Case Study Proposal version #3

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Posted by Liz Eckert | Posted in INF537 | Posted on August 18, 2015

My third version of my case study. I much prefer this question as it is outlining what I am more interested in doing than my previous versions.

Topic:

To what extent does school policy match practice in terms of student’s mobile phones?

Description of project: 

This project intends to explore whether school mobile phones policies are enacted in the classroom. It will consider whether these policies allow or do not allow students access to mobile phones during class time and the effects this can have on the classroom. This study intends to compare different mobile phone usage policies in secondary (Year 7/8 – 12) and/or Foundation – 12 schools within Australia. Both students and teachers will be surveyed to consider both sides within the classroom setting. It is hoped that schools that do promote, or at least do not openly prevent, the use of mobile phones in classrooms will also contribute. Parent viewpoints may also be considered.

Expected Outcomes:

These include recommendations about whether mobile phone use in the classroom should be encouraged within guidelines or continue to be proscribed from the classroom. It may consider what guidelines may be recommended for secondary education settings to consider.

Case Study Plan:

14 Aug – 30 Aug:

  • Begin Review literature
    1. Published literature (ie Primo search)
    2. Mobile phone use policies from a variety of (secondary) schools in Australia. These are to be gathered via my PLN connections and MySchools website links to other schools.

31 Aug – 6 Sept:

  • Develop survey questions and consider answer formats for:
    1. teachers/school administration via SurveyMonkey
    2. students (and possibly parents) via SurveyMonkey
    3. Decide if surveying parents is warranted; develop survey questions if needed via SurveyMonkey
      • Consider asking questions to determine if there are similarities and differences based on socio-economic levels
      • Consider asking questions to determine whether private or public plays a difference in policies
  • Continue literature review
  • Continue gathering Mobile phone use policies

7 Sept – 20 Sept:

  • Survey teachers/administration and students
  • Analysis of mobile phone use policies. See if there are similarities and differences based on socio-economic levels and whether private or public plays a difference in policies

21 Sept – 27 Sept:

  • Analysis of survey results
  • Draft case study report

28 Sept – 11 Oct:

  • Complete case study report

Case Study Proposal version #2

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Posted by Liz Eckert | Posted in INF537 | Posted on August 17, 2015

 After feedback from my lecturer, I’m trying to consider clarifying my question and task.  I think what I’m trying to do is something along the following question. 

Topic: 

What is the most effective mobile phone policy to support student learning?

Description of project: 

This project intends to explore whether banning mobile phones in the classroom is an effective measure for student engagement or can they be harnessed to help students learn. It intends to compare different mobile phone usage policies in secondary (Year 7/8 – 12) and/or Foundation – 12 schools within Australia. It will also consider whether the banning of mobile phones is a useful tool in the behaviour management system if not permitted access in the classroom. Both students and teachers will be surveyed to consider both sides within the classroom setting. It is hoped that schools that do promote, or at least do not openly prevent, the use of mobile phones in classrooms will also contribute. Parent viewpoints may also be considered.

 Expected Outcomes:

These include recommendations about whether mobile phone use in the classroom should be encouraged within guidelines or continue to be banned from the classroom. It may consider what guidelines may be recommended for secondary education settings to consider.

The blue text is what I have currently changed from the previous version. I’m not entirely sure that my description of my project is right either. I prefer my new question/topic phrasing as this is more of what I want to investigate. I’m intending to put this new topic & description up on the INF537 forum for more feedback as well.

 

 

Colloquium #4: Who is in control of your data?

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Posted by Liz Eckert | Posted in INF537, required blog tasks | Posted on August 17, 2015

This week’s presentation was from Tim Klapdor and expands on his blog post. It was interesting to hear. The idea of who owns our data is not a new question. However, the model of many current operators is that of the closing off the digital commons, like the closing off of the village commons. There are some operators/players that starting to open up the commons again, starting to get users to cooperate instead of collaborate. However many are not aware of these options.

The idea of empowering users to create their own node for information in an interesting one and I think one that will probably start to take off when people get tired of allowing Facebook and other social media businesses to dictate what they can do with our data that we share on the various sites. The federated wiki idea sounds quite interesting and one I’d like to consider exploring one day down the track.

INF537 Case Study Proposal-version 1

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Posted by Liz Eckert | Posted in INF537 | Posted on August 14, 2015

So this is the first official version of my case study for INF537. There will be tweaks to this. It’s not yet okayed by my lecturer but it’s what I’ve submitted for now.

Topic:

Could allowing the use of mobile phones in student learning allow for a more streamlined learning experience?

Description of project: 

This project intends to explore whether banning mobile phones in the classroom is effective or can they be harnessed to help students learn. It intends to compare different mobile phone usage policies in secondary (Year 7/8 – 12) or Foundation – 12 schools within Australia. It will also consider whether the banning of mobile phones is effective. Both students and teachers will be surveyed to consider both sides within the classroom setting. It is hoped that schools that do promote, or at least do not openly prevent, the use of mobile phones in classrooms will also contribute. Parent viewpoints may also be considered.

 Expected Outcomes:

These include recommendations about whether mobile phone use in the classroom should be encouraged within guidelines or continue to be banned from the classroom. It may consider what guidelines may be recommended for secondary education settings to consider.

Case Study Plan:

14 Aug – 30 Aug:

  1. Begin Review literature
    1. Published literature (ie Primo search)
    2. Mobile phone use policies from a variety of (secondary) schools in Australia. These are to be gathered via my PLN connections and MySchools website links to other schools.

31 Aug – 6 Sept:

  1. Develop survey questions for
    1.  teachers/school administration via SurveyMonkey
    2. students (and possibly parents) via SurveyMonkey
    3. Decide if surveying parents is warranted; develop survey questions if needed via SurveyMonkey
  1. Continue literature review
  2. Continue gathering Mobile phone use policies

7 Sept – 20 Sept:

  1. Survey teachers/administration and students
  2. Analysis of mobile phone use policies. See if there are similarities and differences based on socio-economic levels and whether private or public plays a difference in policies

21 Sept – 27 Sept:

  1. Analysis of survey results
  2. Draft case study report

28 Sept – 11 Oct:

  1. Complete case study report

Colloquium #3 Leader/Peer

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Posted by Liz Eckert | Posted in INF537, required blog tasks | Posted on August 12, 2015

This week’s colloquium was different to the previous two. It was broken into 3 parts.

  1. Pedagogy to Cosmogogy
  2. Peer presentations on Wang, V. C. X. (Ed.). (2014).Handbook of research on education and technology in a changing society. IGI Global.
  3. Case Study introduction

Part 1

This was an interesting expansion of global learning from what I had already known. I struggle to implement this in the classroom. Mostly because I haven’t had the time and opportunity to try to implement these ideas. I do like norms of online global collaboration flow chart that was presented by Julie Lindsay. It starts to let me consider where I am on a continuum in online learning/teaching experience not just connecting globally to others.  It does also let me think about how advanced I am to other teachers and how some teachers are further along than I am. It also makes me consider where the schools are on a whole that I have worked in, mostly not very far along. I do want to go and read further in this area.

Part 2

I liked how we each had to read a chapter from Wang and summarize it very briefly. It helped to gain an understanding of other parts of the book that would have been interesting to read. I know I struggled to narrow mine down and after reading in the forum from someone else who read a chapter I was keen on presenting, I decided to look at another of my 4 that I’d managed to narrow it down to read. This way others would get another chapter to consider rather than doubling up on what someone else has done.

Part 3

A basic introduction to what things I need to do for the case study which is a major assessment task in this assignment. For me this was a re-cap of things I that I experienced in INF536 and INF506 with their case study and case report.

 

References

Lindsay, J. (2015, June). Norms of Online Global Collaboration. Retrieved from http://www.slideshare.net/julielindsay/norms-of-online-global-collaboration
Wang, V. C. X. (Ed.). (2014). Handbook of Research on Education and Technology in a Changing Society: IGI Global.

Case Study thinking so far

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Posted by Liz Eckert | Posted in INF537 | Posted on August 11, 2015

Case study ideas

So far I have two broad topics that interest me in possibly developing further.

  1. multiliteracies in secondary school classrooms (with limited computer/device access)
  2. social media use and schools
    • mobile phone use and policies was suggested in the INF537 discussion forums. This idea sounds attractive.

I’m writing this post to attempt to gain clarity of my thinking on both of these topics and to start to develop my proposal for the INF537 Case Study.

Ideas under Multiliteracies

Background :

My current school (R-12 suburban Adelaide)  has limited access to laptops; school is BYOD and families/students are not totally on board.

Notes about my thoughts:

I was considering the next unit of study for my two year 1o English classes and was having particular trouble with one class. In this class, about 1/2 the class struggles to do work during class time; it’s more of a social time for them. 1/4 of the class is away doing another course for 2 lessons (a double) out of the 4 lessons. And the other 1/4 do some work but can be easily distracted by the non-working members of the class. The class needs to read/study some sort of extended writing (ie novel type) this term. After discussion with the English co-ordinator, it was suggested that I do a graphic novel based unit of work. The trouble would be that there was not enough copies of any single text to study as a shared class text. I could do one on the IWB and look at analysing and reading together as a class while they also read their own. Graphic novels in this case could also include old style graphic stories like Asterix. The broadly anticipated assessment piece would be constructing a graphic story representation of an issue or topic relevant to teenagers.

The idea that I could teach multiliteracy strategies and concepts within this unit was sounding like a strong possibility and could link it to the case study. However much of the learning would be more of an off-line multiliteracy experience than the connected on-line experience that is typically thought of when considering multiliteracy.

Pre Research:

When I started to look at what multiliteracy research there was in teaching multiliteracy, what I was considering had been looked at already. And the data that I was considering collecting, class observations and discussions, along with pre & post activity survey, had already been done in several studies and it would be tricky to do classroom observations if I was the one teaching the class.

Ideas for Social Media and schools

Background:

I enjoyed the foray I made into looking at Social Networking and teachers in INF506 and was considering looking at something in this arena for this case study. I had no real idea about what sort of social media I would like to consider looking at. Last time I looked at Facebook groups and how they could support teachers who may not be permanently attached to a school as part of their PLN.

Forum posting and considerations:

Michele suggested looking at mobile phone use and student learning, particularly considering that many schools still ban their use in the classroom. (My current school is one of these – as part of getting students ready at the beginning of the classroom we’re directed to tell the students to put their phones in their bags).

Greg suggested looking at how social media is used for learning inside and outside of school.

I have done a quick pre research query in Primo on mobile phone use in classrooms and think this could be a more viable option for a case study, particularly looking in an Australian focus, and possibly a more specific South Australian focus.

Case Study Proposal Idea

This is to be taken back to the forum for further refinement.

Topic:

Is the banning the use of mobile phones in the secondary classroom an effective measure in student’s learning?

Description of project:

This project intends to explore whether banning mobile phones in the classroom is effective or can they be harnessed to help students learn. It intends to compare different mobile phone usage policies in secondary or Foundation-12 schools within Australia. It will also consider whether the banning of mobile phones is effective. Both students and teachers will be surveyed to consider both sides within the classroom setting. It is hoped that schools that do promote, or at least do not openly prevent, the use of mobile phones in classrooms will also contribute. Parent viewpoints may also be considered.

Expected Outcomes:

These include recommendations about whether mobile phone use in the classroom should be encouraged within guidelines or continue to be banned from the classroom.

Case Study Plan:
Week 1:
  1. Begin Review literature
    1. Published literature
    2. Mobile phone use policies from a variety of (secondary) schools in Australia. These are to be gathered via my PLN connections and MySchools website links to other schools.
Week 2:
  1. Develop survey questions for teachers/school administration and students (and possibly parents) via SurveyMonkey
  2. Continue literature review
  3. Continue gathering Mobile phone use policies
Week 3-4:
  1. Survey teachers/administration and students
  2. Analysis of mobile phone use policies. See if there are similarities and differences based on socio-economic levels and whether private or public plays a difference in policies
Week 5:
  1. Analysis of survey results
  2. Draft case study report

Week 3 musings

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Posted by Liz Eckert | Posted in INF537, required blog tasks | Posted on August 3, 2015

This week’s colloquium was on big data. Simon Welsh, manager of Adaptive Teaching and Learning Services, CSU, was an engaging presenter. He made me think about big data, something I hadn’t really done in depth since I did INF530.  As part of that course, I signed up for a weekly newsletter from Online Learning Daily. This week a number of big data articles were shared. And given the focus of the colloquium, I actually made time to read some of the articles instead of just the synopsis and commentary that was given in the newsletter. I also read Penetrating the fog that Simon shared with us before the colloquium.

“Big data is you take a whole bunch of junk data, if you get enough of it, it turns into gold” one of Simon Welsh’s colleague’s definition on big data.

You can find associations with this by applying statistical techniques that are designed to find associations. The key distinction is that they do not mean that they are causations.

I think that it is fair to say that educational institutions have not used some of their data effectively in the past in a timely manner. This idea was brought up in Long & Semiens (2011). This has been on note in the tertiary setting. However this is now seeping down to the secondary and primary education settings as well. One of the main points that sprang out at me while reading  Penetrating the fog is schools are getting “big’ on data; there’s lots of talk about it in the schools that I’ve been involved in the past 5 years. It’s hard however to get the general staff/teachers onside at the moment, as often they see it as another top down things they have to do on top of a already heavy workload. There seems to not be the support to train staff to gather data and what to do with it.

Hardt (2014), also writes on the ethical concerns with big data gathering and analysis.  This particularly can include bias of ethnic groups and gender groups as they may turn up in the data more frequently for some areas because they may be over represented in some areas. Fister (2015) also starts to consider ethical issues about who gathers the data and what it can be used for. She also highlights that anonymity can be reduced in big data sets when combined with other data sets.

“Learning is not a counting noun,” says Dave Cormier, “so what should we count?” Watters (2015)

Watters (2015) also ponders what can be counted about learning. It can be interesting to consider what we count/include to collect data on about learning. Do we use online content/learning management systems (LMS) to count different sorts of activity; forum posts, time in the online course, links followed? This is still problematic as we can’t necessarily define whether these are effective learning experiences or not. It’s still hard to decide what we can count to analyse student learning. It can be hard to start to analyse this, given the wide mix of learning experience opportunities for schools; there are issues accessing computing devices so relying on the use of LMS to gather data can be problematic in some schools.

Big data and learning analytics is something to start to consider particularly from an ethical point and how it can support learning experiences, in a timely manner.

References

Downes, S. (2015). Stephen’s Web ~ Stephen’s Web. Retrieved August 3, 2015, from http://www.downes.ca/index.html

Fister, B. (2015, July 30). Negotiating a New Social Contract for Digital Data. Retrieved August 3, 2015, from https://www.insidehighered.com/blogs/library-babel-fish/negotiating-new-social-contract-digital-data

Hardt, M. (2014, September 26). How big data is unfair. Retrieved August 3, 2015, from https://medium.com/@mrtz/how-big-data-is-unfair-9aa544d739de

Long, P., & Siemens, G. (2011). Penetrating the fog: analytics in learning and education. Educause Review, 46(5), 30–40. Retrieved from http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education

Watters, A. (2015, July 27). Rethinking “What Counts.” Retrieved August 3, 2015, from http://hackeducation.com/2015/07/27/what-counts

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