Category: reflect

I listened to an EdSurge podcast on my commute this morning titled “How AI Could Spark Fundamental Shifts in Education.” While the podcast raised thought-provoking questions about how AI could transform learning, it also revealed the tendency for experts to overhype and make overly optimistic predictions about these technologies.

The podcast interviewed two authors of a paper speculating on the future impacts of AI in education. They discussed scenarios ranging from AI being banned to humans uploading knowledge directly to our brains “Matrix”-style. While imaginative, all of these predictions need to be taken with a huge grain of salt. As the history of AI shows, our ability to foresee technological change is extremely limited.

Past predictions about AI have almost universally overestimated its capabilities and timeframe. For example, the podcast mentioned how one of the pioneers of AI in the 1950s thought we would solve computer vision in a summer. Yet it took over 50 more years to achieve major breakthroughs in that area. This illustrates the poor track record experts have in forecasting AI’s development.

Furthermore, the speakers gave little attention to the risks and potential downsides of these technologies. There was an implicit assumption that AI will inevitably advance and that we must adapt our education systems accordingly. But there are real dangers in terms of these technologies deskilling professionals, displacing human roles, and diminishing rather than enhancing our capabilities.

Rather than speculating on fanciful scenarios of brain implants and AI-run corporations, we should have a sober assessment of if and how to implement AI ethically. This requires focusing less on hypothetical futures and more on education’s core purposes – fostering creativity, critical thinking, empathy and human connection. If technology is dehumanizing or detracting from those goals, it should be rejected, not embraced.

AI may yield transformative changes, but they will likely unfold gradually and unevenly. Evaluating new edtech tools requires avoiding both utopian dreams and dystopian nightmares. With care and wisdom, we can harness AI’s benefits while avoiding its hazards. But we must approach it skeptically, not as cheerleaders or passive determinists. The future remains unwritten, and we must take responsibility for shaping education technology, not be shaped by it.

Learning is a lifelong journey full of twists, turns, and opportunities for growth. As we learn, we build new connections in our brains, construct knowledge, and expand our perspectives. This process of learning can be challenging yet rewarding. Two learning theories that provide frameworks for effective learning are constructivism and constructionism.

Constructivism views learning as an active process where learners construct new ideas and concepts based on their current and past knowledge and experiences. Learners are not blank slates but bring their unique backgrounds to the learning process. Under a constructivist model, instructors act as facilitators who help guide student learning through strategies like encouraging reflection, providing mentoring, and designing authentic tasks. Students are empowered to take ownership of their learning journey (O’Donnell, 2012).

Constructionism builds on the ideals of constructivism by emphasizing the importance of learning through creating. Papert’s theory of constructionism posits that people learn best when actively creating, exploring, and pursuing projects. This hands-on approach allows for deeper engagement and gives learners control over synthesizing and demonstrating their knowledge. Constructionist learning often involves using technology as a creative tool. Students gain robust understanding by designing artifacts like computer programs, sculptures, films, or blogs (Ackermann, 2001). The act of creating externalizes internal learning processes.

Both constructivist and constructionist approaches recognize the motivating power of giving students agency in learning. When learners take an active role, they gain lifelong skills like problem-solving, communication, and critical thinking. By tailoring education to students’ interests and enabling them to construct meaning, student engagement and self-efficacy rise (Rob & Rob, 2018).

Failure in Constructivist Learning

Failure on the path to success is natural and even necessary when employing constructivist and constructionist techniques. We must reframe failure not as a negative endpoint but as feedback used to iterate and improve. As Edutopia (2013) states in their video “Reframing Failure as Iteration Allows Students to Thrive,” failure motivates students to find new strategies, seek input, and strengthen perseverance.

The constructivist learning environment is ideal for normalizing failure as part of the learning process. When students have space for open-ended exploration, creative risk-taking is encouraged. Failure shifts from being personal to being informational. Each failure gives students data to adjust course and improve. Open communication about what went wrong can help students extract lessons. Constructivist instructors aid this process with guidance on responding resiliently to setbacks.

Embedding failure as a welcome part of the learning loop empowers students. It promotes stretching comfort zones, pursuing ambitious work, and dusting oneself off after setbacks. Students realize failure is not a statement on their abilities but a sign of engagement. Adopting this mindset helps students take ownership of their education as they design constructs to apply their developing knowledge.

The Path Forward with AI

Artificial intelligence has potential to enhance human learning in alignment with constructivist and constructionist values. AI tutoring systems allow personalized education based on each student’s changing knowledge state. Collaborating with idea-generating tools like ChatGPT allows students to bring their creativity to life efficiently. AI image generation promotes multimedia constructionist learning through artmaking.

Carefully designing the roles between educator, student, and AI is key. AI should not replace human teachers but act as a tool to amplify human strengths. AI can reduce busywork to provide space for reflective discourse and knowledge co-creation. Students remain the drivers of their learning, leveraging AI to construct meaning and artifacts. Used ethically, AI propels constructivist and constructionist techniques into the future.

The wonder of learning is that the journey never ends. Each lesson, whether success or failure, expands our perspectives. Constructivism and constructionism empower learners to chart their own course through this exciting voyage of growth. By remembering failure’s hidden gifts and utilizing new tools like AI responsibly, education continues to flourish. I invite you to join me in embracing the joy and power of learning through creating.

References

• Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of Learning Group Publication, 5(3), 438. http://www.sylviastipich.com/wp-content/uploads/2015/04/Coursera-Piaget-_-Papert.pdf
• Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning | Emerald Insight. (n.d.). Retrieved November 4, 2023, from https://www.emerald.com/insight/content/doi/10.1108/JIEB-01-2018-0002/full/html
• Edutopia (Director). (2013, November 12). Reframing Failure as Iteration Allows Students to Thrive. https://www.youtube.com/watch?v=qJyNxx82vGQ
• O’Donnell, A. M. (2012). Constructivism. In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 61–84). American Psychological Association. https://doi.org/10.1037/13273-003

Grab your spacesuit and buckle up,

because we’re about to blast off on

an exciting journey to the stars!

The date – February 6th, 2018. The place – Cape Canaveral, Florida. The event – SpaceX’s first test launch of the epic Falcon Heavy rocket. I watched with bated breath as the engines ignited and the rocket took to the skies. My heart pounded as the boosters separated and returned to land smoothly back on Earth. Then the second stage soared higher into orbit, carrying SpaceX CEO Elon Musk’s shiny red Tesla Roadster with the mannequin “Starman” at the wheel.

It was a picture-perfect launch, defying the odds and exceeding expectations. As the Roadster drifted alone through the cosmos with the Earth spinning magnificently behind it, I was filled with wonder and optimism about the future SpaceX is helping create.

This astonishing event deserved an equally epic soundtrack. Luckily, I stumbled upon a relic from the dawn of the space age – a 1960’s album called Singing Science that used catchy tunes to teach kids about the universe. One song in particular, “Why Go Up There,” captured the hopeful spirit of SpaceX’s accomplishment. I couldn’t resist remixing SpaceX’s launch footage with this retro space shanty playing proudly in the background!

Now I can’t stop watching the remixed video, geeking out as the Falcon Heavy launches to the tune of “Why Go Up There.” It’s the perfect marriage of the past dreams and present marvels of space exploration. I hope it inspires you too to reach for the stars!

The cosmos awaits, my fellow space cadets! 🚀

The original video footage of the SpaceX Falcon Heavy test launch is owned and published by SpaceX. The video was uploaded to YouTube on the official SpaceX channel on February 6, 2018. The SpaceX launch footage has been remixed with the “Why Go Up There” song by Dave Goodrich. This remix video constitutes a transformative work for commentary purposes under fair use copyright guidelines.

• Dave Goodrich (Director). (2018, February 20). Why Go Up There?https://www.youtube.com/watch?v=-sitigi7NKs
• SpaceX (Director). (2018, February 5). Falcon Heavy Animation. https://www.youtube.com/watch?v=Tk338VXcb24

Last week, I had the privilege of attending the OLC Accelerate conference, a gathering of brilliant minds in the world of online learning and educational technology. Among the many intriguing themes, AI stood out prominently. It seemed like everyone had something to say about artificial intelligence, and as a Learning Experience Designer with a deep commitment to education, I was eager to dive into these conversations. What I found was a spectrum of views, from outright skepticism to unbridled optimism. In this blog post, I’d like to share my thoughts and experiences from the conference, as well as my encounters with both old friends and new acquaintances.

AI: The Dilemma of Two Extremes

The prevailing discourse on AI in education at the conference seemed to fall into two camps: the “AI is bad” and the “AI is a panacea” perspectives. While both views have their merits, I couldn’t help but feel that we needed more nuanced discussions. Education is a complex field, and AI’s role within it should reflect that complexity. It’s crucial that we explore the nuances and find the middle ground, where AI can enhance education without compromising its core values.

Promoting Deeper Conversations

To encourage a more profound exploration of AI in education, I had the opportunity to share the “A.I. Dilemma” video on YouTube with fellow conference attendees. The video aims to broaden the AI conversation beyond the context of education, inspiring viewers to think critically about the broader implications of AI in our lives. I hope that by sharing this content, we can spark more nuanced discussions about AI’s role in education and beyond.

Meeting Old and New Friends

As always, the most enriching part of the conference for me was the conversations. I reconnected with old friends, Maddie, Clark, and Angela, and had the pleasure of making new acquaintances like Josh, Chuck, Curtis, Garvey, Lynn, Melanie, Blair, Megan, John, and many more. These interactions allowed me to see diverse perspectives and approaches to AI in education, broadening my own understanding and deepening my commitment to the field.

Sessions I Attended

During the conference, I had the opportunity to attend a range of sessions that touched on various aspects of AI in education. Some of the highlights included the Leadership Network Symposium on leveraging AI for higher education access, the discussion on equitable and inclusive mental health and wellness solutions, and a session on personalized professional development in the changed world. I was also excited to present on “Design for Change: Building DEI Training Hiring Committees at MSU.” These sessions I attended provided valuable insights and reinforced the idea that AI should be used thoughtfully and purposefully.

The Way Forward

As I reflect on the conference, I’m convinced that AI’s role in education is not a binary choice. It’s a tool that can be harnessed to make education better but should be used with care, consideration, and nuance. Our journey to harness the potential of AI in education requires ongoing conversations and a commitment to responsible AI integration.

Conclusion

The OLC Accelerate conference was a remarkable experience filled with insights, conversations, and meaningful connections. As I continue my path as a Learning Experience Designer and a PhD student in education, I’m excited to contribute to these discussions and work towards an educational landscape where AI supports our goals without compromising our values. Thank you to all the friends, new and old, who made this conference so memorable.

I look forward to continuing the dialogue on AI in education and exploring the ever-evolving world of educational technology.

Go GREEN!

In this podcast conversation between Dr. Ellen Langer and Dr. Jordan Peterson that published yesterday, they discuss various aspects of mindset, health, and well-being. They explore the idea that one’s attitude and mindset can have a profound impact on their health and life outcomes. Dr. Langer emphasizes the importance of adopting an attitude of open-eyed ignorance, where individuals question their own nature and seek multiple potential understandings of their experiences.

They also discuss the value of collaboration in therapy, with both therapists and clients working together to generate alternative hypotheses and solutions rather than imposing top-down solutions. They touch on the concept of pricing psychological interventions, noting that fair exchange, where individuals pay for services, can create a more neutral and morally untraveled interaction.

The conversation delves into the complexity of the relationship between attitude and reality, highlighting how attitude can influence health and well-being. Dr. Langer’s new book, “The Mindful Body: Thinking Our Way to Chronic Health,” is mentioned, offering further insights into these topics.

Overall, the discussion centers on the idea that mindset and attitude play a crucial role in shaping one’s experiences, health, and overall quality of life.

Throughout the conversation between Dr. Ellen Langer and Jordan Peterson, several valuable insights were shared:

1. Attitude and Health: One of the central insights is the profound impact of attitude on health and well-being. Dr. Langer emphasizes that adopting an attitude of open-eyed ignorance can lead to better health outcomes. By questioning one’s own nature and considering multiple potential understandings of experiences, individuals can improve their overall health.

2. Collaboration in Therapy: The importance of collaboration in therapy is highlighted. Rather than therapists imposing top-down solutions, a collaborative approach involves therapists and clients working together to generate alternative hypotheses and solutions. This empowers individuals to lead the process of change and personal growth.

3. Value of Fair Exchange: The discussion touches on the concept that fair exchange, such as paying for services, can create a more neutral and morally untraveled interaction. It suggests that when individuals invest in something, they may value it more, and this can apply to psychological interventions and therapy.

4. Complexity of Attitude and Reality: The conversation underscores the intricate relationship between attitude and reality. Attitude can influence how individuals perceive and experience their lives, impacting their health and overall quality of life. This complexity suggests that mindset is a critical factor in shaping one’s experiences.

5. Continual Learning: Both Dr. Langer and Jordan Peterson emphasize the importance of continual learning and exploration. They highlight that attitude and mindset are not fixed but can be continually shaped and refined through ongoing self-reflection and investigation.

6. Mindfulness and Multiple Perspectives: Dr. Langer’s work on mindfulness and her emphasis on seeking multiple potential understandings of situations resonate throughout the conversation. This approach encourages individuals to be open to different perspectives and possibilities, leading to more comprehensive problem-solving and personal growth.

These insights collectively emphasize the power of the mind in shaping one’s life experiences and the importance of remaining open to new ideas and attitudes for improved health and well-being.

Greetings, fellow learners! It’s Dave, and today I’m excited to share an educational journey that intertwines the art of brewing beer with the principles of 21st-century learning. As a Learning Experience Designer and enthusiast of both design and education, this exploration has been a captivating experience that offers insights into the intersections of craftsmanship, theory, and practice. Join me as we delve into the world of brewing and connect it with the educational concepts presented in Breivik, Kereluik et al., Kuhlthau et al., and Silva.

My learning goal was clear: to understand the nuances of brewing beer while exploring its cultural significance. This endeavor mirrored the 21st-century learning principles presented by Breivik (2005) in his work on information literacy. He highlights the importance of cultivating skills that go beyond rote memorization, focusing instead on critical thinking, creativity, and adaptability. Brewing beer is more than following a recipe; it involves analyzing chemical reactions, adapting to variables, and creatively experimenting with flavors. At first, this proved to be incredibly overwhelming as someone totally new to the process. To be honest, it still is overwhelming and I’m sure that everyone who is just getting started feels this in some way. For me, it was useful to begin by using a kit to help make it more straightforward at first until I got the hang of it.

Just as Kereluik et al. (2013) emphasize the value of teacher knowledge in the 21st century, my brewing journey underscored the significance of experiential learning. The stages of brewing – mashing, boiling, fermenting – mirror the iterative process of learning. The immersive experience of brewing aligns with Kereluik et al.’s assertion that educators must embrace hands-on learning to effectively guide their students toward holistic understanding.

Guided inquiry, as advocated by Kuhlthau et al. (2015), parallels the brewing process’s dynamic nature. Just as Kuhlthau’s framework promotes inquiry-based learning, the brewing journey involves asking questions, seeking information, and refining techniques based on reflections. Guided inquiry’s iterative cycles align with the experimental nature of brewing, emphasizing the importance of reflection and adaptation.

Silva’s work on measuring skills for 21st-century learning (2009) resonates deeply with my brewing experience. While Silva discusses skills like critical thinking, collaboration, and communication, my brewing journey suffered from not using these skills in action. Collaborating with fellow brewers, communicating the science behind each step, and critically analyzing outcomes all would have better exemplified the skills Silva identifies as essential for navigating the complexities of the 21st century.

This journey has been more than a foray into brewing; it’s been an exploration of how learning transcends traditional boundaries. Drawing connections between brewing and 21st-century learning concepts has illuminated the symbiotic relationship between theory and practice. As a Learning Experience Designer and educator, I envision using similar experiential approaches to bridge theory and practice in my educational endeavors.

In conclusion, the journey into brewing beer has been a lens through which I’ve glimpsed the multifaceted nature of 21st-century learning. Breivik’s emphasis on adaptability, Kereluik et al.’s call for experiential learning, Kuhlthau et al.’s guided inquiry framework, and Silva’s identification of essential skills have all found resonance in the brewing experience. Learning, like brewing, is a dynamic process that flourishes through engagement, reflection, and adaptation. One thing is very clear. Learning doesn’t happen from trying to do or know something complicated just once. It requires iterative practice with many cycles of feedback from experts. It then requires more practice. Often it involves failure with many cycles of trial and error. So, here’s to a future where education is as enriching and flavorful as a well-crafted brew that took many years of failure and revision to get just right.

If you’re curious to witness this journey, join me by watching the video below:

Until our next learning exploration,

Dave

References:

Breivik, P. S. (2005). 21st century learning and information literacy. Change: The Magazine of Higher Learning, 37(2), 21–27.

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century. Abc-Clio.

Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630–634.

Learning to brew beer has been a challenging experience so far. There is a lot involved and it is far more complex than I initially anticipated. There are also many different schools of thought on the approaches and processes. In this blog post, I’ll share the challenges I faced and the strategies I used to overcome them. Here is a “before” image of my face representing my frustration prior to using a kit:

Here is an “after” image of my face representing my relief after deciding to use this simple beginner’s kit I found on Amazon.

The lack of my own hands-on experience posed difficulties in grasping brewing nuances, such as equipment handling and fermentation. Piecing together information from various sources left gaps in understanding. Uncertainty loomed over the final product’s quality and taste. Limited feedback from seasoned brewers so far has also hindered progress, leaving doubts unresolved.

I’ve learned so far that engaging in online brewing communities can offer valuable insights and advice (Brewing 101, n.d.). Video tutorials also aided in visualizing brewing processes (Weissman, 2019). Enrolling in online brewing courses provided structured learning. Delving into brewing chemistry through scientific papers enhanced understanding. Still, these resources fall short of compensating for the absence of practical experience (Bransford et al., 2000). It was certainly the case for me that starting with a kit helped me get moving and starting without having to be overwhelmed by the plethora of choices that could be made.

Though brewing beer without hands-on practice presented challenges, I plan to embrace the online resources to grow and learn. This adventurous journey continues, with newfound appreciation for the brewing community’s support. I eagerly anticipate the day I brew my first batch and raise a toast to learning and progress.

References:

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). “How People Learn: Brain, Mind, Experience, and School: Expanded Edition” at NAP.edu. National Academy Press. https://doi.org/10.17226/9853

Brewing 101: The Ultimate Guide to Brewing Beer at Home | Grainfather. (n.d.). Grainfather Community. Retrieved August 2, 2023, from https://grainfather.com/how-to-brew-beer/brewing-101/

Weissman (Director). (2019, September 13). How To Brew Your First Homemade Beer. https://www.youtube.com/watch?v=AVV3UJCFnA4

In the ever-changing landscape of education, the concept of 21st-century learning has emerged as a guiding framework for equipping students with the skills, knowledge, and mindset necessary to thrive in a dynamic, technology-driven world. At its core, 21st-century learning emphasizes critical thinking, problem-solving, collaboration, digital literacy, and adaptability (Bransford et al., 2000; Thomas & Brown, 2011). As an educator, I am deeply committed to preparing my students for success in the 21st century, and I have developed a lesson plan that embraces this transformative approach.

21st-century learning goes beyond traditional content mastery to focus on skills that foster lifelong learners capable of navigating the complexities of our modern society. It calls for a pedagogy that empowers students to think critically, communicate effectively, and collaborate across cultures and disciplines (Hobbs, 2011). By leveraging technology and promoting a growth mindset, this approach prepares students to be agile thinkers and adaptable problem solvers.

In designing my lesson plan, I sought to create a dynamic and interactive learning experience that aligns with the principles of 21st-century learning. The lesson centers around a real-world problem, encouraging students to work collaboratively to devise innovative solutions. The project-based nature of the lesson promotes critical thinking and creativity as students explore diverse perspectives and develop their own unique solutions.

To foster digital literacy, I incorporated multimedia resources, encouraging students to research, analyze, and synthesize information from various sources. By utilizing technology as a tool for learning and communication, students can develop essential digital skills that are vital for success in the 21st century.

Furthermore, my lesson plan embraces the principles of situated learning (Brown, Palincsar, & Armbruster, 1984) by creating an interactive and authentic learning environment. Students engage in hands-on activities and experience real-world challenges, providing them with the opportunity to apply theoretical knowledge in practical situations. This approach enhances learning retention and cultivates a deeper understanding of the subject matter.

Developing a lesson plan that supports 21st-century learning was an exhilarating yet challenging process. I faced the task of striking a balance between traditional educational approaches and innovative pedagogies. While I wanted to foster critical thinking and digital literacy, I also wanted to ensure that foundational knowledge was not neglected.

Integrating technology effectively was another hurdle I encountered. To ensure a seamless digital experience, I had to familiarize myself with a variety of digital tools and platforms. However, the process of learning and adapting to new technologies reaffirmed the importance of being adaptable in the face of constant change, a crucial attribute of 21st-century learning.

While 21st-century learning holds significant promise, it is essential to approach it with a critical lens. One potential concern is the overreliance on technology, leading to reduced face-to-face interactions and diminished social skills. Balancing digital and interpersonal skills is crucial to preparing students for both virtual and physical environments.

Additionally, as we embrace the dynamic nature of the 21st century, we must ensure that traditional academic foundations are not overshadowed. A strong grounding in core subjects provides students with the tools to think critically and engage meaningfully in the digital age.

Throughout the process of creating my lesson plan, I drew upon the knowledge and insights gleaned from renowned educational psychologists and theorists. Bransford et al. (2000) emphasized the significance of meaningful and authentic learning experiences, while Vygotsky (1978) highlighted the importance of social interactions and collaborative learning. Thomas and Brown (2011) encouraged a culture of curiosity and exploration, fostering a growth mindset.

In conclusion, embracing 21st-century learning requires a delicate balance between leveraging technology, nurturing interpersonal skills, and maintaining a strong academic foundation. As an educator, I am committed to preparing my students for the challenges and opportunities that the future holds. By designing dynamic, interactive, and technology-integrated lesson plans, I hope to empower my students to become agile thinkers and lifelong learners who can thrive in the world of constant change.

Click here to explore my lesson plan and embark on a journey of 21st-century learning!

Resources:

• Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
• Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1984). Instructing comprehension-fostering activities in interactive learning situations. Learning and Comprehension of Text, 255-286.
• Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Corwin/Sage.
• Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace.
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Harvard University Press.