Learning & Technology MA

Why do we need to know? Do we need to know?

gwynethmcintosh — Thu, 09 Aug 2007 02:14:23 +0000

I find myself grappling with the concept of research – at this very point, not so much about whether to focus on qualitative or quantitative (or a mixture of both), but more about my own personal feelings about the act of researching. I consider myself to be a questioning person. The older I get, the more I find myself questioning life – my own personal life, as well as life and the world around me – people’s reactions, people’s ideas, assumptions, my teaching practices…Through this act of questioning I think I understand myself more and more. However, at the same time, I am very comfortable with the unknown. In fact I appreciate and embrace this idea.

I like the fact that some things cannot be answered definitively. I like the idea that some things can just seem amazing, without knowing explanations. Mysteries enrich our world. The possible existence of a greater force than humans; the amazing work the brain can do; whether a theory (Gardner’s Multiple Intelligences, for example) can be proven. These are all mysteries that seem almost richer because they cannot be explained definitively.

I wonder: why do we always need to know? This leads me to question my own place in a research based world.

Is there a place for this line of thinking within the academic research world? This question further makes me wonder if I belong in such a world. Does anyone else share these feelings? Surely I can’t be the only one.

Technology serving content or content serving technology?

gwynethmcintosh — Wed, 08 Aug 2007 01:40:49 +0000

Today during the seminar with Anthony Ralston my first impression was to be very impressed by the flashy, slick technology of the HP pocket PC. It is undoubtedly very slick stuff. As I continued to listen, letting my own context as a teacher in the public school system begin to filter the information, questions about the necessity of such a device arose. Of course there is a place for this type of technology in online education. But is this place in publicly funded education? Not only is it expensive ($400-$500), the questions regarding necessity and usefulness must be asked. This prompts me to wonder: Is the technology serving delivery of content? Or is content serving the showing off of technical bells and whistles?

I can see how such a device could be useful in delivering content from a distance to trades oriented programs. Although, upon further inspection of this thought, I realize that it is an assumption. How do we know that such a device is any better at making distance learners more successful than other less “slick” technologies? Has research been done into this specific question? Are platforms such as WebCT, Blackboard, Moodle less successful in helping students meet success? I am interested in doing more research into the efficacy of different technologies to facilitate online learning.

The ’07 MALAT cohort

gwynethmcintosh — Tue, 07 Aug 2007 06:19:27 +0000

Okay okay, so I had my fair share of “warm fuzzy” group work during both my Education undergrad as well as my Fine Arts (theatre) undergrad. I’m sure you can just imagine! So I find it suprising that I am posting an entry about the excellence of our newfound MALAT cohort. But clearly we are a unique collection of diverse individuals who have managed to move boyond our differences and work together so productively to reach common goals and to learn from each others’ experiences and strengths. Not to mention the experience today of bawling my eyes out while watching Big Fish in a roomful of what were merely a week ago, complete strangers. A truly unique bonding experience!

This experience of being a student myself reminds me of the import of collaboration and team building within an educational setting. I must say that my experiences working with others in this program thus far have been positive and anything but irritating. Why is this? Clearly we all have vastly differing background and needs. It is not our shared history that makes the cohort work. It is not even simply the fact that we have similar goals in succeeding in the program. (I have been in other programs where the goals were similar, yet experienced much weaker group skills).

Gerald Blair states “you you want your team to act co-operatively, quickly, rationally; you do not want a disgruntled employee bitching about life, you do not want a worker who avoids work”, and he discusses aspects which make team work successful. These aspects include: behaviour, motivation, recognition, responsibility, amoung others. (Blair, G. The Human Factor…sorry – not entirely sure how to APA cite this as it was from a website, but handed out in class – any brilliant ideas?) In my recent experience in the program, I have been fortunate to work with teams which displayed all of these traits. Again, why is this? As mentioned above, I have worked in programs with people of similarly diverse backgrounds, ages and needs. What is it that makes this cohort experience work so well. Further, will this success translate to the online section of the program? This dual format provides opportunities to look into the differences between f2f and online learning. I look forward to observing and analysing any similarities and differences.

Critical thinking in BC’s education system

gwynethmcintosh — Tue, 07 Aug 2007 05:26:32 +0000

Today one can scarcely make it through an education class or seminar without hearing the phrase “critical thinking” used at least once, but more likely several times. Why is this? What about today’s world has focused our attention so pointedly on this “new” way of thinking. Moreover, is this in fact a “new” approach to education? Because we live in such a technological, information age, it is essential that we work to instill a sense of critical thinking in our students. Add to this the fact that we live in a country which values and is surrounded by multiculturalism. The ability to value different perspectives is an essential aspect of both multiculturalism and critical thought. In order for us to live peacefully and proactively in this type of multicultural, mass media society, it is essential for our citizens to be able to dissect, critique and analyze information, in order to make informed decisions and opinions. A large focus in education today is the goal of helping form thoughtful, active citizens. I am interested in the evolution of this approach to educating. Is the idea of critical thought in fact new? In my recent research, I have found progression towards this type of thinking, specifically in the philosophies of John Dewey.

Dewey’s emphasis on the importance of community and the interconnectedness of citizens has parallels and implications in the critical thinking movement of today. He believed in the necessity of this interconnectedness in order to promote social intelligence (Gutek, 1997, p. 334). In his book Critical thinking: what every person needs to survive in a rapidly changing world, Richard Paul emphasizes that the fostering of attitudes integral to a thoughtful and well functioning society is supported by Dewey’s respect for community. These values include (among others): courage, empathy, integrity, and fair-mindedness (Paul, 1992, p. 262). Without these attitudes present in a society, we cannot successfully build the type of productive, learning community atmosphere supported so strongly by Dewey.

Dewey’s pragmatist philosophy also has parallels with the critical thinking movement of today. His rejection of the belief in absolute truth, as well as his support for the idea that human relationships are flexible and in constant need of “reappraisal and readjustment” (Gutek, 1997, p. 337) align strongly with the critical thinking movement of today. In this way, we must view knowledge as multidimensional and malleable. Critical thought also has a foundation in the pragmatist “scientific method” advocated by Dewey. This “complete act of thought” (Gutek, 1997, p. 344) has a place in critical thought, without defining critical thinking completely.

I find it interesting that “critical thinking” seems to be such a buzz phrase – a new approach in today’s education system, yet clearly the idea itself is anything but new.

The Unknown Citizen: A look at qualitative and quantitative research methods

gwynethmcintosh — Tue, 07 Aug 2007 04:45:29 +0000

Today during Dr. Muirhead’s lecture, as he was discussing the idea that many pieces of information could be known about an individual through the quantitative gathering of data; but that the deeper questions about said individual would be left unanswered, a famous poem popped into my head. Dr. Muirhead commented that yes, through quantitative analysis, we can discover what kind of car a person drives, what job the person has, how old they are etc…yet deeper insights are left untapped (B. Muirhead, August 6, 2007, personal communication). Have a look at “The Unknown Citizen” by WH Auden. I’m very curious to see how others view this poem within the context of quantitative and qualitative research methods…

The Unknown Citizen
by W. H. Auden

(To JS/07 M 378 This Marble Monument Is Erected by the State)He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn’t a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in a hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

Of course this poem has larger implications regarding state control and lack of privacy, but since my mind has been forced to probe the questions surrounding these two methods of research, I can’t help but see this new connection to research. To me this poem really brings into sharp focus the different types of information we can glean through the two methods. Sure, we know so many details about this “unknown citizen”, but through this type of data, can we really know if a person is “happy” or “free”. Further, how can we uncover the answers to these questions? Still further, I have to ask myself, “can we ever truly know?”…