Note 4 key ideas you drew from each author - prioritize the key ideas according to how you made sense of them.
List 3 questions you want to explore further
If you have one - highlight which question is the most essential for us to address in class.
Dervin 1) Observer vs. Actor: Information systems needs to be studied from the perspective of the actor, not the the observer. To understand the true needs of learner, you must orient all surveys and information gathering from their perspective. Even surveys, are often "rigged" toward the institution or organization, instead of the learner. The data does not tell us where we might move our systems if we are really to serve people on their terms.
2) Given that individual behavior has an element of chaos because we are all different in how we view and take in information, there is a tendency for researchers to either retreat to qualitative and highly contextualized understandings or to retreat from individual to structural understandings. In fact, data studies can be quite systematic if studied from a process perspective.
3) Focusing on the gap idea moves research toward a new kind of generalizability, at a more abstract, more fundamental, and more powerful level.
4) We need to look at where humans struggle, break, come to terms with and change whatever structure humans find themselves in. That is where studying the gap can help us better understand our students.
Baggio 1) Trilogy of the Mind Affective = How you feel Cognitive = How you think Conative = How you naturally or instinctively do what you do
2) You can't get to thinking if you don't first address feeling
3) Learning is influenced by: Prior Knowledge Context Expectations
4) Writing down or drawing pictures, those activities helped Baggio to focus her attention. Action Item: Require students to keep a notebook for when I teach from the front, every class period, 15 minutes, take notes, draw, teach students strategies for focusing and processing information.
Clark
1) "If you are a technical expert, you are already a valuable resource for your skills and knowledge. But learn to transmit your expertise to others effectively and efficiently and you quadruple your value" I want students to learn how to transmit their technical knowledge to others through blogging.
2) Asking what it is that we want the learner to do with the content is as important as defining the content itself. This points back to authentic PBL projects.
3) Writing learning objectives = Clear action statement Description of conditions under which the action will take place Standard of quality required.
4) ISD is very linear and seems antithetical to PBL learning. In this method of teaching, the process is to give the students all information in a linear fashion, much like traditional teaching. It is system focused, not learner-focused for scaleability. Where is the productive struggle built in to this model? Doesn't seem like it exists?
Three Questions to explore further: 1) How can personalization in learning be scaled?
2) How can I engage students in identifying when they have reached a gap, what they need to know to bridge the gap, and help them strategized to bridge that gap. This is about building Agency. What needs to be learned? What stands in my way of bridging the gap? Can I monitor my own learning? Can I find solutions to bridge the gap?
3) How can I scaffold the concept of how to process information as it is being presented? Notebooks, note taking, blogging after, re-writing notes, flashcards, etc.