Sara Kaiser

[Sara Kaiser @sarakaiser831]

@constatively @Gigemags11 @AmyMathGoodman @TDavisUNT @DavidSy28764093 @AubreyRieder I’m sure it is not always done in malice, although it frequently is... So as doctoral students and practitioners - how do we avoid this?

[Sara Kaiser @sarakaiser831]

@constatively @Gigemags11 @AmyMathGoodman @TDavisUNT @DavidSy28764093 @AubreyRieder So here’s the question. If inevitable... is PBL without hands on better than nothing? Or does it lose ALL value?

[Sara Kaiser @sarakaiser831]

@constatively Too often though this doesn’t happen. The theory is often manipulated to fit practice. Maybe I’m jaded today (I am)... but it seems like a theory using methods while keeping theory’s values is rare!

[Sara Kaiser @sarakaiser831]

@constatively #6010a3 Bigger question is how do we know what’s accurate - there’s a salient counter for every argument. And when’s it applicable? LT allows us to tailor learning experiences to meet learning goals. We should employ most applicable theories for the specific needs

[Sara Kaiser @sarakaiser831]

@constatively @DavidSy28764093 @AubreyRieder @Gigemags11 @TDavisUNT It’s a systematic shift we all need to be stakeholders in. I find that relating the analysis to the bottom line is helpful in swaying leaders to support it. Analysis leads to empathy for the learner, a better picture of the situation and better solutions (and good solutions = $)

[Sara Kaiser @sarakaiser831]

@constatively @Gigemags11 @AmyMathGoodman @TDavisUNT @DavidSy28764093 @AubreyRieder We have to be careful not to let PBL replace hands on training. It’s less expensive but not always more effective. (Sincerely, A Nurse)

[Sara Kaiser @sarakaiser831]

@constatively @Gigemags11 @AmyMathGoodman @TDavisUNT @DavidSy28764093 @AubreyRieder This is a great model, but often wildly distorted and used for gain/in an opposite way than intended. How many other theories are manipulated in the business space (or edu) and facilitate harm?

[Sara Kaiser @sarakaiser831]

@constatively @DavidSy28764093 @AubreyRieder @Gigemags11 @TDavisUNT Shooting down the middle can miss everything. There has to be a way to accommodate various needs. Can a thorough learner analysis make it easier to hit the mark?

[Sara Kaiser @sarakaiser831]

I find this one interesting also. How can we use this in conjunction with tech? Is it possible to simulate this within e-Learning?

[David Sylvia @rpg_librarian]

@TDavisUNT I find the zone of proximal development theory to be intriguing. Being able to map out learning from one point to another is really the way to cultivate a desire of lifelong learning in a student by showing how learning occurs by degrees. (no college degree pun intended) #6010a3

[Sara Kaiser @sarakaiser831]

@AubreyRieder @constatively @fil0s0fin I think as a general rule it’s if the tech ADDS to the learning. If it detracts (which we have to honestly appraise regardless of affinity for the tech) then we need to skip it!

[Sara Kaiser @sarakaiser831]

@constatively @fil0s0fin @AubreyRieder I will unashamedly say this is overwhelming for me. I have never actually used twitter so this is a lot. While it allows us to consider our responses it’s challenging to keep up with!

[Sara Kaiser @sarakaiser831]

Yes - how do we best select tools? At what point in the design process? It’s easy to get carried away or swayed by the fun tech tools out there. And how do we know when it isn’t working? I think ego can be a terrible enemy to the eval process.

[atikah @atikah_edu]

@constatively effective than just a reading a text about it . It might impact negatively if you are not using right tools such as if video you are presenting in this case is not as impactful it might cause losing interest in topic #6010a2

[Sara Kaiser @sarakaiser831]

I’d argue that you could still achieve the objectives (minus web development) without all the tech. More challenging but possible?

[Sara Kaiser @sarakaiser831]

Technology itself impacts the way we send the message, but not the message itself. The impact of tech is primarily positive EXCEPT when the technology becomes more important than the message. This is not the fault of the technology - the messenger is the issue. #6010a2

[Scott J. Warren @constatively]

Does the technology we use for learning communication impact the message/knowledge/information we seek to convey? If so, how? If not, why not? Do you see the major impacts of technologies as primarily positive, negative, or neutral? What is your evidence? #6010a2

[Sara Kaiser @sarakaiser831]

@ROBODAVISWFISD @fil0s0fin @GetKahoot That’s a subtweet!! I know twitter lingo from the younger crowd at work.

[Sara Kaiser @sarakaiser831]

@courtdlcftworth @constatively Interesting point - we sometimes have to teach more when using tech. We introduce an LMS but if no one can use it who does it help? I think as an IDer I have to be conscious of my assumptions (especially if it starts with “everyone knows how to use...”

[Sara Kaiser @sarakaiser831]

@ROBODAVISWFISD I wish they had the laugh response like on Facebook! I completely agree. Speaks to the need to focus on the learning in LT... not the bells and whistles.

[Sara Kaiser @sarakaiser831]

@constatively @KrishnaGathwal I don’t think it’ll ever me completely objective. We can establish clear metrics for performance (ie document within 24 hours - it is done or isn’t). If we base on subjective matters we have to be sure the “judges” are trained... but that feels like a terrible cycle starting...

[Sara Kaiser @sarakaiser831]

Or do people learn based on how they have made sense of their world? Does schema impact learning or does learning impact schema? I think it’s an unending cycle...

[David Sylvia @rpg_librarian]

#6010a1 Rosenbreg (2016) people learn as a way to make sense of the world around them and to make predictions about the future.