Connections between theory and practice: rhizomatic teaching with digital technologies
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Presentation from ALT-C, University of Warwick, 7th September 2016
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Connections between theory and practice: rhizomatic teaching with digital technologies
- 1. Connections between theory and practice: rhizomatic teaching with digital technologies Louise Drumm Glasgow Caledonian University Louise.Drumm@gcu.ac.uk ALT-C, University of Warwick, 7th September 2016 @louisedrumm
- 2. Research question: What role does theory play in university teaching with digital technologies? Aim: To explore beliefs and experiences of lecturers using digital technologies in their teaching with a view to developing a theoretical understanding of their teaching practices. @louisedrumm
- 3. Research design • Qualitative project • 2 x universities (Scotland and Ireland) • Semi-structured interviews with 25 lecturers • Pre-interview questionnaire • Across 7 disciplines • Rhizome Theory (Deleuze & Guattari 1987) as theoretical framework @louisedrumm
- 4. Theorisations of practice presented by participants Utility 21 Folk pedagogy 18 Technology truisms 15 Educational Theories 11 Diagram generated with http://circos.ca/ @louisedrumm
- 5. Pragmatists Pedagogues Augmenters Broadcasters A Typology of Digital Teaching Behaviours @louisedrumm Please note: Most lecturers displayed more than one of these behaviours
- 6. Core Teaching Core Student Activity Add-ons to learning Alternative Routes to learning Pragmatists Pedagogues Augmenters Broadcasters A Typology of Digital Teaching Behaviours @louisedrumm What are lecturers doing with technology?
- 7. Core Teaching Core Student Activity Pragmatists Pedagogues Augmenters Broadcasters Engagement Enhancement Levelling A Typology of Digital Teaching Behaviours @louisedrumm Flexibility What reasons do lecturers give for using technology? Add-ons to learning Alternative Routes to learning
- 8. Core Teaching Core Student Activity Pragmatists Pedagogues Augmenters Broadcasters Engagement Enhancement Online lectures Digital content MCQs Wikis Discussions Blogs Virtual Worlds Lecture capture Digital content Social Media Screencasting Levelling Classroom clickers Video Discussions A Typology of Digital Teaching Behaviours @louisedrumm Flexibility What tools do they use for this teaching? Add-ons to learning Alternative Routes to learning
- 9. Core Teaching Core Student Activity Pragmatists Flexibility Pedagogues Augmenters Broadcasters ‘Independent learning’ Social learning Engagement Enhancement ‘Learning styles’ Online lectures Digital content MCQs Wikis Discussions Blogs Virtual Worlds Lecture capture Digital content Social Media Screencasting Levelling Classroom clickers Video Discussions Bigger picture learning A Typology of Digital Teaching Behaviours @louisedrumm How do ‘theorise’ their teaching approach? Add-ons to learning Alternative Routes to learning Experiential learning Active learning
- 10. Theorised Practice & Untheorised Practice Alice (Business) Group work with wikis: Lynn (Social Sciences) International group work with wikis: @louisedrumm “So when you teach the module, you don't actually teach it, you facilitate it. You have to construct learning environments and …then let the students work in, and with each other. So you're relying on some social learning for them to do certain things” “they've got traditional teaching and they've got what they learn themselves, and what they teach other students on the wiki”
- 11. Technology Truisms Abigail, Business Janice, Business Lynn, Social Sciences @louisedrumm Generational Differences and Digital Natives “we have to use the modes that they're comfortable with, to try and transfer that knowledge” “that's their language” “babies have iPads these days”
- 12. Folk Pedagogies and Neuromyths @louisedrumm Learning Styles “So I post things…that were another way of learning that topic, maybe a video, maybe an illustration or something that sort of added to a different way of learning for the students…you know the whole VARK thing” “I’m a very visual learner…whereas other people who work better when they read a text” “we are aware of…all the different learning styles… so, in a lecture you don't get to hit all of them. But if you can give people some video material, something to read, something to do “ Pearce, Physics Greg, Biomedical Sciences Nuala, Social Work
- 13. Findings • Theory vacuum filled by myths • Powerful orthodoxies and technology truisms are sticky • Use of evidence-based theory articulated in some disciplines • Academic development provides ideas, teaching qualification provides theory but lecturers struggle to join the two • Teacher-centred teaching practice much more common than student- focused social constructivist learning @louisedrumm
- 14. Recommendations & Questions • Acknowledge utility of technology • Value both teacher-centred and student-focuses practices • Question hierarchies of edtech orthodoxies • Beware theory vacuums which can be filled by pseudo theory • Enable lecturers link the literature to their teaching practices • Value lecturers’ ‘Bought sense…’ • Recognise that technology is not neutral @louisedrumm
- 15. @louisedrumm
Editor's Notes
- Theory brief: educational theory, learning theories, conceptions of teaching, theories of technology etc. Theory/practice not a binary but constitutively entangled People don’t always have the theoretical principles behind their practices at the tip of their tongues, the expert does absorb and inhabit theory into their practices to the point that it becomes invisible or ‘common sense’.
- “Rhizome theory takes knowledge, amongst other things, to be dynamic, highly connected and non-hierarchical”
- Utility: flexibility, efficiency, speed, convenience Folk ped: ‘common sense’ approaches to theory, not evidence-based, from experience (can align with ed theory) e.g. learning styles Tech truisms: uncontested platitudes, orthodoxies, populist e.g. because they are there, it’s the way young people think Educational theories: well-founded conceptions of learning and teaching, experiential, scaffolding, PBL, ZPD, constructivist, social constructivist etc. (However, many practices described by lecturers could be viewed as pedagogically sound, though not articulated as such.)
- First of 5 slides
- beliefs on learning & conceptions of knowledge & their role in teaching it
- Lynn an example of invisible pedagogies Contrasting levels of pedagogical vocabulary used in descriptions of teaching, although Lynn held a teaching qualification and Alice did not. Pedagogical terminology coming from discipline?
- Although ‘digital natives’ concept has generally been debunked, this idea held traction for lecturers. Perceived student comfort with digital technologies given as reason for using digital technologies for teaching. Socio-cultural attitudes to technology, not just natives but also deterministic assumptions about what happens when technology is involved, from its benevolence/neutrality to its positivistic outcomes – learning will just happen.
- Accommodating different ‘learning styles’ was used by Broadcasters as reason for using digital technologies, although ‘learning styles’ has been discredited as a theory of learning. Where do they come from? Overinterpreted. Ones that stick are easy to understand & implement and are everywhere. - Lia Commissar’s keynote
- Invisible pedagogies: under articulated, untheorised practices