A short video I made to introduce clinical faculty to the open learning movement and Open Educational Resources (OERs):
The slides I created for my EDDE 802 seminar presentation on cyber-ethnography. Sorry, I do not have the AdobeConnect recording link:
My ontological and epistemological beliefs were shaped during my undergraduate studies in the applied philosophy discipline of bioethics. Bioethics involves the articulation of ethical tenets – autonomy, justice, beneficence, and non-maleficence – through various decision-making frameworks aligned to specific case contexts. I hold autonomy paramount, from which the other three tenets derive. Thus, I consider the individual to be the primary moral good from which rights extend, with the individual embedded in a social web that includes intimate and broader collective relationships, for which moral good derives from both the collective and the individual.
Though my beliefs do not extend from or align with those of Saint Thomas Aquinas in his Summa Theologiae, I do share Aquinas’ perspective of dualism regarding free will versus determinism (i.e. that both may simultaneously exist). My belief in dualism shapes my perspectives regarding reality and how we come to know.
Since our Australopithecine ancestors learned to shape stones into tools ~3.3 million years ago, hominid relationships and knowledge creation have been mediated by, negotiated through, and expressed in technological innovations, a meandering but cumulative line — from rock to rocket, from Lucy to Musk — that may help us create a new Levant in the orange dust of Mars, in an evolutionary leap that takes us away from home, to where our reliance on technology will be absolute. “Without technology, we are not human” (McGreal, 2017). Without humans, and our imperative for social interaction, technology would not exist.
While Russell’s (1999) meta-analysis revealed “no significant difference” in learning outcomes when comparing face-to-face and distance education (DE) contexts (absent pedagogical change), critical differences emerge when technology-enabled pedagogical changes are considered. Interactive online technologies afford pedagogical potential that correlates to improved learning outcomes in DE and blended learning contexts.
In this paper, I explore the pedagogical potential afforded by one interactive technology tool – online discussion forums – for enhanced social presence and learner-centredness, towards improved learning outcomes. Two pedagogical strategies – scaffolding, and forum management – are considered within DE and blended learning. Scope is limited to higher education and professional training contexts.
My slides are below:
When I close my eyes, and picture what reflection looks like, I imagine time and quiet solitude, much as Ellen Rose (2013) describes in her book on reflection. I picture myself sitting by a window on a summer afternoon, gazing outside.
I would not last long beside my window. I would move into my garden, to listen to the wind and birds, smell the lavender, feel the cool grass, and the warmth of my cat against my shin. Under the shade of the ‘Hobbiton’ tree in our backyard – like the tree under which Bilbo Baggins’ long-expected party takes place – I might recall how it was this tree that sold us on this house seven years ago, after seeing the bald lots of so many new-build homes. Listening to the nearby seed-cleaning mill, I might think about how much farmland surrounding my town has been lost to residential development, whether the seed-cleaning mill will soon be displaced, and what all of this means for food production and timber consumption. I might recall the clear-cutting I’ve observed driving through Swan Hills, Alberta. Is that timber used in Canada, or is it exported? Is it the same in New Zealand, where the Lord of the Rings (LOTR) movies were filmed? In these adaptations of Tolkien’s work, director Peter Jackson infused a critique of New Zealand’s deforestation (Jackson, Osborne, & Walsh, 2003). What do we lose in exchange for (perceived) progress? I might wonder if the Hobbiton tree had to be CGI’d into the LOTR movies. I have my tree, in my backyard, and it’s the real thing. Hundreds, perhaps thousands, of photos preserve my tree, along with the context of each moment. Would a virtual reality (VR) rendering better preserve, or change, these for me? What if I created/programmed the VR myself?
In contrast to Rose’s (2013) description of sight separating observer from what’s observed and thereby creating a space wherein reflection may occur, my reflective experiences are typically immersive. All four of my senses are catalysts for reflection, opening pathways to meander and explore. For me, reflection would be diminished without the sense of hearing, in particular, complementing the sense of sight.
In an EDDE 801 forum post, I shared my idea of “hyper-symbolism”, imagining how 3D/4D VR could change the role of symbols in human-object-knowledge relationships. Rose (2013) describes how advances in spoken and written language translated knowledge into abstract symbols, enabling people to imagine, reflect and communicate, disconnected from concrete experience (p. 47). With advances in VR technology, I speculate knowledge is being repositioned to reside within high-fidelity proxies of objects, still abstracted, but providing richer data to inform experience and reflection. Would a VR garden provide more paths for me to explore, versus the garden imagined in my mind? Would the enriched data experienced in a VR garden foster an extended and semantically deeper reflection?