they want to create. •Maintaining creative tension can be compared to Vygotsky’s zone of proximal development (ZPD) in that the projects balance students’ understood knowledge through instruction with their active knowledge, owned by the individual (Lave & Wenger, 1991, p.48)

Personal Mastery Flipped Learning

Characterized by:Quest for continual learningContinual clarification of

what’s important to us

Catalogue tutorials created for flipped learning enable students to employ a “pause-rewind-reflect” strategy in their learning creating a feedback loop (Bergmann & Sams, 2012, p.23).

Learning becomes personalized for all (p.28), as each student can select the tutorial according to his learning needs and view in the school or home setting for review.

Mental Models in Education Shape how we actDetermine the sense

we make of informationBalance inquiry with advocacyWillingness to be wrongWhat we say vs. what we do

Mental Model UDLActive, they shape how

we actDetermine the sense we

make of informationWhat we say vs. what we

do

Before UDL, teacher instructs, sage on the stage; after UDL students construct knowledge through multiple options for comprehension, student-centered.

Mental Models AR

Active, they shape how we act

Determine the sense we make of information

Willingness to be wrong

Minimal time for implementation and creation of Aurasma projects helps to promote willingness to be wrong.

Library is a “quiet” place vs. “creative” place

Mental Model Flipped LearningActive, they shape how

we actDetermine the sense we

make of informationBalance inquiry with

advocacyWillingness to be wrongWhat we say vs. what we

do

As a pedagogical practice, teachers have to be willing to give up listening to themselves talk; sometimes easier said than done.

Be sure technology isn’t used just for the sake of using technology

Building shared vision in EducationIntrinsically, aim for perfectionExtrinsically, desire to be the best in the fieldWhat do we wantWhat is our mission or purposeHow will the way we act, our core values,

effect our day-to-day behaviorsAspiration endures

Building Shared Vision UDLWhat is our mission or

purposeHow will the way we act,

our core values, effect our day-to-day behaviors

UDL guidelines by CAST, 2011, provide prescriptive actions for instructors to insure equal opportunities for all learners.

Building Shared Vision AR

Intrinsically, aim for perfection

Extrinsically, desire to be the best in the field

What do we wantWhat is our mission or

purpose

Students using AR in the library build technology fluency (Bers, M.U.,2008, p. 24):-Knowledge about what technology is-How it works-What purposes it can serve-How it can be used efficiently and effectively to achieve specific personal and societal goals.

Building Shared Vision Flipped Learning

What is our mission or purpose

How will the way we act, our core values, effect our day-to-day behaviors

Role of the teacher in the classroom is to help students, not deliver information (Bergmann & Sams, 2012, p. 17)

Team Learning in EducationPeople who need one another to actRealize many minds to be more intelligent

than oneListen to one another

using dialogueSelect different views

through discussionPractice and performance

in a continual feedback loop

Team Learning UDL

Listen to one another using dialogue

Select different views through discussion

Practice and performance in a continual feedback loop

Activities in Fact or Fiction? foster collaboration and encourage inquiry (talking about what makes a book F or NF) in a nonthreatening environment – “developing a shared language for dealing with complexity” (Senge, 1990,2006, p. 251)

Game playing for review or assessment provides an engaging platform for the practice and performance loop.

Team Learning AR

People who need one another to act

Realize many minds to be more intelligent than one

Listen to one another using dialogue

Using AR allows students to create, share, interact, and explain as they construct a new dimension of learning.

Authentic AR projects in the library require dialogue in the scaffolding or layering of information.

Team Learning Flipped Learning

People who need one another to act

Listen to one another using dialogue

Practice and performance in a continual feedback loop

Tutorials explaining library catalog searching available to all students in any web-based environment to retrain.

Flipped learning should remain egocentric not technocentric (Bers, M.U., 2008, p. 40).

School as a Learning Organization“Learning environments should support children in their

explorations, scaffold their learning, and provide interesting materials to manipulate and share with others” (Bers, M.U., 2008, p. 13).

“Augmented reality allows students to harness the power of creating their very own solar system right there in front of them on their desk. The use of augmented reality has proven to increase engagement and keeps students on task for longer periods of time” (Minock, D. 2013).

“We believe that flipping allows teachers to leverage technology to increase interaction with students” (Bergman & Sams, 2012, p. 25).

ReferencesBergmann, J. and Sams, A., (2012). Flip your classroom: Reach

every student in every class every day. Eugene, OR: ISTE.Bers, M. U. (2008). Blocks to robots: Learning with technology in

the early childhood classroom. New York, NY: Teachers College Press.

CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

Lave, J. and Wenger, E., (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Minock, D. (2013). Augmented reality: The future of EdTech. Retrieved July 20, 2014, from http://gettingsmart.com/categories/edtech/