Tag: Theory

  • How to Balance Theory and Research

    How to Balance Theory and Research

    I love to dwell in both theory and research. Both are fascinating to me.

    But how do I balance theory and research when they conflict with each other?

    I share an example and I know this is stormy waters ahead for some readers because I’m going to create waves.

    Photo of waves set against a cloudy sky.

     Photo by Ant Rozetsky on Unsplash

    First, the theory; Andragogy or Adult Learning Theory credited to Malcolm Knowles and to smaller degrees to other theorists.  Before I go any further, I have to acknowledge that in 2022, there is a STRONG movement to discredit Knowles and Adult Learning Theory.  More than I can count, it’s currently cool to disrespect this around instructional design. It’s quite ugly.

    Examples:

    Screen capture of post from Learning Scientists.org called: Pedagogy vs. Andragogy: What's the Difference with a comment, Spoiler alert: Nothing really. 
     
     

    I find this trend really disturbing and an example of cancel culture. Realistically, I find that IDs that put no mental effort into truly studying Andragogy dismiss it out of hand as unreal based on their surface understanding. Said another way, they believe that they know what Andragogy is and then they say it does not exist. BTW, LinkedIn comments have become hot when I’ve described that THE MOST COMMON COMPLAINT against andragogy is that “children occasionally display these adult traits too, so, therefore, adult learning as an exclusive or separate thing does not exist.”  Heads-up: Classic  logical fallacy of composition. 

    Once in a while someone will ask “What is an adult anyway?” which I find to be at least a cognizant thought and then explain “Yes, defining an adult is the first exercise in an Adult Learning Theory class.” Duh. It’s actually really hard to define an adult because there are so many different standards. 

    In summary, using a logical fallacy of composition argument is already weak.

    Additionally, I find that Andragogy is well-respected, research-supported part of education around for over 30 years. What’s next to pick apart? Gender studies?!? 2022 does seem to be the Year to Attack Women. What about Black Cultural studies? How about studies about any particular group?? Or should I be saying “Any particular group that isn’t White Mainstream?”  See? That’s where cancel culture gets you eventually; no one is good enough. I reject all of this.

    Rinse & repeat on Brain-Based Learning.

      (more…)

  • Getting Started in XR in Education

    Getting Started in XR in Education

     

    I’m frequently asked for what do you recommend for those interested in using XR in education?

    I thought I would start gathering resources because the use of XR in education in October 2021 is about where e-learning was in about 2005.  There were a few studies, tons of anecdotal stories, and some general scorn and nose wrinkling in the direction of e-learning at that time. It is just the same point in the adoption of XR, immersive learning, virtual reality, or the metaverse in education.

    We do have some good ideas how to use XR and I’ll boil down my 13 years of experience to two statements to make this REALLY simple.

    Rule #1: XR will, eventually, score equally as well as any other learning technology as measured by learning objectives.

    Rule #2: XR does excel when used in situations where one aims to reduce time, money, or danger.

    I’ll refer back to these 2 rules when I start talking about good and bad uses of XR in education.

    Theoretical background

    I am a Clarkist in the Clark versus Kozma debate.  Interestingly enough, I was a Kozma-ist all through my Master’s Degree and in getting my Ph.D.  It wasn’t until my Ph.D. was all done and buttoned up and I had a few years of recovery that I was able to look back at my own research and say “Harrumph.  I was a Clarkist all along.”

    This means that I do not believe that the technological medium makes a difference in the learning.  This debate is also known as the Grocery Store Truck debate. 

    Theory and approaches that support ID in XR

    Constructivist Learning Theory – this applies more so if one is using the XR as either part of the assessment or learners are tasked with building something within an XR platform.

    3D Learning Experience Theory (Kapp)

    further elaborated here: https://www.linkedin.com/feed/update/urn:li:ugcPost:6864927093248020480?updateEntityUrn=urn%3Ali%3Afs_updateV2%3A%28urn%3Ali%3AugcPost%3A6864927093248020480%2CFEED_DETAIL%2CEMPTY%2CDEFAULT%2Cfalse%29

    Narrative Plot from Pixar

    Experiential Approach to Instruction by Lindsey & Berger

    Lindsey, L., & Berger, N. (2009). Experiential approach to
    instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.),
    Instructional-design theories and models (Vol. 3, pp. 117-142).
    Routledge.

    All theories point to these characteristics if one is making high quality XR for education:

    • Be of high quality: XR experiences cannot be haphazard; the lesson must be pre-planned.
    • Expose the learner to something
      different, a variation in the user environment. It is not enough to
      replicate reality; XR experience should be different from the non-XR (as
      in manipulatable/changeable).
    • Include experimentation or manipulation of cause and effect. The user must be able to change something.
    • Include reflective components. All theories stress the inclusion of guided pondering and contemplation.
    • Have a direct tie to future action. XR experience should change or impact a future experience.

    (I wrote about this in my book chapter here:https://edtechbooks.org/id_highered/immersive_learning_e)

    Epic Rap Battle of Educational Technology History

    https://malat-webspace.royalroads.ca/rru0058/epic-rap-battle-of-educational-technology-history/

     

    I’ve asked around a bit on this debate and it seems that most IDs think that this topic is “ho-hum”, doesn’t really matter (as in, the answer is in the middle), and they really don’t understand what all the fuss is about.

    All right. Have it your way.  Don’t come asking to me for a theoretical foundation when you need one. Just kidding. Of course ask me.