Curating and Using OER-Immersive Multimedia Materials for Deep Learning: A Proposed Framework
Location
DeSantis Room 3029
Format Type
Plenary
Format Type
Paper
Start Date
16-1-2020 3:30 PM
End Date
16-1-2020 3:50 PM
Abstract
Visual or immersive learning allows for deep comprehension of complex models, relationships, and procedures compared to text-based learning alone. Deep learning is defined as learning that transfers for use in other contexts. Recommendations for deep learning are to engage students in a) multiple immersive and visually based experiences, b) collaborative learning, c) case based or project based learning, and d) apply the power of technology to allow connections across spatial and temporal boundaries. Many resources are freely available in online environments; however, educators lack a pedagogical model when navigating the media rich plethora of Open Educational Resources (OER)s. Studio Habits of Mind (SHoM) aligns with recommendations for deep learning and is an art-based or visual learning model that may be helpful in transitioning from traditional Bloom’s Taxonomy to a more immersive visual setting. The purpose of the present study was to find and recommend multi-modal and immersive OER materials and show how to use intersections of Bloom’s Taxonomy and SHoM in higher education online classrooms. A synergistic intersection was developed with the SHoM observe and envision and Bloom’s Taxonomy expanded definition of knowing that included facts, concepts, procedures, and metacognitions. The final product was a catalogue of 12 OER exemplars that could guide the transition from traditional print based pedagogies to a more inclusive pedagogical model. Details of the study will include rationales for selection of resources derived from both the visual SHoM and Bloom’s more traditional model. The presentation will include a PPT followed by an interactive question and answer session.
Keywords
Higher Education, online learning, distance learning, visual learning, immersive learning, scholarship of teaching and learning
Curating and Using OER-Immersive Multimedia Materials for Deep Learning: A Proposed Framework
DeSantis Room 3029
Visual or immersive learning allows for deep comprehension of complex models, relationships, and procedures compared to text-based learning alone. Deep learning is defined as learning that transfers for use in other contexts. Recommendations for deep learning are to engage students in a) multiple immersive and visually based experiences, b) collaborative learning, c) case based or project based learning, and d) apply the power of technology to allow connections across spatial and temporal boundaries. Many resources are freely available in online environments; however, educators lack a pedagogical model when navigating the media rich plethora of Open Educational Resources (OER)s. Studio Habits of Mind (SHoM) aligns with recommendations for deep learning and is an art-based or visual learning model that may be helpful in transitioning from traditional Bloom’s Taxonomy to a more immersive visual setting. The purpose of the present study was to find and recommend multi-modal and immersive OER materials and show how to use intersections of Bloom’s Taxonomy and SHoM in higher education online classrooms. A synergistic intersection was developed with the SHoM observe and envision and Bloom’s Taxonomy expanded definition of knowing that included facts, concepts, procedures, and metacognitions. The final product was a catalogue of 12 OER exemplars that could guide the transition from traditional print based pedagogies to a more inclusive pedagogical model. Details of the study will include rationales for selection of resources derived from both the visual SHoM and Bloom’s more traditional model. The presentation will include a PPT followed by an interactive question and answer session.
Comments
Context
Conceptual models of learning assist educators in developing and supporting the framework for curriculum and instructional design. Bloom’s Taxonomy represents a hierarchy of powerful competencies that outlines levels of understanding and learning outcomes. Academic skills and learning development are viewed as a set of sequential critical creative thinking skills rather than habits of mind (Eisner, 2000). Bloom was actively involved in curriculum development, assessment and evaluation, which informed the systematic classification. Additionally, the taxonomy was widely adopted as a tool for the development and evaluation of learning resources. Bloom’s curricular goals are achieved when teaching, learning, and assessment occur through speaking, reading, and writing (Paul, Elder, & Bartell, 1997; Cochrane, Antonczak, Keegan, & Narayan, 2014). Aligning with the same text based structure, the online learning model consists of instructional and evaluative techniques that depend mostly on reading and writing skills.
Bloom's taxonomy differs from SHoM, which is non-hierarchical, project based, and learner centered. Despite reliance on traditional teaching methods, the experience of education, particularly higher education, has been disrupted by robust and sophisticated technological advances that have supported and expanded classroom access beyond desktop computers (Psotka, 2013). A second disruptive force is the ubiquitous access to rich, immersive, visual experiences from desktops or handheld devices (Brantley, 2015).
Traditional educators still consider reading, writing, and discussing text as the standard instructional approach (Cochrane et al., 2014). This perspective is unfortunate because technological advances have allowed learning to progress from reading paper based books and articles to the processing and understanding material from various digital platforms and media. The most frequent curriculum in online higher education classes consists of reading text, writing an assignment, and responding to discussion questions or discussion questions (DQ).
In contrast, some educators embrace technology and utilize augmented realities and other multi-media to create a engaging online learning experiences. Complex ideas, procedures and relationships can be learned quickly in visual (Lathan, Gorichanaz & Stoerger, 2018) or immersive representations (Onyesolu, Nwasor, Ositanwosu, & Iwegbuna, 2013). The SHoM model could represent advantages in the increasingly visual and multimodal learning environment available to students in distance learning education. Previous research has shown opportunities to learn SHoM in virtual and immersive learning situations (Sheridan, 2011; Steele, Johnston, Lawlor, Smith, & Lamppa, 2018).