COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:
Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
Lim, J., Hall, B., Jeong, A., & Freed, S. (2017). Intersubjectivity and discussion characteristics in online courses.Quarterly Review of Distance Education. 18(1). 29-44.
Abstract
This study explores the combination of course structure, prompt type, and characteristics of discussion posts and their relationships with intersubjectivity. A content analysis measured the intersubjectivity of peer responses by analyzing the interaction analysis model (IAM) phase of each post and comparing with the IAM phase of the previous post. Results found that the type of discussion activity generated significant differences in levels of intersubjectivity. Some characteristics of the posts created higher IAM scores, providing clues for the emergence of intersubjectivity. Instructors desiring higher levels of intersubjectivity in discussion forums should consider the course structure and prompt type.
And a little snippet from the conclusion:
This study found the dialogue format generated significant intersubjectivity and role play was effective in creating dissonance. Intersubjectivity was more likely to emerge in the second week of the discussion forum. Discussion prompts beginning with the Understanding level of Bloom’s taxonomy, previous posts with fewer words, and peer responses addressing multiple classmates each generated higher levels of intersubjectivity.
Find it in your library, and let us know what you think! Feedback and comments are welcome!
We focused on two major areas, after defining the challenges:
information design
cognitive and human interactivity
i.e. how do you make your message super clear and concise? And, how to you engage minds and provide opportunities to interact with each other and with you?
This presentation is part of a collection of presentations on Professional Development. In this short post, I’m including some additional references and resources.
We’ve all seen examples of famous people, CEOs, saying things that were wrong. My favorite: Bill Gates in 2004, within “two years from now, spam will be solved.” Oh if only!
Past vs. Future
Will we be pushed by our past memories, or pulled by our future dreams? – Rev. Jesse Jackson
Richard suggests we can gain more by reading science fiction than by looking backwards.
Finally, we’re going through a change in the “climate” of technology and work. We’re moving into a world where computers and algorithms can analyze (reveal previously hidden patterns); optimize (tell a plane which altitude to fly each mile to get the best fuel efficiency); prophesize (tell you when your elevator will break or what your customer is likely to buy); customize (tailor any product or service for you alone); and digitize and automatize more and more products and services. Any company that doesn’t deploy all six elements will struggle, and this is changing every job and industry.
Richard replaced “company” in the last sentence with post-secondary institution. To what extent do we think we are employing these six strategies, then to what extent do we think we will struggle?
Algorithms
What we read on social media is a product of algorithms
What we see and do on the web is a product of algorithms
Algorithms help gadgets do all kinds of cool things
Nice collection of videos: one that has a smartphone falling down and smashing a campus; one where Disney and Pixar decide to improve the production quality of Open University courses; another with people talking about the human impact of the campus residential experience.
See the image on page 12 of his paper – where technology giants are attacking academe with faculty using pens, books, and ink to defend.
Invent our Future?
What are our choices? Do we avoid the topic? do we have paralysis by analysis? Do we choose mindful incrementalism? Or do we invent a new future? What would it take to do that? To construct scenarios, develop models, identify risks, extract themes, and iterate that over and over. These are behaviors that academe knows how to do.
The Future is Now
Algorithms helping us with everything; 80% of the top 100 companies will have cognitive intelligence and/or artificial intelligence in their products
